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Course Profile Canadian and World Politics (CPW4U), Grade
12, University Preparation, Public
Course Overview
Prerequisite: Any University or University/College Preparation course in
Canadian
and World Studies, English, or Social Sciences and Humanities
Students
examine national and international political issues from a variety of
perspectives. Students learn about the rights and responsibilities of
individuals, groups, and states within the international community, analyse the
different ways in which Canada tries to settle its conflicts with other
nations, and evaluate the role of nationalist and internationalist ideologies
in shaping relations among states.
Students are becoming increasingly aware of
their global connections. The media shows international events and issues as
they happen. Our ‘fireproof house’ is no longer part of the Canadian mentality.
Isolation is not a foreign policy option. Being a global citizen or having a
global perspective is no longer a lofty goal but a necessity. This course gives
students an opportunity to understand the complexity of unfolding world events
and how the world might look in the future. Students examine the origins of
current events and issues from different viewpoints, so that they can better
understand the role values, beliefs, and ideologies play in international
policies. By evaluating Canada’s role and influence in international events,
students see the factors that determine the power and influence of nations on
international decision-making. They assess the impact of Intergovernmental
organizations, e.g., OPEC, and Non-governmental organization, e.g., the Red
Cross, as products of globalization. No matter what the event or issue,
students should have an opportunity to examine human rights and
responsibilities in the international community. Multiple interpretations of
these rights, responsibilities, events, and issues will help students
articulate their own supportable conclusions. An issues-centred approach to
global issues helps build a framework for students to research the past and
predict the future. Teachers should be sensitive to the personal nature of the
background and experiences of individual students as they apply to the
sensitive issues of international relations. A strong skill base to lessons and
activities will help students listen to and respect the views of others.
Students
will have varied academic backgrounds. Canadian and World Politics builds on
the foundation of earlier compulsory courses in the policy document The
Ontario Curriculum, Grades 9 and 10, Canadian and World Studies, 1999.
The teacher cannot assume that students continued their study of politics at
the Grade 11 level. Unit 1 of this document serves as both a review of the
related knowledge and issues from Grade 10, Canadian History in the Twentieth
Century, Grade 10 Civics and Grade 11 Canadian Politics and Citizenship, and an
introduction to key concepts at a higher academic level.
In Unit 1 students should make a personal connection to the concept of global
citizenship. Students evaluate Canada’s role in the world community by
understanding and analysing the factors and goals that have and will influence
foreign policy decision-making in this country. In Unit 3 students apply the
Canadian decision-making process to an understanding of how decisions are made
on a global level. They evaluate the role of international organizations, e.g.,
The United Nations and World Trade Organization, as world decision-making
bodies. Students suggest a model for making global decisions that improves on past
and current practices. In Unit 4 students examine in detail how conflicts are
resolved internationally. Students examine past conflicts to see the lessons to
be learned from how the conflict was resolved and then apply these lessons to
our current world environment.
With a strong sense of historic and
contemporary international relations, students attempt to resolve issues which
may develop in the future. Students assume roles for an International
Conference in 2020 to solve issues that they develop for the conference agenda.
This course does attempt to work from the
personal level, to the national level, to the international level, and then to
the future. At the core of this approach is the development of the essential
skills associated with critical and creative thinking, research, and
communication. This course prepares students for a university destination and
offers students opportunities to practise the skills associated with political
science. The requirement for students to ask questions and find answers using a
wide variety of sources has been built into this program. Students improve
their communication skills through class conferences, role-playing, group
presentations, position papers, and formal essays. Writing for and working with
Grade 10 Civics students provides an audience for student work and helps the
class experience the wider commitment to others so significant in understanding
global citizenship.
The
teacher should be aware of the resources available for the delivery of this
curriculum. Many Internet sites may be accessed by the teacher in the
preparation of this course, and by students during the course. The teacher must
familiarize students with the local board’s policy regarding the safe use of
the Internet and obtain the necessary parental permission forms. The students
must be aware of what to do if they become exposed to inappropriate sites.
|
Unit 1 |
The
Global Citizen: What does that mean to you? |
18
hours |
|
* Unit
2 |
Canadian
International Relations: |
23
hours |
|
Unit 3 |
World
Systems: How are world decisions made? |
26
hours |
|
Unit 4 |
Case
Studies: How are conflicts resolved internationally? |
26
hours |
|
Unit 5 |
The Art
of the Possible: The International Community in 2020 |
17
hours |
* This
unit is fully developed in this Course Profile.
Time: 18 hours
Unit
Description
Students
explore the concept of global citizenship. Starting with a solid course
beginning and a review of what they know and remember from Grade 10 Civics or
Grade 11 Politics, students move on to study citizenship on a global scale –
from personal connections to abstract understandings. Students explore the need
to study citizenship at this level and gain an academic focus on global rights
and responsibilities through an examination of the current multi-dimensional
issues of globalization and its effects. Current events are a key component of
class activities. Students should identify the uses and the abuses of the
media. Assessment is varied through the unit and includes an ongoing
skills-based analysis of current events and futures-oriented culminating
activity.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
PIV.01,
PIV.04, PI1.01, PI4.03 |
Knowledge/Understanding
Communication |
What
does “politics” mean to me; remembering and recalling |
|
2 |
IC1.03, IC3.04, IC3.06, VB1.03, VB2.04,
PIV.01, PIV.02, PIV.03, PIV.04, PI1.02 |
Knowledge/Understanding Thinking/Inquiry
Communication |
Developing current events skills: Assessing
the tools of information |
|
3 |
ICV.01,
PO1.02, VBV.03, VB1.01, VB1.02, VB3.03, PIV.01, PIV.03, PI1.04, PI2.01,
PI2.02, PI3.02, PI4.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Presenting
political concepts and terminology |
|
4 |
PIV.01,
PIV.02, PIV.04, PI3.01, PI3.02, PI4.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Development
of class constitution; the classroom as a political unit |
|
5 |
ICV.01,
PO3.03, VBV.03, VB3.04, PIV.01, PI4.05 |
Knowledge/Understanding
Thinking/Inquiry |
Making
personal connections to the world |
|
6 |
ICV.01,
IC2.03, IC4.04, PO2.04, VB1.03, VB1.03, VB2.01, VB3.04, PIV.01 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Environmental
problems and the need for supra-national governments |
|
7 |
ICV.01,
IC1.01, IC1.02, PIV.01, PIV.02, PIV.03, PI1.03, PI2.02, VB2.01, VB2.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
What
are the rights of a global citizen? |
|
8 |
ICV.01,
IC1.01, IC1.02, PIV.01, PIV.02, PIV.04, PI1.03, PI2.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
What
are the responsibilities of global citizenship? |
After
exploring the role of the global citizen and the rights and responsibilities of
citizenship on the global stage, students individually write a short account of
a day in their lives in C.E. 2020. This will incorporate what they have learned
in the unit and apply their thoughts on global change and ‘preferred futures’
in a demanding piece of personal writing. Students should examine an example of
personal writing before starting the assignment to better understand the
criteria for completing this task.
