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COURSE OUTLINE

Course Title: Canadian and World Politics
Course Code: CPW4U
Grade: 12
Course Type: University Preparation
Credit Value: 1.0
Prerequisite: Any university or university/college preparation course in Canadian and world studies, English or social sciences and humanities.
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11 and 12, Revised 2005
Department: Canadian and World Studies
Course Developer: Edward Sommerville
Development Date: Spring 2008
Course Revised by: -
Revision Date: -

Course Description:

This course examines Canadian and world politics from a variety of perspectives. Students will investigate the ways in which individuals, groups, and states work to influence domestic and world events, the role of political ideologies in national and international politics, and the dynamics of international cooperation and conflict resolution. Students will apply criticalthinking and communication skills to develop and support informed opinions about current political conflicts, events, and issues.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Introduction to Politics This course and unit begins with the topic, A Study of Politics, followed by an introduction to the basic concepts of political science. Students will spend some time on the concept of ideology and search out their own political ideology. The unit ends with the introduction of the Independent Study Topic, the steps involved and how to get started.	20 hours
Unit 2	Government and the Political Process This unit begins with an examination of the forms of government and models of political processes. Students will then have a look at how roles in the political process function. Once again the unit ends with the next step in the ISP process.	20 hours
Unit 3	Canada and the International Political System Three significant topics are investigated in this unit: a system of sovereign states, Canada’s International Policy, and the role of non-governmental organizations in international affairs. The ISP will see students involved in the third step of the process.	20 hours
Unit 4	Issues and Answers: National and International Politics in Practice The unit begins by looking at the topic of national unity in Canada. From there Canadian and American relations are the topic of discussion followed by the serious issues involved in national and international security in the post 9/11 world. The reality of the politics of economic globalization will fascinate students as will the timely topic of environmental issues as they relate to world politics. The unit concludes with the topic of human rights at home and abroad while students pursue the next step in the ISP process.	40 hours
Unit 5	Future Shock: Culminating Activities in Canadian and World Politics As the title suggests this unit turns an eye toward the future as students examine likely scenarios as they relate to the great powers of tomorrow on the world’s stage. The ISP essay is due at the end of this unit while students prepare for the final exam.	10 hours
	Total	110 hours

Teaching / Learning Strategies:

This course is constructed with a variety of learning activities which require students to be actively engaged in their own learning. Students will use a variety of case studies, read and answer questions, seek additional guided research on specific topics, prepare activities to demonstrate their understanding including slide presentations, research essays, lesson plans, and position papers. Students will also participate in two discussions with course peers and the teacher.

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.

Overall Expectations - CPW4U

Participation in the International Community
Overall Expectations
CPI.01	explain the rights and responsibilities of individual citizens, groups, and states in the international community;
CPI.02	describe the main ways in which sovereign states and non-state participants cooperate and deal with international conflicts;
CPI.03	evaluate the role of Canada and Canadians in the international community;
CPI.04	describe the structure and function of international intergovernmental and non-governmental organizations;
CPI.05	evaluate the role and operation of the international human rights protection system.
Power, Influence, and the Resolution of Differences
Overall Expectations
CPR.01	analyse the factors that determine the power and influence of a country;
CPR.02	analyse how international organizations, the media, and technology are able to influence the actions of sovereign states;
CPR.03	evaluate Canada’s role and influence in international relations.
Values, Beliefs, and Ideologies
Overall Expectations
CVB.01	explain the role and function of ideologies in national and international politics;
CVB.02	analyse how social and cultural beliefs and political ideologies influence national and international politics;
CVB.03	compare the aspirations, expectations, and life conditions of people in developed and developing nations.
Methods of Political Inquiry and Communication
Overall Expectations
CMP.01	use methods of political science inquiry to locate, gather, evaluate, and synthesize information;
CMP.02	analyse information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis;
CMP.03	communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication.

The Final Grade:

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. A credit will be granted if the final percentage awarded is 50% or more. The final grade will be determined as follows:

• 70% of the grade will be based upon assessment tasks completed throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to the most recent evidence of achievement.



