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Course Overview

Civics, Grade 10, Open

Identifying Information

Grade: 10

Course Type: Open

Ministry Course Code: CHV2O

Credit Value: .5

Description/Rationale

This course explores what it means to be an informed, active citizen in a democratic society. Students will learn about the elements of democracy and the meaning of democratic citizenship in local, provincial, national, and global contexts. In addition, students will learn about social change, examine decision-making processes in Canada, explore their own and others’ beliefs and perspectives on civics questions, and learn how to think and act critically and creatively about public issues.

How This Course Supports the Ontario Catholic School Graduate Expectations

The purpose of this course is to allow Ontario Catholic School Graduates to develop attitudes and values based on Catholic social teachings and to integrate faith with civic duty and responsibility. Students will be encouraged to examine, evaluate, and apply knowledge of political, ethical, and socio-economic systems for the promotion of a just, peaceful, and compassionate society. Students will be encouraged to make decisions in light of gospel values with an informed conscience. This course will involve activities that will encourage students to act morally and legally as persons formed in Catholic traditions. Civics course graduates will be effective communicators of the Good News of Jesus Christ in their attitudes and approaches to historical and contemporary issues involving citizenship.

Unit Titles (Time + Sequence)

Unit 1	The Individual as Citizen	21.25 hours
Unit 2	The Citizen at the Provincial and National Level	13.75 hours
Unit 3	The Global Citizen	10 hours
Unit 4	The Active Citizen	10 hours

Unit Organization

Unit 1: The Individual as Citizen

Time: 21.25 hours

Description

This unit will introduce students to the need for government in society. Students will become aware of their rights and responsibilities as Canadian citizens. In addition, students will encounter the principles and practices of decision making. Students will develop an understanding of democratic beliefs and values and come to appreciate the importance of civic involvement and participation. This unit will introduce skills such as analysis, inquiry, research, communication, and collaboration. Students will be encouraged to act morally and legally as people formed in Catholic tradition. As a culminating activity, students will examine a public agency or special interest group and research and analyse their contribution to the betterment of society.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1c, CGE1d, CGE1h, CGE 1i, CGE2a, CGE2d, CGE13b, CGE3c, CGE3d, CGE4a, CGE4c, CGE4f, CGE5a, CGE5c, CGE5d, CGE5e, CGE7a, CGE7c, CGE7f, CGE7g, CGE7h, CGE7j.

Strand(s): Informed Citizenship, Purposeful Citizenship, Active Citizenship

Overall Expectations: ICV.01, ICV.02, ICV.03, ICV.04, ICV.05, PVC.01, PCV.02, PCV.03, ACV.01, ACV.02, ACV.03, ACV.04.

Specific Expectations: IC1.01, IC1.02, IC1.03, IC1.04, IC1.05, IC2.01, IC2.02, IC4.01, IC4.02, IC4.03, IC4.04, IC4.05, IC5.03, IC5.04, IC5.06, PC1.01, PC1.03, PC2.02, PC2.04, PC3.01, PC3.06, AC1.01, AC1.02, AC1.03, AC2.01, AC2.02, AC3.01, AC3.02, AC3.03, AC3.05, AC4.01, AC4.02, AC4.03.

Unit 2: The Citizen at the Provincial and National Level

Time: 13.75 hours

Description

In this unit, students will examine the structures of the Canadian government (e.g., levels and branches), the processes involved in making laws at the federal, provincial, and community levels, and how elections are conducted in Canada and other democracies around the world. Students will employ research, inquiry, analytical, collaboration, conflict-resolution, and decision-making skills. In this unit, students will learn to act as responsible citizens who witness Catholic social teaching, by promoting equality, democracy, and solidarity for a just and peaceful society. As a culminating activity, students will participate in a debate addressing a current issue at the provincial or national level.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d, CGE1e, CGE1h, CGE1i, CGE1j, CGE2a, CGE2b, CGE2c, CGE2d, CGE3b, CGE3c, CGE3d, CGE3f, CGE4a, CGE4f, CGE4g, CGE5a, CGE5e, CGE7a, CGE7d, CGE7e, CGE7f, CGE7g, CGE7h.

Strand(s): Informed Citizenship, Purposeful Citizenship, Active Citizenship

Overall Expectations: ICV.01, ICV.02, ICV.03, ICV.04, PCV.01, PCV.02, PCV.03, ACV.02, ACV.03.