Time: 23 hours
Unit
Description
Students
evaluate Canada’s role in the world community. Events in this community affect
Canada’s foreign policy. To better understand the actions that the Canadian
government takes on international issues, students analyse the factors and
goals that influence foreign policy decision-making. Students investigate these
factors and goals as they apply in a general sense to all countries, then in a
specific sense to Canada historically and currently. Using case studies from
Canadian history, e.g., Canada’s various United Nations Peacekeeping
activities, students speculate on the government response to current
international issues and foreign policy tools that it can use to influence the
current international situation. To show an understanding of the factors,
goals, and tools of foreign policy decision making, students create issue
organizers that can be used with Grade 10 Civics students.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ICV.01,
ICV.03, POV.03, IC2.03, PII.01, PII.04, PO3.01, PO3.02, PO3.03, PO3.04 |
Knowledge/Understanding |
What is
foreign policy? |
|
2 |
POV.01,
PIV.02, IC2.01, IC3.05, IC3.06, PI2.02, PI3.01, PI4.03, PO3.01, PO3.02,
PO3.03 |
Knowledge/Understanding |
Factors
that influence foreign policy |
|
3 |
PIV.02,
PO1.01, IC2.01, IC3.05, PI1.03, PI2.01, PI2.03, PI4.05, VB3.01, VB3.03,
VB3.04 |
Knowledge/Understanding |
Goals
of foreign policy |
|
4 |
ICV.03,
IC3.01, PO2.01, PO3.04 |
Knowledge/Understanding |
Case
studies |
|
5 |
POV.01,
POV.03, IC3.04, IC3.02 |
Application |
Applying
the tools for achieving foreign policy goals |
|
6 |
PIV.03,
PIV.04, PO3.05, PI1.01, PI1.02, PI1.03, PI1.04, PI2.03, PI3.01, PI3.02,
PI4.01, PI4.02, PI4.03, PI4.05 |
Thinking/Inquiry |
Culminating
activity |
Students
create a “Decisions 200(2) Organizer” for Grade 10 Civics students.
The class
should brainstorm periodically a list of events or issues that affect Canadian
foreign policy decision making. The class designs a two-page template for
analysing the options open to Canadians in participating in an international
event or issue. The class should look at various types of organizers, e.g.,
mind maps, retrieval organizers, to see what type and form best meets the
requirements of this task. In groups of three to four, students should prepare
an organizer that can be used with students in the
Grade 10 Civics course as part of their current events program. The organizer
might include:
·
a
small map of the area in question,
·
a
short paragraph outlining the history of the event or issue,
·
past
Canadian involvement,
·
policy
options available to Canada,
·
foreign
policy factors and goals as they relate to this event or issue,
·
a
place for Grade 10 students to write down their selection of the ‘best’ option
for Canada and why this option was selected.
The class creates, along with the “Decisions
200(2)” template, a rubric for evaluating the organizers they produce. The
teacher distributes a partial rubric that lists the evaluation criteria
headings in the left column: understanding of concepts, “inquiry/research
skills,” communication of the required knowledge, and “application of concepts
and skills.” Together, the teacher and students fill in the spaces under the
headings with the specific criteria related to the task. Then, again together,
the teacher and students write the descriptors for the four levels of
achievement. Preparing the organizer is a group activity. Following it, the
teacher designs a task to demonstrate individual knowledge and understanding. A
one-page report on the effectiveness of the organizer in meeting the criteria
could be an option.
Time: 26 hours
Unit
Description
Students
study decision making on a global scale by moving from a theoretical overview
to historic and current examples, exploring in small groups different
categories of global decisions. They begin with an examination of different
decision-making models using a schematic exercise. They then examine the
history of the emergence of world government as a foundation for three
teacher-led examples. They study the political dimension by examining the
formation and structure of the United Nations. They examine the economic aspect
by observing World Trade Organization meetings. Students study the Three Gorges
Dam in China and Canada’s role in funding this project as an example of
decision making in action. Small groups of students then examine different
sectors of global decision making (political, economic, military, health, human
rights, and environmental) and present their findings to the class. In the
culminating activity, they revisit the theoretical models introduced at the
beginning of the unit.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
PIV.03,
PI1.04, PI2.01, PI2.02, PI3.02 |
Knowledge/Understanding
Thinking/Inquiry |
An
introduction to different decision making models |
|
2 |
ICV.01,
ICV.04, IC2.04, POV.01, POV.02, PO2.02, PO2.03, PO2.04, VBV.03, VB3.04,
PIV.02 |
Knowledge/Understanding
Thinking/Inquiry Application |
The
history of the emergence of world government |
|
3 |
ICV.04,
IC2.01, IC4.02, POV.01, VBV.01, VB1.01, VB3.04, PIV.02, PI2.01 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Understanding
decision making at the global level |
|
4 |
ICV.04,
IC2.01, IC4.02, PO3.05, VBV.02, VB1.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Decision
making in action; the UN, the WTO, and the Three Gorges Dam |
|
5 |
ICV.05,
IC3.06, IC5.01, IC5.02, IC5.03, PO1.03, VBV.02, PI1.03, PI1.04, PI2.01,
PI4.05 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Researching
decision making in different sectors (political, economic, military, health,
human rights, and environmental) |
|
6 |
ICV.05,
IC2.01, IC2.04, IC3.06, IC4.01, IC4.03, IC5.01, IC5.02, IC5.03, PO1.03,
PO2.04, PO3.04, VBV.01, VBV.02, VBV.03, VB1.01, VB3.03, VB3.04, PIV.01,
PIV.02, PIV.03, PIV.04, PI1.01, PI1.02, PI1.04, PI2.01, PI2.03, PI3.01,
PI4.01, PI4.02 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Small
group sectoral presentations |
At the
beginning of this unit, students study a series of diagrams of global decision
making or world government. In the culminating activity they revisit these
diagrams and think about what decision making model is needed for our global
future. They can choose one of the existing models or design their own
schematic. The chosen diagram is accompanied by a half page of explanatory
text.