• 30% of the grade will be based on a final assessment task that occurs at or near the end of the course. In the case of this course, this final assessment task will be comprised of two parts: an Independent Study Project which is introduced early in the course and has seven steps for completion and a final examination of three hours in length.

The Report Card:

The report card will focus on two distinct but related components of student achievement: the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart: Canadian and World Studies, Grades 9-12

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
Knowledge of content (e.g., facts, terms, definitions)	demonstrates limited knowledge of content	demonstrates some knowledge of content	demonstrates considerable knowledge of content	demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, ideas, theories, procedures, processes, methodologies, and/or technologies)	demonstrates limited understanding of content	demonstrates some understanding of content	demonstrates considerable understanding of content	demonstrates thorough and insightful understanding of content
Thinking - The use of critical and creative thinking skills and/or processes
	The student:
Use of planning skills (e.g., focusing research, gathering information, organizing an inquiry, asking questions, setting goals)	uses planning skills with limited effectiveness	uses planning skills with moderate effectiveness	uses planning skills with considerable effectiveness	uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., inquiry process, problem-solving process, decision-making process, research process)	uses processing skills with limited effectiveness	uses processing skills with some effectiveness	uses processing skills with considerable effectiveness	uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processess (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process)	uses critical / creative thinking processes with limited effectiveness	uses critical / creative thinking processes with some effectiveness	uses critical / creative thinking processes with considerable effectiveness	uses critical / creative thinking processes with a high degree of effectiveness
Communication - The conveying of meaning through various forms
	The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms	expresses and organizes ideas and information with limited effectiveness	expresses and organizes ideas and information with some effectiveness	expresses and organizes ideas and information with considerable effectiveness	expresses and organizes ideas and information with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform,to persuade) in oral, written, and visual forms	communicates for different audiences and purposes with limited effectiveness	communicates for different audiences and purposes with some effectiveness	communicates for different audiences and purposes with considerable effectiveness	communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions (e.g., conventions of form, map conventions), vocabulary, and terminology of the discipline in oral, written, and visual forms	uses conventions, vocabulary, and terminology of the discipline with limited effectiveness	uses conventions, vocabulary, and terminology of the discipline with some effectiveness	uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness	uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
Application of knowledge and skills (e.g., concepts, procedures, processes, and/or technologies) in familiar contexts	applies knowledge and skills in familiar contexts with limited effectiveness	applies knowledge and skills in familiar contexts with some effectiveness	applies knowledge and skills in familiar contexts with considerable effectiveness	applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., concepts, procedures, methodologies, technologies) to new contexts	transfers knowledge and skills to new contexts with limited effectiveness	transfers knowledge and skills to new contexts with some effectiveness	transfers knowledge and skills to new contexts with considerable effectiveness	transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., past, present, and future; environmental; social; cultural; spatial; personal; multidisciplinary)	makes connections within and between various contexts with limited effectiveness	makes connections within and between various contexts with some effectiveness	makes connections within and between various contexts with considerable effectiveness	makes connections within and between various contexts with a high degree of effectiveness

Resources:

In addition to the lessons and activities found in this course, students are also referred to some external websites.

Program Planning Considerations for Canadian and World Studies:

Teachers who are planning a program in Canadian and World Studies must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• health and safety

Considerations relating to the areas listed above that have particular relevance for program planning in Canadian and World Studies are noted here.

Education for Exceptional Students. In planning courses in Canadian and World Studies, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. Canadian and World Studies courses reflect the creative part of our literary world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as writers. Just as Canadian and World Studies courses respond to the needs and demands of the greater world of work, Canadian and World Studies courses are largely shaped by the needs and demands of students who will all eventually end up in this greater world.

The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by Canadian and World Studies students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any business environment.

English As a Second Language and English Literacy Development (ESL/ELD). This Canadian and World Studies course can provide a wide range of options to address the needs of ESL/ELD students. Detailed analysis of the parts of speech, vocabulary and sentence, paragraph and essay structure will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how their backgrounds and language skills can contribute to their success in the larger world.

Career Education. Canadian and World Studies definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this Canadian and World Studies course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity would be an overall intention of this English course, as it helps students prepare for success in their working lives.

Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of Canadian and World Studies should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Health and Safety. The Canadian and World Studies program provides the reading skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.