Specific Expectations: IC4.06, IC5.01, IC5.02, IC5.05, IC5.06, IC5.07, IC6.05, PC1.02, PC2.01, PC2.03, PC2.04, PC3.02, PC3.05, PC3.06, AC1.01, AC1.02, AC2.01, AC2.02, AC2.03, AC3.01, AC3.02, AC3.03.

Unit 3: The Global Citizen

Time: 10 hours

Description

This unit will introduce students to historic and contemporary global issues. Students will clarify and evaluate their own and others’ positions on these issues. They will come to understand the concept and responsibilities of global citizenship through the use of various examples. In addition, students will examine civic actions of individuals and non-governmental organizations that have made a difference in global affairs. Students will further develop research, inquiry, analytical, collaboration, and decision-making skills. Students will become responsible citizens who respect and affirm the diversity and interdependence of the world’s peoples and cultures and acts to promote the social good. The culminating activity in this unit has students look at a global issue and evaluate the actions taken by various people, groups, and nations.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d, CGE1h, CGE2a, CGE2b, CGE2c, CGE2d, CGE3a, CGE3f, CGE4a, CGE4f, CGE5a, CGE5e, CGE5g, CGE7a, CGE7d, CGE7e, CGE7f, CGE7g, CGE7j.

Strand(s): Informed Citizenship, Purposeful Citizenship, Active Citizenship

Overall Expectations: ICV.05, PCV.01, PCV.02, PCV.03, PCV.04, ACV.01, ACV.02, ACV.03.

Specific Expectations: IC6.01, IC6.02, IC6.03, IC6.04, PC1.02, PC2.03, PC2.04, PC3.03, PC3.04, PC3.05, PC3.06, AC1.01, AC2.03, AC3.01.

Unit 4: The Active Citizen

Time: 10 hours

Description

The focus of this unit will be to prepare students for full citizenship in order to influence public decision making. Students will become actively engaged with a community issue of interest to them. This will provide students with the opportunities to make connections between classroom activities, active participation, and possible careers links. This unit will reinforce students’ literacy skills, including inquiry strategies, critical and creative thinking, decision making, resolving conflicts, and collaboration. Students will continue to develop attitudes and values founded on Catholic social teaching and will act to promote social responsibility, human solidarity, and the common good. This culminating activity will require the students to identify and research a local issue. They will then formulate a plan of action and begin to implement it.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE2a, CGE2b, CGE2c, CGE4a, CGE4e, CGE4f, CGE4g, CGE5a, CGE5c, CGE5e, CGE5f, CGE7b, CGE7j.

Strand(s): Active Citizenship

Overall Expectations: ACV.01, ACV.02, ACV.03.

Specific Expectations: AC1.01, AC1.02, AC1.03, AC2.01, AC3.01, AC3.03, AC3.04.

Course Notes

As a course in the Catholic system, teachers will address a diversity of issues (i.e., gender equity, multiculturalism, minority rights) that make up our pluralistic society from a Christian perspective.

Teachers should take into account that this is an open course with varying levels of ability. Consequently, course activities are designed to accommodate all students. The course contains three units that parallel the strands provided by the Ministry guidelines. This approach allows students to become informed, purposeful, and active citizens. Students will examine current issues throughout the course. In the first unit students will examine a current piece of legislation together and then write an individual report on it. In the second unit students will then pick one issue to explore in greater detail and will clarify their own position on the issue in light of Catholic social teaching. In the final unit students will then formulate and begin to carryout a plan of action for effecting change in relation to this issue. Teachers, therefore, have to carefully monitor students' progress towards the culminating task at the end of Unit 3.

Teacher must be aware of special needs students on IEP and become familiar with these students’ strengths, needs, social skills, and instructional strategies that have been effective in the past. Consult with appropriate itinerant teacher or support staff for specific accommodations for students on IEP. The Special Education Guide (EDU) is an excellent resource to consult for specific recommendations for assisting students with identified difficulties.

The Internet will be used as a resource for both students and teachers. Therefore, the teacher is to be familiar with this medium. The teacher familiarizes students with the local board’s policy regarding the responsible use of the Internet (i.e., safety, security, plagiarism). Depending on the familiarity that students have with this medium, teachers may conduct a formal lesson on the use of the Internet. The students must use the Internet in a manner that reflects the local board’s Catholic Mission Statement. Students will be required to keep a resource bank of all Internet sites used throughout the course for future reference.