Time: 26 hours
Unit
Description
This unit
will enable students to learn about global conflicts and how they may be
resolved through an examination of specific case studies. Students develop an
understanding of the factors involved in creating international conflicts in
various parts of the world, appreciate the role that international
organizations such as the United Nations have played in conflict-resolution
efforts in the past, and recognize the need for more effective methods of
resolving international conflicts in today’s world. They learn about the
various political, social, economic, and military options that are available to
countries involved in a conflict, and apply these general concepts to enhance
their understanding of specific global conflicts that have occurred during the
Cold War and post-Cold War eras, e.g., Cuban Missile Crisis of 1962, Persian
Gulf War of 1991, terrorist attacks of 2001. As a culminating activity for this
unit, students research and prepare a formal research essay dealing with the
lessons that may be drawn from an intensive study of a particular global
conflict for the world in 2002.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ICV.02,
IC2.02, IC2.04, PO2.03, VBV.01, VBV.02, VBV.03, VP2.02 |
Knowledge/
Understanding Thinking/Inquiry |
What is
international conflict? |
|
2 |
ICV.04,
ICV.05, ICI.03, IC2.01, IC2.02, IC3.04, VB2.03 |
Knowledge/
Understanding Thinking/Inquiry |
What is
the process that might resolve international conflicts? |
|
3 |
IC2.03,
IC3.03, PO1.01, PO1.02, PO2.04 |
Knowledge/
Understanding Thinking/Inquiry |
What
are the political, social, economic, and military options open to countries
where there is a conflict? |
|
4 |
PIV.01,
PIV.02, PIV.03, PI1.01, PI1.02, PI1.04, PI2.01, PI1.02, PI1.03, PI3.02,
PI3.03, PI4.01, PI4.04 |
Knowledge/
Understanding Thinking/Inquiry |
Culminating
Activity: formal research essay |
Canadian
Centre for Foreign Policy Development – http://www.cfp-pec.gc.ca
Canadian
Department of Foreign Affairs and International Trade
– www.infoexport.gc.ca/section4/missions
Canadian
Institute for International Affairs – www.ciia.org/ciia.htm
Canadian
Peace building Coordinating Committee – www.cpcc.ottawa.on.ca
Centre
for Social Justice – www.socialjustice.org
Greenpeace
– www.greenpeacecanada.org
International
Criminal Court – http://www.un.org/icc
Human
Rights Watch – http://www.hrw.org
Human
Security Agenda – http://www.dfait-maeci.gc.ca/foreignp/
Project
Ploughshares – http://www.ploughshares.ca
Women
in International Security – http://www.wiis.org/
World
Alliance for Citizen Participation – www.civicus.org
World
Trade Organization – www.canadians.org
A formal
research essay will comprise the culminating activity of this unit. Students
will research, prepare and present a paper analyzing a particular international
conflict that has taken place since 1945 as a case study, and explain the
lessons the world in 2002 can learn from this conflict and how it was resolved.
Time: 17 hours
Unit
Description
Students
form groups of three or four to research and prepare for a simulated World
Conference on Global Issues, to be convened in 2020. Each group represents a
specific country or special interest group that presents its issues to the
conference and seeks resolution. Issues that could form part of the
conference’s agenda are global security, human rights, privacy, technology, and
state sovereignty. In their participation in the conference, groups assume the
role of their particular country or interest group and debate resolutions in
this role. As a culminating activity, students individually prepare oral
presentations in their roles, and/or write short position papers on the
conference issues with which their groups were concerned.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ICV.04,
ICV.05, IC2.02, IC2.03, IC2.04, IC4.01, IC4.02, IC4.03, IC4.04, IC5.01,
IC5.02, IC5.03, PO1.03 |
Knowledge/
Understanding |
Creating
an agenda for a world conference to solve global issues |
|
2 |
ICV.01,
ICV.02, IC2.01, IC2.02, IC3.04, PO1.01, PO1.02, PO2.01, PO2.02, PO2.03,
PO2.04, VBV.03, VB1.02, VB2.02, VB2.03, VB3.01, VB3.02 |
Knowledge/
Understanding |
Assuming
a country or interest group role |
|
3 |
PIV.01,
PIV.02, PIV.03, PIV.04, PI1.01, PI1.02, PI2.01, PI2.02, PI2.03, PI3.01,
PI3.02, PI3.03, PI4.02, PI4.03, PI4.05 |
Knowledge/
Understanding |
Group
work and culminating activity |
After
students have prepared for and participated in the World Conference on Global
Issues, they conclude by giving oral presentations in the roles of individual
countries or interest groups they assumed for the conference, and/or short
individual position papers dealing with the major issues that formed the
conference’s agenda.
