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Course Overview

Civics, Grade 10, Open

Identifying Information

Course Title: Civics

Secondary Policy Document Publication Date: The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies, 1999.

Ministry Course Code: CHV20

Credit Value: 1

Description/Rationale

This course explores what it means to be an informed, participating citizen in a democratic society. Students will learn about the elements of democracy and the meaning of democratic citizenship in local, 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.

Unit Titles (Time + Sequence)

Unit 1	Democracy: Issues and Ideas	15 hours
Unit 2	Democracy: The Canadian Context	25 hours
Unit 3	Democracy: Global Perspectives	15 hours

Unit Descriptions

Unit 1: Democracy: Issues and Ideas

Time: 15 hours

The first unit of this course focusses on the basic ideas and issues that are fundamental to democratic government, to democratic practices, and to democratic citizenship. In the first unit, the goal is to have students consider democracy from a personal and a conceptual perspective. Starting with a simulation that looks at conflicts and conflict resolution in an early society, students move progressively towards examining the characteristics that might ideally define democratic citizenship.

Unit 2: Democracy: The Canadian Context

Time: 25 hours

Students will learn about Canadian important events, issues and personalities in the Canadian political and legal systems.

Unit 3: Democracy: Global Perspectives

Time: 14 hours

Students will demonstrate their understanding of the role of citizenship in defending and promoting human rights as the basis of democracy in the world community.

Course Notes

Students in elementary school are introduced to the study of the Canadian government in Grades 4, 5, and 6. In Grades 7 and 8, History is introduced as a formal discipline and students study the early years of Canadian History and government to the end of World War I. In Grades 7 and 8 they are introduced to the inquiry process and develop skills in research and communication that are important for their success in Grade 10 History and Civics.

The Achievement Chart in The Ontario Curriculum, Social Studies, Grades 1 to 6, History and Geography, Grades 7 and 8 provides a guide to the performance standards for teachers, students and parents. The same four Achievement Categories appear in The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies. Together the Achievement Charts, categories, and levels of performance form the basis for the development of assessment and evaluation tools for teachers that will clearly indicate the steps that students need to take to improve their performance.

The Open course provides students with many opportunities to engage in hands-on learning and express their understandings in varied ways. Students develop their reading and writing skills, and have numerous opportunities to research, construct, model, display, explain, and apply the products of their investigations. Student assignments combine research, visual representations, written work, and oral explanations of their work. These complex tasks draw from all categories of the achievement charts. Critical thinking skills such as analysing, evaluating, and applying knowledge of civic participation through democratic decision making are a focus of the course.

There are important links between the expectations in the Grade 10 Civics course and the Grade 10 History and English courses. The History and Civics courses provide students with different approaches to the study of government, politics, citizenship, and global connections and will reinforce student learning in important ways during their second year in secondary school. The Literature and Reading, Writing, Language and Media Studies strands and many of the specific expectations in The Ontario Curriculum, Grades 9 and 10, English, complement and reinforce the work of students in History. The importance of asking questions, reading, critical thinking, group processes, writing, and communicating effectively are apparent in these courses.

Teaching/Learning Strategies

This course provides students the opportunity to explore, analyse and reflect on issues of civic importance through diverse learning strategies and tasks. Critical thinking skills, such as formulating a thesis, identifying bias and viewpoint, debating, analysing primary sources, and problem solving, are a focus of many activities. Focussed inquiry, data analysis, note-taking, and guided Internet searches are examples of the research skills that students practice. Students have multiple opportunities to hone their skills in communication through formal presentations, role-playing, response journals, writing in role, essay writing, and persuasive paragraph writing. Co-operative group learning is another important active learning strategy fundamental to most activities in this profile. Tasks are designed to develop skills and concepts through a range of student learning styles. Each unit overview states specific Teaching/Learning Strategies, skills development and assessment/evaluation tools. Many important skills are developed in the activities in the units. Students are asked to demonstrate a synthesis of their learning in the course by writing reflectively in their Citizen’s Handbook after important concepts are learned and practised.