Teaching/Learning Strategies

· brainstorming: small to large group generation of ideas expressed without analysis

· case study: investigating real and simulated problems

· co-operative learning: small group investigation or problem solving

· conferencing: student-to-teacher or student-to-student discussion

· computer-generated learning: use of computers to learn or reinforce material

· discussion or debate: exchange of ideas on an issue and defence of a point of view

· independent study: explore and research a topic as a process or product

· guest speakers: experts in the field

· lecture: dissemination of information by speaker or teacher

· note making: summarizing text

· poster making: synthesizing information or concepts to deliver a message

· presentation/report: oral, written, and visual presentation or research topic to a specific audience

· reading: periodicals, articles, journals, newspapers, and magazines

· reflection: critical, directed, and self

· role playing/scenario: describe a situation

· field/excursion: class trip to reinforce classroom learning

· teacher-directed instruction

Assessment and Evaluation

Assessment and evaluation will be based on the Provincial Curriculum Expectations and the achievement levels outlined in The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment and The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies.

The assessment and evaluation practices used in this course profile will:

· address both what students learn and how well they learn;

· be based on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart that appears on pages 58 and 59 of The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies;

· be varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;

· be appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of students in the Civics course;

· be fair to all students in an open course;

· accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plan;

· accommodate the needs of students who are learning the English language;

· ensure that each student is given clear directions for improvement;

· promote student’s ability to assess their own learning and to set specific goals;

· include the use of samples of students' work that provide evidence of their achievement;

· be communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.

The assessment/evaluation techniques used in this course profile will reflect authentic practices and students will have multiple opportunities to demonstrate their achievement of the expectations. According to Ontario Secondary Schools Grades 9 to Grade 12 – Program and Diploma Requirements, assessment is defined as the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances and test) that accurately reflect how well students are achieving the curriculum expectations (6.2.1). The following tools will be used as part of the assessment for this course:

· checklist for peer assessment

· checklist for self-assessment

· checklist for learning skills

· checklist for groups activities

· informal teacher observation of students and anecdotal comments to students

· ongoing observation and feedback on the daily performance of students

· rubrics for assessment

· written and oral feedback from student assignments

According to Ontario Secondary Schools Grades 9 to Grade 12 – Program and Diploma Requirements, evaluation is defined as the process of judging the quality of a student’s work on the basis of established achievement criteria, and assigning a value to represent that quality (6.2.1). The following student work will be used as part of the evaluation for this course:

· debates, reports, posters, oral presentations

· paper and pencil tests at the end of Units 1, 2, and 3

· the culminating activities for Units 1, 2, and 3

· the culminating activity for the course (Unit 4 culminating activity, Civics Writing Portfolio, and final examination)

The debates, reports, posters, oral presentations, and the culminating activities for the units and the course will be evaluated through the use of various rubrics (some have been included as appendices).

In the student's overall mark a 70% weight will be for ongoing assessment throughout the course while 30% will be for final evaluation. In the ongoing assessment the student's most recent work will be given greater consideration and the most consistent level of achievement will be used to generate the mark (The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, p. 11). The 30% for final evaluation will be divided between a) a final examination, b) the Culminating Activity at the end of Unit 4, and c) a Civics Writing Portfolio.

The Civics Writing Portfolio will be a work in progress throughout the course.

Students will collect several pieces of writing that will reflect their views on citizenship. Only six to eight writing pieces will be evaluated in the student’s Civics Writing Portfolio which will be submitted at the end of the course. The teacher should explain that the written pieces are to reflect evidence of understanding the issues involving citizenship. In evaluating the portfolio the teacher will look for student growth and development in terms of knowledge and understanding, inquiry, problem-solving, and communication. The teacher may wish to have the students use the following three steps for their Civics Writing Portfolio (as adapted from Burke, K.B. (1999) The Mindful School: How to Assess Authentic Learning):

Step 1 – Collect everything in a working portfolio.

Step 2 – Select six to eight key pieces for final portfolio evaluation.

Step 3 – Students will write a reflection on the selections chosen.

Accommodations

Consult students’ IEPs with regard to specific accommodations. The following are suggestions only.

For Students with Writing Difficulties

· Give more time to complete written work (copying from the board, proof-reading).

· Have students produce work on using a word processing package on a computer.

· Allow students to read pertinent text into a recording device, such as a audio tape recorder.

· Give several short assignments rather than one long one.

· Use oral presentation.