Students have the opportunity to explore,
analyse, and reflect on political decision making through diverse teaching and
learning strategies. Critical thinking skills such as formulating a thesis,
identifying and developing a viewpoint, debating, analysing primary sources,
and problem solving are the focus of many activities. Focused inquiry, data
analysis, note taking and guided Internet searches are examples of the research
skills that students practise. The teacher should scaffold the required skills
in the course as part of the daily lessons, and they should be practised as
part of homework assignments. Students have multiple opportunities to hone
their skills in communication through formal presentations, role-playing,
debates, writing in role, and persuasive paragraph writing. Some of the methods
of political inquiry that students should be able to demonstrate are the
ability to conduct organized research and document analysis using primary and
secondary sources, the ability to create a short position paper in a manner
that respects the opinions of others, and the ability to think creatively in
reaching conclusions. Cooperative group learning is another important active learning
strategy. Tasks are designed to develop skills and concepts through a range of
student learning styles. Many important skills are developed in the unit
activities. Students demonstrate a synthesis of their learning in the course by
participating in the Course Culminating Activity in Unit 5.
The
subject discipline of Politics has its own particular ways of using language to
express concepts. Teachers should consider a wide variety of learning
strategies, in order to help all students. Teaching and learning strategies
should show formative attention to the following aspects of language in written
and oral forms:
·
specialized
vocabulary/idioms;
·
wide
range of tense use, active, and passive voice;
·
words,
phrases, and clause structures that indicate:
·
sequence/chronology;
·
cause/effect
relationships;
·
contrast/comparatives/superlatives;
·
statements
of opinion, interpretation, inference;
·
statements
of speculation/hypothesis/prediction;
·
statements
of belief, intent, necessity, persuasion, evaluation, definition;
·
explanations
of reason;
·
formation
of questions for formal and informal circumstances, oral or written active
listening skills, for example, phrases, and syntax that express encouragement,
requests for repetition, clarification, and restatement;
·
activities
such as reading/listening tasks (case-study/video-viewing) require a specific
and concrete product from students;
·
completion
of a graphic organizer/re-enactment or structured oral response;
·
note-taking/summarising;
·
non-verbal
communication skills, of particular importance to presentation tasks.
Written tasks should reinforce oral tasks, and vice versa. All learners
with difficulties benefit greatly if their teachers initially provide models or
scaffolds for oral and written expressive communicative functions.
The study of current events forms an integral
component of the study of politics. Discussion of current events creates
student interest and helps students understand their world and the
relationships among past events, present-day situations, and the future. The
study of current events is not a separate topic removed from the program.
Indeed, it helps students to achieve the expectations found in the curriculum.
Current event activities for each unit can incorporate such tasks as:
·
watching
the TV news for meaning or bias;
·
analysing
Internet sites;
·
looking
at newspapers for bias in reporting events;
·
understanding
the uses and abuses of public opinion polls;
·
appreciating
the differences between news magazines and journals;
·
measuring
public opinion through interviews;
·
understanding
how pictures are used in reporting the news.
Students can prepare a folder/portfolio that demonstrates skills in
seeking and analysing information.
The Achievement Chart, which is the basis
for assessment and evaluation in this course, is found on
p. 246-7 of The Ontario Curriculum, Grades 11 and 12, Canadian and World
Studies, 2000. The chart identifies four major categories of knowledge and
skills – Knowledge/Understanding, Thinking/Inquiry, Communication, and
Application. These categories encompass the curriculum expectations in all
courses in Canadian and World Studies. The descriptions at Level 3 represent
the provincial standard for student achievement.
Activities
in this Course Profile suggest formative assessment, including diagnostic and
summative evaluation strategies and tools. The course culminating activity is
designed to be appropriate to the University level course requirements. The
teacher should introduce the concept and the topic of a culminating activity at
the beginning of the course. Acknowledge the fact that students require
practice in order to gain competency in the many discrete skills involved in
researching and writing a politics essay and presenting in role a point of view
on an issue in international relations. The activities and performance tasks in
this profile are examples of some strategies that teachers may use with their
own classes. The following are some generic suggestions for using assessment
and evaluation techniques in Politics courses:
·
Provide
opportunities for student learning to improve by using formative assessment
tools in each unit, e.g., visual organizers, practice quiz, self- and peer
assessment of written work.
·
Model
the skill for the students to master, e.g., formulating a thesis, note-taking,
report writing.
·
Share
with the students clearly developed criteria for their assessment and
evaluation tools, e.g., checklists and rubrics. Developing these tools with
students helps to clarify how and why they are being assessed or evaluated.
·
Use
assessment tools that are appropriate for the expectations being addressed and
that relate to the categories on the achievement charts.
·
Ensure
that in performance tasks involving group work these tasks build in positive
interdependence and individual accountability.
·
Provide
rubrics that make it clear to students why they scored as they did and in
teacher feedback, outline what steps they need to take to improve.
·
Match
the assessment/evaluation strategy to the teaching/learning strategy.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation.
Teachers must be aware that there will be
students in the class who will require accommodations to meet their individual
needs.
Every effort is made to assist all students in
achieving success in their Politics course. Specific accommodations are
recommended for each activity. Teachers should realize that if expectations are
modified extensively, then the nature of the credit can be affected.
The
teacher must become familiar with the Individual Education Plans (IEPs) for
exceptional students to learn the specific learning strategies that are
recommended for use with each student. As well, the proficiency levels outlined
in The Ontario Curriculum, Grades 9 to 12, English as a Second Language and
English Literacy Development, 1999 provide teachers and school
administrators with a guide to receiving and accommodating these learners in
the regular classroom.
There are a variety of strategies
that can be used for those students with special needs. Students with specific
learning impairments require specific modifications to meet their particular
needs in terms of learning, communication, and expression strengths and
weaknesses. Students with attention deficit and behavioural challenges need to
have opportunities for active learning and interaction within a controlled
environment. The variety of learning strategies and student performance tasks
provide teachers with some guidance, but each exceptional student’s program may
require appropriate adaptations based on recommendations included in the IEP.