The subject discipline of Civics has its own particular ways in which language is used to express concepts, In order to help all students, but especially ESL/ELD 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 clausal 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) need a specific and concrete product expected of students;

· completion of a graphic organizer/re-enactment or structured oral response;

· note-taking/summarizing;

· non-verbal communication skills, of particular importance to presentation tasks.

Language development and the expression of concepts taught is greatly facilitated if written tasks are reinforced by oral tasks, and vice versa. All learners benefit greatly if models or scaffolds for all the above oral and written expressive communicative functions are initially provided for them by their teacher.

Assessment/Evaluation Techniques

The Achievement Chart, which is the basis for assessment and evaluation in this course, can be found on p. 58 of The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies. 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.

The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment outlines the philosophy and guiding principles concerning assessment and evaluation for Ontario teachers. At some point boards may require teachers to report using The Achievement Level categories. If boards require teachers to report using the achievement level categories some flexibility is possible. One model is for boards and schools to grant 20% to each of the four achievement level categories and then decide how to distribute the remaining 20% to one or more of the categories according to local priorities. For example, schools or boards may wish to place greater weight on Application and Oral Communication tasks in an Open course. Teachers need to develop an alternative framework for collecting and measuring data to report on student achievement based on the achievement levels. Weighting for any particular assignment will depend on what the teacher wishes to assess as well as the tool or tools they use for assessment.

Activities in this course profile suggest formative assessment, including diagnostic, and summative evaluation strategies and tools. Sample rubrics are provided for some of the major activities and for the unit culminating activity. The course culminating activity is designed to be a “work in progress” for all students of Civics. The teacher should introduce the concept and the topic of the course Culminating Activity, the Citizen’s Handbook, at the beginning of the course.

Unit	Culminating Activity
1	Town Council Simulation Students participate in a simulation of a town council creating a budget to experience the issues and interests that must be dealt with as part of the democratic decision-making process. Students will role-play individuals who will bring to the process a variety of different backgrounds and needs.
2	Legal Issues and Actions Plans Assignment Students individually research a piece of federal, provincial, or municipal legislation or policy and identify and justify a change that should be made to the law or policy. In a co-operative group, students become an activist organization dedicated to making the desired changes through a specific action plan.
3	The Future of Human Rights Students individually investigate and analyse contemporary crises or issues of international significance in the global community. Students form committees to create a report on their findings and their recommendations to present to the class.
4	Citizen’s Handbook Students individually consider, assess, apply, and document their learning in a series of journal entries throughout the course.

The following are suggestions for assessment and evaluation techniques in this course:

· Provide opportunities for student learning to improve by using formative assessment tools in each unit (e.g., visual organizers, practice quiz, self and peer editing of written work, teacher feedback).

· Model the skill that you want the students to master (e.g., formulating a thesis, note-taking, report writing).

· Share with your students clearly developed criteria for their assessment and evaluation (e.g., checklists, rubrics). Developing these tools with students helps to clarify how and why they are being assessed.

· Accommodate a variety of learning styles and special needs through the modifications suggested in the activities and how they may improve their performance.

· Use assessment tools that are appropriate for the expectations being addressed and that relate to the categories on the achievement charts.

· Ensure that criteria used for assessment match expectations in culminating activities that involve performance assessment.

· Ensure that in performance tasks involving group work these tasks build in positive interdependence and individual accountability.

· Rubrics should make it clear to students why they scored as they did and what steps they need to take to improve.

· Match the Teaching/Learning Strategies to the expectations, performance tasks, and assessment.

To prepare for senior level courses, some post secondary opportunities and the world of work, students who are enrolled in open courses may be evaluated more heavily in the Communication and Application criteria found in the achievement level chart. Students should become competent writers through the activities suggested in this profile. They will also practise and demonstrate a variety of written and verbal communication tasks.