· Let another student copy notes using NCR paper.

· Check notebook consistently.

· Provide overhead copies before the class begins.

For Students with Reading Difficulties

· Teach how to underline or highlight important points.

· Highlight key points for students.

· Describe how to use diagrams, charts, and graphs. Reinforce verbally.

· Tape record texts: provide adapted versions of texts.

· Have interesting and relevant books and articles available that are at the appropriate reading level.

· Teach how to use the text.

· Have a peer read text, then discuss to check for comprehension.

Oral Language Difficulties

· Have all responses given in a written format.

· Work one-to-one.

· Permit small groups.

· Provide practise time.

· Use electronic media.

· Do not ask the student to respond to questions without forewarning.

· Have students respond to the first or second question only.

For Students with Organization, Concentration and/or Attention Difficulties

· Teach study skills (resource teacher, classroom teacher, or mentor teacher).

· Segment long assignments so students may complete work in small amounts.

· Arrange appropriate physical placement in the classroom.

· Emphasize eye contact.

· Keep distractions to a minimum (noise, physical).

· Use visual aids.

· Keep oral directions clear, simple, and slow.

· State purpose of lesson at the beginning.

· Contract breaks during class time.

· Write homework assignments on the board (read assignments out to class while they are copying them from the board).

· Encourage use of an agenda organizer. Check regularly.

· Tell students what is important to study.

· Use three ring binders.

· Repeat important information.

· Read board notes and transparencies aloud.

· Have students highlight important ideas in notes with a highlighter.

Alternative Evaluation Techniques

· Use oral tests.

· Give open-book tests or permit use of notes.

· Give tests that elicit short answers. Also use multiple choice, true/false, matching.

· Assign fewer questions, especially in research projects if students indicate that they comprehend and have mastered the task.

· Tape tests. Student listens and/or responds on tape.

· Extend time on tests.

· Use short quizzes instead of major tests.

· Give projects that allow for visual responses, such as drawings, with little text being required.

· Adapt the weighting of the 30% of the culminating task based on the individual student’s IEP or learning disability, i.e., greater emphasis could be placed on the Civics Writing Portfolio.

Main Resources

Textbooks

It is suggested the teacher select one of the new texts as a student and teacher resource for this course.

Supplementary Texts

Canadian Citizenship in Action. Edmonton: Wiegl Educational Publishers Ltd., 1992.

Citizenship: Rights and Responsibilities. Prentice-Hall Ginn, 1996

Cruxton and Wilson. Spotlight Canada. Toronto: Oxford University Press, 1998.

Evans and Martinello. Canada’s Century. Toronto: McGraw-Hill Ryerson Ltd., 1988.

Government in Action. Gage Educational Publishing, 1990.

Guy. People, Politics & Government. Prentice-Hall: Toronto, 1995.

How Are We Governed in the 90's ? Irwin Publishing, 1990.

Web Sites

The Iroquois Confederacy
http://www.clpgh.org/cmnh/exhibits/north-south-east-west/iroquois/confederacy.html

Ancient Greece: The Age of Pericles: The Athenian Empire
http://www.wsu.edu:8001/dee/Greece/Athemp.htm

Magna Carta
http://www.nara.gov/exhall/charters/magnacarta/magtrans.html

Municipal World Magazine
www.municipalworld.com

Canadian Red Cross
www.redcross.ca

International Committee of the Red Cross
www.icrc.org

Frontier College
www.frontiercollege.ca

Doctors Without Borders
www.dwb.org

YMCA
www.ymca.ca

YWCA
www.ywca.org

United Nations Declaration of Human Rights
http://www.un.org/

Convention on the Rights of the Child
http://www.unicef.org/crc/convention.html

UNICEF
http://www.unicef.org

Canadian Resource Bank for Democracy and Human Rights
http://www.front.web.net/canadem

Amnesty International
http://www.io.org/amnesty

Human Rights in Action
http://www.un.org/Pubs/CyerSchoolBus/humanrights/index/html

Greenpeace
http://www.greenpeacecanada.org

World Alliance for Citizen Participation
http://www.civicus.org

Canadian Resource Band for Democracy and Human Rights
http://www.front.web.net/canadem

OXFAM Canada
http://www.oxfam.ca

Scarborough Foreign Missions
sfms@web.apc.org

Women’s Environment and Development Organization
http://www.wedo.org

World Vision
http://worldvision.ca

Save The Children Canada
www.savethechildren.ca

WarChild
www.warchild.ca

United Nations in the Twenty-First Century
www.unu.edu/unupress/un21-report.html

A Technology of Citizenship: Learning Democracy
www.oise.utoronto.ca/CASAE/cnf99/eharris.htm