This course places a great deal of emphasis on reading. Some students might be
challenged visually, and reading copies of documents in class and on the
computer could be difficult. Teachers must make accommodations for these
students, such as using larger font class handouts.
Technology can also be important in modifying
activities and accommodating for special needs. For example, book marking of
key Internet sites will help to maximize on-line time. There are many
enrichment opportunities for gifted students who may explore the issues and
personalities in greater depth or from different perspectives.
When planning for ESL students, teachers should
recognize and reflect on all aspects of language development. The academic
needs of the student who is an English-language learner can be met with a
program and activities that encourage cognitive skill development through
language skills development.
Teachers should select resources that relate to
the ESL/ELD Curriculum Policy Document Strand’s expectations: Reading, Writing,
Oral and Visual Communication and Social and Cultural Competence. Use a wide
variety of print and illustrative materials. ESL/ELD students should be encouraged
to use bilingual dictionaries, if necessary, and to use their first language to
plan, organize, and write a first draft of either the written or performance
product.
Courses
should also display sensitivity to the diversity of cultural, ethnic, religious
beliefs and customs, socio-economic levels, and family structures of newcomer.
Subject content should be presented in ways that focus on its relevance to
ESL/ELD students needs, be they communicative/language, acculturation, and
day-to-day survival, social, physical, emotional, or cognitive.
Teachers
cannot assume that all students have access to high-speed technology at home to
search Internet sites for information. Access to the required technology may
have to be arranged through the school library or computer lab, where
available.
Units in
this Course Profile make reference to the use of specific print, films, videos,
and websites. Teachers need to consult their board policies regarding use of
any copyrighted materials. Before reproducing materials for student use from
printed publications, teachers need to ensure that their board has a Cancopy
licence and that this licence covers the resources they wish to use. Before
screening videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers
are reminded that much of the material on the Internet is protected by
copyright. The person or organisation that created the work usually owns the
copyright. Reproduction of any work or substantial part of any work on the
Internet is not allowed without the permission of the owner.
Angus,
Ian. A Border Within: National Identity, Cultural Plurality and Wilderness.
Montreal: McGill-Queen’s University Press, 1997. ISBN 0-7735-1653-0
Ballah,
Judy. Insights: Understanding War, Exploring Fiction, Poetry, and
Non-fiction. Toronto: Harcourt Brace & Company, 1995. ISBN
0-7747-0150-1
Bookbinder,
Steve and Lynne Einleger. The Dictionary of the Global Economy. New
York: Franklin Watts, 2001. ISBN 0-531-11975-0
Bryan,
Shelly and Leitenberg. Global Issues: The Senior Issues Series. Toronto:
McGraw-Hill Ryerson, 1993. ISBN 007551446X
Canadian
Citizenship in Action.
Edmonton: Weigl Publishers, 1992.
Canadian
Reference Guide to the United Nations. Ottawa: Minister of Public Works and
Government Services Canada, 1999. ISBN 0-662-27645-0
Ciment,
James, ed. Encyclopedia of Conflicts Since World War II. Vaughan: Sharpe
Reference, 1999.
ISBN 0-7656-8004-1
DeHaenens,
Leen, ed. Images of Canadianness. Ottawa: University of Ottawa Press,
1998.
Derbyshire,
Dennis and Ian Derbyshire. Encyclopedia of World Political Systems.
Armonk Sharpe Reference, 2000. ISBN 0-7656-8025-4
English,
John and Norman Hillmer, eds. Making a Difference: Canada’s Foreign Policy
in a Changing World Order. Toronto: Lester Publishing, 1992. ISBN
1-895555-30-2
Gibbins,
Roger and Loleen Youngman. Mindscapes: Political Ideologies Towards the 21st
Century. Toronto: McGraw-Hill Ryerson, 1996.
Glenday,
Dan and Ann Duffy. Canadian Society: Understanding and Surviving in the
1990s. Toronto: McClelland and Stewart, 1994. ISBN 0-7710-3359-1
Griffiths,
Rudyard, ed. Great Questions of Canada. Toronto: Stoddart, 2000. ISBN
0-7737-6239-6
Hampson,
Fen Osler and Maureen Appel Molot. Canada Among Nations. Don Mills:
Oxford University Press, Annual, (2000 edition). ISBN 019541540X
Henderson,
Ian. World Affairs: Defining Canada’s Role. 1900-2000. Don Mills: Oxford
University Press, 1997. ISBN 0195412788
Koplin,
Robert. Global Links: Connecting Canada. Don Mills: Oxford University
Press, 1998.
ISBN 0195413334
Kostash,
Myrna. The Next Canada. Toronto: McClelland and Stewart, 2000. ISBN
0-7710-4561-1
Lewis,
James R. and Carl Skutsch. Human Rights Encyclopedia. Vaughan: Sharpe
Reference, 2001.
ISBN 0-7656-8023-8
Pettigrew,
Pierre S. The New Politics of Confidence. Toronto: Stoddart Publishing,
1999.
ISBN 0-7737-3180-6
Pious,
Richard M. Governments of the World. New York: Oxford University Press,
1998.
ISBN 0-19-50846-1
Saul,
John Ralston. Reflections of a Siamese Twin: Canada at the End of the 20th
Century. Toronto: Penguin Books, 1998. ISBN 0140259880
Stein,
Janice. The Cult of Efficiency. Toronto: House of Anansi Press, 2001.
ISBN 0887846688
Tucker,
Michael J., R.B. Blake, and P.E. Bryden, eds. Canada and the New World
Order: Facing the Millenium. Toronto: Irwin Publishing, 2000. ISBN
0772528276
Valaskakis,
Kimon. Canada in the Nineties: Meltdown or Renaissance. Ottawa: World
Media Institute, 1990. ISBN 0-921957-02-5
Whittington,
Michael and Glen Williams, eds. Canadian Politics in the 21st Century.