Canadian Encyclopedia World Edition. McClelland and Stewart, 1999: Maclean’s updates. (Morin and Latimer cases; conflict-resolution mechanisms: courts, mediation, arbitration)
CBC.ca/cgi-bin/templates/view.cgi (Milgaard compensation)
http://www.canada.gc.ca/howgoc/govorg_e.html (Government Organizational Chart: Judiciary)
http://www.fcnetwork.org/4thnorth/joyceand.html (Joyce and David Milgaard presentation)

Globe and Mail
www.globeandmail.com

The National Post
www.nationalpost.com

The Toronto Star
www.thestar.com

Maclean’s Magazine
www.macleans.ca

Time
www.time.com

Elections Ontario (416-326-6155)
www.electionsontario.on.ca/English/voter_list.htm

Canada At the Polls, Elections Canada (613-993-2975)
www.elections.ca

Canadian Elections on the Internet
www.library.ubc.ca/poli/cpwebe.html
www.artsci.lsu.edu/poli/research.html
www.lsu.edu/guests/poli/public_html

StudyWeb: Government & Politics: World Government and Canadian Government
www.studyweb.com/links907.htm

Elections and Electoral Systems by Country
www.psr.keele.ac.uk/election/htm

Department of Justice: Law
canada.justice.gc.ca/Loireg/index_en.html

Sources of Canadian Federal and Provincial Legislation: LIS2133: Legal Literature
www.fis.utoronto.ca/courses/LIS/2133/legisour.htm

Local or national newspapers, magazines – Indexes, Databases & Full Text Periodicals at BCIT Libraries
www.lib.bcit.bc.ca/le.htm

Newspapers and Magazines and Editorials
http://www.webwombat.com.au/intercom/newsrs/index.htm
http://www.fact.com/eof.htm

The Mounties Finally Get Their Man
www.singh~songh.org

The Canadian Jewish News. Ontario Snubs UN Ruling on School Funding
www.cjnews.com

Holocaust timelines
http://fcit.coedu.usf.edu/Holocaust

Ministry of Heritage
http://www.pch.gc.ca/credo/

Summary of Choosing a Government, Ontario Conference of Catholic Bishops, 1998 (OCCB@OCCB.on.ca)
www.OCCB.on.ca) 416-923-1423

Vatican
www.vatican.org

Human

Teacher-librarian/Resource teacher

Priest or chaplain

These will vary based on locality, but could also include:

· school board trustee

· town counsellor

· mayor

· member of provincial parliament

· member of parliament

· ambassador or consulate official

· visiting foreign missionary

· representative of a Catholic service organization (i.e., Canadian Catholic Development and Peace)

Video

Canada’s Growth and Change: Rights and Responsibilities. Prentice Hall Ginn, 1997.

Canada: Growth and Change: Visions of Quebec. Prentice Hall Ginn, 1997.

Canada Votes. Elections Canada, 1995.

Evolution of the Canadian Constitution. School Services of Canada Ltd.

Introduction to the Legislative Assembly. Ontario: Ministry of Culture.

News in Review. Canadian Broadcasting Corporation (CBC).

Parliament in Action. Magic Lantern Communications, 1991.

Passage of a Bill, The Parliamentary Process. Magic Lantern Communications, 1991.

Unbroken Line. National Film Board (office of the Governor General)

Voices of Survival. Magic Lantern Communications, 1991.

Other

Mission Statements from the school, the board or a community agency

Holy Bible

Kids Around Town: A Local Government Education Model

Telephone Books

Canada Votes, “Election Map”, Elections Canada

Election Tool Kit, Citizens for Public Justice.

Rapport: Journal of OHASSTA, Summer 1999.

Charter of Rights and Freedoms. Canada, 1982.

Catholic Resources

Books

(Note: These are mainly for teacher reference but some may be adapted for student use.)

Christian Justice. Minnesota: St. Mary’s Press, 1995.

Do Justice! CCB (Toronto, 1987)

Dreams, Dilemmas and Decisions. Manitoba: Friesen Press, 1994.

Gaudium et Spes. Second Vatican Council document

Love Kindness. Jesuit Centre for Social Justice.

On Choosing a Government. Ontario Bishops 1998 Pastoral Letter

Rerum Novarum. Papal Encyclical.

Sollicitudo Rei Sociali. Papal Encyclical, 1986.

Summa Theologica. St. Thomas Aquinas.

Computer Software

Welcome to the Catholic Church. CD-ROM. Oregon: Harmony Media.

OSS Policy Applications

The Civics 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 will provide 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 are learning in this course to personal aspirations and interests and to possible work and life roles. To reach this objective, teachers should offer a range of career exploration activities, e.g., guest speakers. In some situations students may benefit from co-operative education and work experience 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, Co-operative education and work experience (pp. 52-54).

This course also gives consideration to integrating technology across the curriculum (i.e., use of Internet in research), students with special needs (modifications when necessary), using the community as a resource (visits to city council), and using the Library/Resource Centre.

Teachers should also integrate the values of anti-discrimination, respect, and violence prevention into the course of study. When this course is taught in an adult setting more emphasis can be placed on the students’ own personal experience with civic issues. Student safety should be considered especially when organizing activities outside the classroom, i.e., field trips.

Course Evaluation

Students, parents, and teachers should evaluate the course on an ongoing basis. The evaluation tool could be a checklist, rubrics, questionnaire or other method that is found to be useful. The course should be evaluated on how well it is meeting the following criteria:

· meeting expectations

· using teaching strategies that meet all students’ learning styles

· employing a variety of assessment/evaluation methods that are reliable and accurate

Since this course has the greater objective of trying to transform students into informed, purposeful, and active citizens formed in the Catholic tradition the school could survey students. The survey could be used to assess how this course has influenced their values and beliefs regarding their role as, and their perspectives on, citizenship. This could be done in the form of a questionnaire prior to the start of the course, i.e., on or before the first class, and after the course is completed, i.e., on or after the last class. This would allow teachers and students to see how the course has influenced students’ attitudes regarding citizenship. Course emphasis will focus on the enduring expectations of Catholic citizenship.

Coded Expectations, Civics, CHV2O

Informed Citizenship

Overall Expectations

ICV.01

– demonstrate an understanding of the reasons for democratic decision making;

ICV.02

– compare contrasting views of what it means to be a “citizen”;

ICV.03

– describe the main features of local, provincial, and federal governments in Canada and explain how these features work;

ICV.04

– explain the legal rights and responsibilities associated with Canadian citizenship;

ICV.05

– demonstrate an understanding of citizenship within a global context.

Specific Expectations

Democratic Decision Making

IC1.01

– explain the causes of civic conflict, and identify the need for decision-making processes and structures (e.g., ensure individual and community needs are met, resolve conflict, adapt to change);

IC1.02

– distinguish between democratic and authoritarian forms of decision making, and compare the benefits and drawbacks of each form when used in everyday contexts;

IC1.03

– research and report on the elements of democratic decision making (e.g., rights and responsibilities of citizens, rule of law, common good, parliamentary system, majority rule, rights of minorities);

IC1.04

– analyse how dimensions of democratic decision making were practised in different historical contexts (e.g., Magna Carta, Periclean Athens, Iroquois Confederacy) and in their current circumstances (e.g., classroom, community associations);

IC1.05

– identify similarities and differences in the ways power is distributed in groups, societies, and cultures to meet human needs and resolve conflicts (e.g., in families, classrooms, municipalities).

Elements of Democratic Citizenship

IC2.01

– explain what it means to be a citizen in diverse political communities (e.g., school student union, community groups, ethnocultural groups, national and international organizations);

IC2.02

– research and write profiles of citizens with varying backgrounds (e.g., culture, religion, gender, socioeconomic status, nationality) who have made a difference in public life, and compare the different types of civic involvement they represent.

The Rights and Responsibilities of Canadian Citizenship

IC3.01

– identify the rights and responsibilities of citizenship expected and practised in their school or classroom, explain why these rights and responsibilities were developed, and evaluate the extent to which they apply to all students;

IC3.02

– describe the changing nature of Canadian citizenship rights and responsibilities based on an examination of provincial legislation, the Bill of Rights (1960), and the Canadian Charter of Rights and Freedoms (1982) (e.g., in terms of fundamental freedoms, democratic rights, mobility rights, legal rights, equality rights, language rights, Aboriginal rights);

IC3.03

– explain why it is essential in a democracy for governments to be open and accountable to their citizens, while protecting the personal information citizens are required to provide to governments (e.g., Municipal Freedom of Information and Protection of Privacy Act);

IC3.04

– demonstrate an understanding of how the judicial system (e.g., law courts, trials, juries) protects the rights of both individuals and society (e.g., the rights of the accused, the rights of the victim, and the role of the judiciary);

IC3.05

– describe a case in which a citizen’s rights and responsibilities have been upheld or restricted, outlining the concerns and actions of involved citizens and the reasons for the eventual outcome;

IC3.06

– identify significant political leaders in today’s Canada.