Scarborough: Nelson Thomson Learning, 2000. ISBN 0-17-616676-9
The
World in 2020.
Ottawa: Organization for Economic Cooperation and Development, 1997.
ISBN 9264156275
A Place to Stand. Dist: United Nations. Prod: Marlin
Motion Pictures Ltd., 1995.
Into the 21st Century. Dist: School Services of Canada, 1990.
Global
Citizen – Parts 1 & 2. Dist: Face to Face Media Ltd. Prod: Harcourt Brace & Co, 1996.
Human Rights. Dist: Public Legal Education Society, 1983.
Towards
2000. Dist: CTV
Network, 1991.
Waging Peace- Parts 1 & 2. Dist: Cable News Network (from CNN special report), 1989.
The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.
Canadian
Centre for Foreign Policy Development – http://www.cfp-pec.gc.ca
Canadian
Department of Foreign Affairs and International Trade
– www.infoexport.gc.ca/section4/missions
Canadian
Institute for International Affairs – www.ciia.org/ciia.htm
Canadian
Peacebuilding Coordinating Committee – www.cpcc.ottawa.on.ca
Centre
for Social Justice – www.socialjustice.org
Greenpeace
– http://www.greenpeacecanada.org
International
Criminal Court – http:// www.un.org/icc
Human
Rights Watch – http://www.hrw.org
Human
Security Agenda – http:// www.dfait-maeci.gc.ca/foreignp/
Project
Ploughshares – http://www.ploughshares.ca
Women
in International Security – http://www.wiis.org/
World
Alliance for Citizen Participation – www.civicus.org
World
Trade Organization – www.canadians.org
Note: Resources and organizations working in the areas of policy alternatives and websites which offer a critical view of domestic and foreign policy and their effects are listed below. Teachers should view each resource for bias and make sure that a balanced approach is used in the classroom.
The
Canadian Centre for Policy Alternatives – www.policyalternatives.ca
The Canadian Centre for Policy Alternatives is a national economic and social
policy think tank.
The
Canadian Council for International Co-Operation – fly.web.net/ccic
Centre
for Social Justice – http://www.socialjustice.org/organization.html
Corporate
Watch – http://www.corpwatch.org
The
Council of Canadians – www.canadians.org
Maquila
Solidarity Network – http://www.web.net/~msn/
The Maquila Solidarity Network (MSN) is a Canadian network promoting solidarity
with groups in Mexico, Central America, and Asia.
National
Anti-Poverty Organization – http://www.napo-onap.ca/
New
Internationalist Magazine - For teachers and students of global issues
– http://www.oneworld.org/ni/teaching/teachpage.htm
Oxfam’s
Cool Planet for Teachers – http://www.oxfam.org.uk/coolplanet/teachers/
Ten
Days for Global Justice – www.web.net/~tendays
The
Third World Network – www.twnside.org.sg.
United for a Fair Economy – http://www.ufenet.org/
Canadian Labour Congress. Picture a World
That Works: CLC Toolbox for Global Solidarity
This
comprehensive toolbox includes Issue Sheets, Tools for Learning, and Resource
Tools which will help any educator engage students on issues of Labour,
Globalization, Free Trade, Workers’ Rights, and Global Solidarity. The package
includes ready made lesson plans and handout.
Global
Pillage. 15 min. Canadian Labour Congress.
Outlines the global corporate agenda. Contact the CLC at (613) 521-3400 ext.
289.
Manufacturing
Consent. 3 hours (2
parts). National Film Board of Canada. In this classic documentary dissident
critic Noam Chomsky exposes the media’s distorted reporting of world events.
Beyond
McWorld. Just in
Time Productions. Based on the Global Teach-In held in Toronto in Nov. 1997.
A
Place that Works.
21 minutes. (CBC) Highlights the success of the Netherlands in balancing both
economic growth and social equality.
NAFTA:
Playing with a Volatile Substance. (two versions: full-length, 55 minutes; Action tool version, 30
minutes). CineFocus Canada, 72 Stafford St., 4th floor, Toronto, Ontario M6J
2R9
Tel: (416) 867-9940
The
Emperor’s New Clothes.
50 minutes, 1995. National Film Board of Canada.
Who’s
Counting: Sex, Lies & Global Economics. National Film Board of Canada. 94 minutes.
Dirty
Business: Ford Exports from Mexico to the USA. 15 min. Available for rental from Common
Frontiers, 305-15 Gervais Drive, Don Mills, Ontario M3C 1Y8.
$4
a Day? No Way! Joining Hands Across the Borders. 18 min. American Labour Education Centre,
2000 P St. NW, Room 300, Washington, DC 20036
Debt
Crises. Produced by
Public Services International.
Java
Jive. 39 minutes.
(NFB) Mixing the silly with the serious, Java Jive illustrates the relationship
between the production and consumption of coffee.
No
Grapes. United Farm
Workers of America AFL-CIO. 14 minutes. Highlights the effects of pesticide use
on workers and consumers. See also Wrath of Grapes. UFWA, AFL-CIO P.O. Box 62,
Keene, California 93531.
Union
Aid: CUPE. 9
minutes, 1998. CUPE’s world tour on solidarity features trade unionists from
the Phillippines, Mexico, Canada, and South Africa. (613) 237-1590.
They
Are Us. 15 minutes,
1993. CAW Social Justice Fund. Illustrates CAW’s SJF projects in El Salvador,
in South Africa, and in Canada. (416) 497-4110.
Why
International Solidarity? 26 minutes, 1988. CLC International Affairs. Covers the story of
Coca-Cola in Guatemala, explains the role of the CLC, and illustrates the power
of the multinationals. Contact the CLC.
Labour
Show Humanity Fund.
26 minutes.
Turbulence. 52 minute. (NFB)
“We’re
the Boss!” 29
minutes. (1989, NFB)
Defying
the Law. 47
minutes. (1997, NFB) On July 14, 1946, a group of Hamilton steelworkers sparked
one of the most important strikes in Canadian history - a strike which many
consider to be the birth of the modern Canadian labour movement.