Making Decisions, Resolving Conflicts, and Developing Policy in Canada

IC4.01

– explain the main features and functions of the different levels of government in Canada (e.g., federal, provincial, municipal);

IC4.02

– compare how laws, regulations, public policies, and decisions are made and enforced at the local, provincial, and federal levels;

IC4.03

– examine and analyse the importance and value of different ways of resolving disputes (e.g., mediation, arbitration) that differ from judicial approaches;

IC4.04

– demonstrate an understanding of the important role played by regulatory and adjudicative (quasi-judicial) agencies in our democratic society when resolving issues and disputes between individuals and groups, and between individuals or groups and government;

IC4.05

– investigate the role of political parties in the parliamentary process and examine the selection process for majority, minority, and coalition governments, using provincial and federal examples;

IC4.06

– examine and describe the roles played by elected representatives and interest groups in the political process (e.g., lobbying);

IC4.07

– research recently passed legislation at the community, provincial, or federal level to resolve public conflict (e.g., smoking and health regulations, drinking and driving laws, gun laws), and then produce a report analysing the key issues and different points of view on the issues.

Citizenship Within the Global Context

IC5.01

– analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality) in the context of the global community;

IC5.02

– summarize the rights and responsibilities of citizenship within the global context, as based on an analysis of the United Nations Universal Declaration of Human Rights (1948) and Convention on the Rights of the Child (1989);

IC5.03

– research and summarize civic actions of individuals and non-governmental organizations that have made a difference in global affairs (e.g., Cardinal Paul-Emile Léger, Nelson Mandela, Mother Teresa, Craig Kielburger, David Suzuki, Jean Vanier, Red Cross, Frontier College, Doctors Without Borders, YWCA/YMCA);

IC5.04

– compare the contributions of individuals, as explored in the student summaries, to arrive at a definition of the term “global citizen”;

IC5.05

– examine and describe methods of electing governments in other countries (e.g., France, Israel, South Africa, Ireland).

Purposeful Citizenship

Overall Expectations

PCV.01

– examine beliefs and values underlying democratic citizenship, and explain how these beliefs and values guide citizens’ actions;

PCV.02

– articulate clearly their personal sense of civic identity and purpose, and understand the diversity of beliefs and values of other individuals and groups in Canadian society;

PCV.03

– demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes coexist;

PCV.04

– demonstrate an understanding of a citizen’s role in responding to non-democratic movements (e.g., supremacist and racist organizations, fascism, and communism) through personal and group actions (e.g., actions of the Righteous Among the Nations during the Holocaust, Medgar Evers, Emily Murphy).

Specific Expectations

Democratic Beliefs and Values

PC1.01

– describe fundamental beliefs and values associated with democratic citizenship (e.g., rule of law, human dignity, freedom of worship, respect for rights of others, work for common good, sense of responsibility for others, freedom of expression);

PC1.02

– explain, based on an analysis of cases in local, provincial, national, and global contexts, how democratic beliefs and values are reflected in citizen actions;

PC1.03

– articulate and clarify their personal beliefs and values concerning democratic citizenship, and determine the influence of significant factors (e.g., community, nation, cultural group, religion, gender, socioeconomic status) on their sense of civic purpose.

Beliefs, Values, and Multiple Perspectives

PC2.01

– compare the varied beliefs, values, and points of view of Canadian citizens on issues of public interest (e.g., privacy, reducing voting age, freedom of information, compulsory military service, Native self-government, Québec sovereignty);

PC2.02

– explain how different groups (e.g., special interest groups, ethnocultural groups) define their citizenship, and identify the beliefs and values reflected in these definitions;

PC2.03

– analyse a current public issue that involves conflicting beliefs and values, describing and evaluating the conflicting positions;

PC2.04

– describe how their own and others’ beliefs and values can be connected to a sense of civic purpose and preferred types of participation.

Civic Purpose, Community, and Personal Responsibilities

PC3.01

– describe and assess the contributions that citizens and citizens’ groups make to the civic purposes of their communities;

PC3.02

– describe, compare, and analyse Canadian cases in which contrasting value systems, multiple perspectives, and civic purposes coexist (e.g., constitutional debates, Québec sovereignty question, Native self-governance);

PC3.03

– research and summarize the introduction of the Nuremberg laws, the public response to these laws in pre–World War II Europe, and the subsequent erosion of human rights that led to the Holocaust;

PC3.04

– analyse the evolution of Canada’s participation in international tribunals, from the Nuremberg trials after World War II to the International Court of Justice’s ongoing prosecutions involving war crimes and genocide (e.g., Somalia, Rwanda, Bosnia);

PC3.05

– describe ways citizens can be involved in responding to issues in which contrasting value systems, multiple perspectives, and differing civic purposes coexist, and determine their own sense of responsibility in relation to these opportunities for involvement;

PC3.06

– demonstrate an ability to anticipate conflicting civic purposes, overcome personal bias, and suspend judgement in dealing with issues of civic concern.

Active Citizenship Active Citizenship

Overall Expectations

ACV.01

– demonstrate an ability to research questions and issues of civic importance, and to think critically and creatively about these issues and questions;

ACV.02

– demonstrate an ability to apply decision-making and conflict-resolution procedures and skills to cases of civic importance;

ACV.03

– demonstrate an ability to collaborate effectively when participating in group enquiries and community activities;

ACV.04

– demonstrate a knowledge of different types of citizenship participation and involvement.

Specific Expectations

Inquiry Skills

AC1.01

– demonstrate an ability to formulate questions; locate information from different types of sources (e.g., texts, special references, news media, maps, community resources, Internet); and identify main ideas, supporting evidence, points of view, and biases in these materials;

AC1.02

– demonstrate an ability to organize information effectively (e.g., using summaries, notes, timelines, visual organizers, maps, comparison organizers);

AC1.03

– demonstrate an ability to effectively use strategies within the inquiry process when studying questions of civic importance in their school or local community.

Decision Making and Conflict Resolution

AC2.01

– analyse approaches to decision making and conflict resolution that can affect their own lives;

AC2.02

– analyse important historical and contemporary cases that involve democratic principles in the public process of conflict resolution and decision making;

AC2.03

– demonstrate an ability to apply conflict-resolution and decision-making strategies (e.g., identify points of view and values, collect data) to public issues affecting their own lives.

Collaboration

AC3.01

– demonstrate an ability to contribute to a positive climate in group settings (e.g., respect rights and opinions of others, accept personal responsibility for group duties, provide leadership when appropriate, encourage others to participate);

AC3.02

– communicate their own beliefs, points of view, and informed judgements, and effectively use appropriate discussion skills (e.g., persuasion, negotiation);

AC3.03

– demonstrate an ability to work collaboratively and productively with others when researching civics topics in their community.

Citizenship Participation and Community Involvement

AC4.01

– research and compare significant contributions made by individuals and groups to their communities and assess the impact of these individuals’ and groups’ contributions;

AC4.02

– compare and evaluate the impact of various types of non-violent citizen participation (e.g., advocacy, community service, voting, serving on juries) in resolving public issues in Canada;

AC4.03

– research and describe how family, gender, ethnicity, class, nationality, and/or institutional affiliation may affect one’s ability to participate;

AC4.04

– participate effectively in a civil action or project of interest to them and of importance to the community (e.g., attend public hearings, plan religious or cultural event, join special interest group, write letters to editor);

AC4.05

– produce a research report on the contributions of public agencies (e.g., government bodies, service clubs, media, public interest groups) and evaluate the value of these contributions to society.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: The Individual as Citizen

Unit 2: The Citizen at the Provincial and National Level

Unit 3: The Global Citizen

Unit 4: The Active Citizen

Course Notes

Teaching/Learning Strategies

Assessment and Evaluation

Accommodations

For Students with Writing Difficulties

For Students with Reading Difficulties

Oral Language Difficulties

For Students with Organization, Concentration and/or Attention Difficulties

Alternative Evaluation Techniques

Main Resources

Textbooks

Web Sites

Human

Video

Other

Catholic Resources

OSS Policy Applications

Course Evaluation

Informed Citizenship

Specific Expectations

Purposeful Citizenship

Specific Expectations

Active Citizenship Active Citizenship

Specific Expectations