Eye of
the Storm. 44
minutes. (1997, NFB)
The
Grade 12 Canadian and World Politics course provides students with the
opportunity to acquire skills and knowledge that they need in order to pursue
education and career goals and to carry out social responsibility. This course
provides students with learning experiences that are consistent with program
goals outlined in Choices into Action, Guidance and Career Education Program
Policy for Ontario Elementary and Secondary Schools, 1999. Students will
relate what they learn in this course to personal aspirations and interests and
to possible work and life roles. To help them reach this objective, teachers
should offer a range of career exploration activities. Career opportunities in
Canada’s Foreign Service or working for an international organization can be
discussed as part of several units in this profile. If teachers choose to add
this component to the course, examples of ways of providing these opportunities
for students are suggested in Ontario Schools, Grade 9 to Grade 12, Program
and Diploma Requirements, 1999, section 7.5, Cooperative education and work
experience (pp. 52-54)
This
course also gives consideration to integrating technology across the curriculum
(e.g., use of Internet in research), aiding students with special needs
(accommodations, when necessary), using the community as a resource (visits from
university faculty representatives), and using the library/resource centre.
Teachers should also integrate the values of anti-discrimination, respect, and
violence prevention into the course of study.
Students
taking this course may earn either an optional credit or an additional
compulsory credit for diploma requirements.
Coded
Expectations, Canadian and World Politics, Grade 12,
University Preparation, CPW4U
ICV.01 · explain the rights and
responsibilities of individual citizens, groups, and states in the
international community;
ICV.02 · describe the main ways in which
sovereign states and non-state participants cooperate and deal with
international conflicts;
ICV.03 · evaluate the role of Canada and
Canadians in the international community;
ICV.04 · describe the structure and
function of international intergovernmental and non-governmental organizations;
ICV.05 · evaluate the role and operation
of the international human rights protection system.
Rights
and Responsibilities of International Participation
IC1.01 – evaluate the extent to which the
rights and responsibilities of states in the international community are
parallel to the rights and responsibilities of citizens in democratic national
communities;
IC1.02 – describe the rights and
obligations of international groups (e.g., the International Monetary Fund,
transnational corporations, environmental lobby groups);
IC1.03 – describe the actions of
particular individuals who have influenced global affairs (e.g., Nelson
Mandela, Lester Pearson, Eleanor Roosevelt, Dag Hammarskjold, Mikhail
Gorbachev, John Humphrey).
International
Conflict and Cooperation
IC2.01 – describe the participation of
several states in international relations in terms of their objectives,
resources, and methods;
IC2.02 – identify ways of preventing war
and conflict between states (e.g., military preparation, international law,
peace movements);
IC2.03 – explain the effects on national
sovereignty of the trend towards global decision making
(e.g., the decreased power of states to make policies to control the flow of
goods and services, ideas, and cultural products);
IC2.04 – identify the causes and
consequences of non-governmental international conflict and violence (e.g.,
terrorism, tribalism, organized crime).
Canada’s
International Role
IC3.01 – identify selected key events in
the history of Canada’s foreign relations since Confederation;
IC3.02 – explain the types of commitments
made by Canada to other nations or to international or extranational
organizations (e.g., membership in the Commonwealth of Nations, la
Francophonie, or the North American Treaty Organization; participation in the
United Nations and in peacekeeping missions);
IC3.03 – evaluate the extent to which key
agreements and treaties signed by Canada (e.g., NAFTA, agreements relating to
the testing of nuclear weapons over Canada) contribute to the well-being of
Canadians and the world in general;
IC3.04 – explain how Canada tries to
settle its external conflicts (e.g., through negotiation, arbitration,
international cooperation);
IC3.05 – explain the role of federal and
provincial government agencies (e.g., Canada’s Departments of oreign Affairs
and International Trade, the Canadian International Development Agency) in
formulating and implementing Canada’s foreign policy;
IC3.06 – evaluate the role of pressure
groups in formulating and implementing Canada’s foreign policy (e.g.,
anti-landmine protests, the environmentalist lobby, the media, the Canadian
Manufacturers’ Association, the Canadian Bankers Association).
International
Intergovernmental and Non-governmental Organizations
IC4.01 – explain the origins, functions,
and objectives of selected international non- governmental organizations (e.g.,
the International Committee of the Red Cross, Amnesty International, the
International Olympic Committee);
IC4.02 – explain the origins, functions,
and objectives of international cooperation organizations (e.g., the United
Nations, Asia-Pacific Economic Cooperation, the World Health Organization);
IC4.03 – evaluate the effectiveness of
selected international organizations (e.g., the Organization of Petroleum
Exporting Countries, the Non-Aligned Conference, the Arab League) in meeting
their stated objectives;
IC4.04 – analyse the need for new
international organizations as a result of globalization and the advent of new
technologies (e.g., organizations for regulating extra-governmental firms,
controlling drug trafficking, regulating activities in outer space).
International
Human Rights
IC5.01 – identify the most important
international human rights documents (e.g., the Universal Declaration of Human
Rights; the United Nations Covenant on Social, Economic, and Cultural Rights;
the Geneva Conventions) and assess their significance;
IC5.02 – describe the role of agencies
responsible for ensuring the upholding of human rights (e.g., the Human Rights
Commission, the Commission on the Status of Women);
IC5.03 – explain the role of state and
non-state participants in international controversies about certain rights.
POV.01 · describe factors that make states
powerful and factors that make states weak;
POV.02 · identify key influences in the
history of international relations;
POV.03 · evaluate Canada’s role and
influence in international relations.
State
Power
PO1.01 – describe the factors that help to
determine the power and influence of a country (e.g., geography and demography,
economic resources and markets, military strength and diplomatic traditions);
PO1.02 – evaluate the accuracy and
usefulness of classifying states (e.g., as developing countries; Western
countries; non-aligned countries; major, medium, or small powers) when
describing relationships among states;
PO1.03 – analyse the rise and development
of non-governmental organizations (NGOs) and corporations as world powers
(e.g., Red Cross/Crescent; oil cartels; multinational corporations such as
Nike, Shell, and Microsoft).
Key
Influences on International Relations in the Past
PO2.01 – identify major influences on the
development of international relations from antiquity to 1945 (e.g., the
development of empires and colonization, the impact of Christianity and Islam,
the growth of nation states);
PO2.02 – describe how decolonization after
World War II transformed international politics, economics, technology,
communications, and law;
PO2.03 – identify and describe challenges
and conflicts caused by the end of the Cold War (e.g., political fragmentation
such as in the former Soviet Union and Yugoslavia; the position of the United
States as the sole “superpower” nation; neo-nationalism);
PO2.04 – explain the relationship between
changes in information, telecommunications, and military technologies and
changes in international, political, and economic relations (e.g., the American
military development of the Internet, military and commercial uses of satellite
telecommunications, the spread of industrial espionage).
Canada’s
International Role and Influence
PO3.01 – describe the factors (e.g.,
resources, economy, wealth) that contribute to Canada’s power;
PO3.02 – identify the most important
factors shaping Canadian foreign policy (e.g., economic objectives, commitments
under international treaties);
PO3.03 – describe the types of influence
exerted by other nations and groups on Canada and Canadians;
PO3.04 – evaluate the role and influence
of Canadian individuals and groups on the world stage;
PO3.05 – evaluate the nature and quality
of Canada’s influence within selected world and regional organizations (e.g.,
the United Nations, the International Olympic Committee, the Organization of
American States).
VBV.01 · explain the role and function of
ideologies in national and international politics;
VBV.02 · explain how nationalist and
internationalist ideologies shape ideas, as well as conflict or cooperation
within and among nations;
VBV.03 · demonstrate an understanding of
the many similarities and differences in the aspirations, expectations, and
life conditions among the peoples of the developed and the developing nations.
The
International Influence of Ideologies
VB1.01 – explain the role of religion in
national and international politics (e.g., Islamic and Hebrew fundamentalism,
Christian evangelism, Buddhist resistance to secular governments);
VB1.02 – describe the main characteristics
of the world’s major political ideologies (e.g., fascism, conservatism,
liberalism, socialism, communism);
VB1.03 – demonstrate an understanding of
various critiques of traditional world views.
Nationalist
and Internationalist Orientations
VB2.01 – identify the key components of
nationalist ideology (e.g., the definition of nation, types of nationalism, the
role of the individual and the group);
VB2.02 – determine the origins and effects
of nationalist armed conflicts (e.g., the Balkan wars, wars in Central Africa,
apartheid in South Africa) and of rivalries rooted in ethnocentrism (e.g.,
between India and Pakistan, between Israel and Arab nations, between the
diverse peoples of Indonesia);
VB2.03 – describe the peaceful legal means used to
adjudicate conflicts between governments (e.g., Canadian federal-provincial
conferences, the International World Court) and explain their relationship to
values, beliefs, and ideologies;
VB2.04 – explain the key arguments for and
against the processes of “globalization” in economics, politics, and culture,
as well as their relationship to values, beliefs, and ideologies.
Developed
and Developing Nations
VB3.01 – describe the main economic,
political, and social characteristics of developed and developing countries;
VB3.02 – compare key elements of selected
theories concerning the nature of effective development (e.g., global
industrialization, sustainable national development);
VB3.03 – analyse the main differences
between the social beliefs and ideologies in developed and developing countries
(e.g., individual and community property ownership, private and public
capitalism, inter-party democracy and intra-party democracy);
VB3.04 – demonstrate an understanding of
the commonality of human aspirations for a better, more secure life.
PIV.01 · correctly use social scientific
methods to gather, organize, and synthesize information;
PIV.02 · develop supportable conclusions
about political events, issues, and trends and their relationships to social,
economic, and cultural systems;
PIV.03 · communicate knowledge, beliefs,
and interpretations of politics and citizenship, using a variety of formats;
PIV.04 · use political knowledge, skills,
and values to act as responsible citizens in a variety of contexts.
Researching,
Recording, and Organizing Information
PI1.01 – formulate meaningful questions
that lead to a deeper understanding of a political issue and of the different
ways to approach an issue;
PI1.02 – collect data from a range of
media and sources (e.g., print or electronic media, interviews, government and
community agencies);
PI1.03 – classify and clarify information
by using timelines, organizers, mind maps, concept webs, maps, graphs, charts,
and diagrams;
PI1.04 – prepare summary notes in a
variety of forms and for a variety of purposes (e.g., for recording research
findings, making oral presentations, and studying for tests and examinations).
Analysing
and Evaluating Information
PI2.01 – distinguish among opinions,
facts, and arguments in sources;
PI2.02 – describe some of the key methods
of analysis used by political scientists;
PI2.03 – draw conclusions based on an
effective evaluation of sources, analysis of information, and awareness of
diverse political interpretations.
Communicating
Research Results
PI3.01 – present ideas, understandings,
and arguments effectively in a variety of contexts (e.g., in role plays,
interviews, simulations, debates, group presentations, seminars), using graphic
organizers and displays (e.g., graphs, charts, images);
PI3.02 – use political terms accurately;
PI3.03 – write clear, coherent, and
logically organized reports, papers, and essays that include correctly
documented citations and bibliographies, demonstrate academic honesty, and
avoid plagiarism.
Responsible
Citizenship
PI4.01 – think creatively and analytically
to develop potential resolutions to a series of given issues and issues that
they select;
PI4.02 – work effectively both
individually and in groups;
PI4.03 – demonstrate the ability to seek
and respect the opinions of others;
PI4.04 – describe various career
opportunities related to the study of politics (e.g., in research, the civil
service, law, journalism);
PI4.05 – communicate and exercise their own political views and convictions in a responsible, democratic manner.
Unit 2 | Course Profiles Main Menu