Accommodation

Every effort is made to assist all students in achieving success in their Civics course. Specific adaptations and accommodations are recommended with each activity. Individual Education Plans for special needs students provide teachers with specific learning strategies that work best with individual students. As well the proficiency levels, outlined in The Ontario Curriculum, Grades 9 and 10, English as a Second Language and English Literacy Development, provide teachers and school administrators with a guide to receiving and accommodating these learners in the regular classroom. Students who have completed Level 2 courses in ESL/ELD and are currently enrolled in level three or higher courses have the greatest chance of success in meeting the minimum requirements for a credit with modifications.

There are a variety of strategies that can be used for those students with special needs. Civics teachers are encouraged to work with the Special Education teacher to review students’ IEPs (Individual Education Plans) to decide the best course of action to assist them in meeting the expectations of the Grade 10 History course. The variety of learning strategies and student performance tasks provide teachers with some guidance, but each individual student’s program will require appropriate modifications based on the assessment and suggestion included in the Individual Education Plan. There are many enrichment opportunities for gifted students who may explore the issues, personalities, literature and arts in greater depth or from different perspectives.

When planning adaptation(s) of the courses for ESL students, teachers should recognize and reflect in all aspects of development that the academic needs of the newly arrived student to Ontario who is an English language learner can be met with program and activities that encourage cognitive skill development through language skills development. Dovetail the specific and overall expectations of The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies with those of the English as a Second Language and English Literacy Development Curriculum Policy Documents.

In addition to ESL/ELD support, first language assistance may also be provided, where resources are available, by teachers, trained and supervised tutors, or volunteers. In such situations, skills and knowledge acquired through the first language can be transferred into English and can promote the acquisition of English. ESL/ELD learners benefit greatly if models or scaffolds for all the above oral and written expressive communicative functions are initially provided for them by their teacher. Teachers should select resources that relate to the ESL/ELD students should be encouraged to use bilingual dictionaries, if necessary, and to use their first language to plan, organize, write a first draft of either written or performance product.

No assumption can be made of ESL/ELD learners’ prior knowledge and skill levels as described by the Ontario Ministry of Education and Training's History Curriculum for Grades 1-8; much Canadian historical and cultural background knowledge may still be needed to be taught in the CHV2O course.

The ESL/ELD learners’ self esteem and motivation to learn benefits greatly when courses allow expression of their individual skills, interests, and varied life experiences in the family, communities, and countries of origin; sensitivity to the diversity of cultural, ethnic, religious beliefs and customs, socio-economic levels, and family structures of our newcomer students entails accommodations to the structuring of learning experiences and resources. Subject content should be introduced/presented in ways that focus on its relevance to ESL/ELD students needs, be they communicative/language, acculturation, survival day-to-day, social, physical, emotional, or cognitive.

Resources

Print

Eberly, Don E. Building a Community of Citizens, Civil Society in the 21st Century. University Press of America, 1995.

Janoski, Thomas. Citizenship and a Civil Society: A Framework of Rights and Obligations in Liberal, Traditional, and Social Democratic Regimes. Cambridge University Press, 1998

Niemi, Richard. Civic Education: What Makes Students Learn. Yale University, 1999.

Shafir, Gershon. The Citizenship Debates: A Reader. University of Minnesota Press, 1998.

a variety of newspapers and magazines

government and non-government publications

Non-Print

CBC: News in Review.
Current events videos from an historical perspective, produced monthly.

Canadian Parliamentary Channel
www.cpac.ca

History of African Canadians
http://citd.scar.utoronto.ca/Multi_history/Blacks/Blacks_TOC.html

Holocaust Museum
www.ushmm.org/index.html

Indigenous Education Network (OISE/UT) – links to other important sites
www.oise.utoronto.ca/IEN/ienpage.html

Links to Canadian Newspapers
http://broadcast-live.com/newspapers/canadian.html

National Archives of Canada
http://www.archives

National Library of Canada
www.nlc-bnc.ca/

NATO Home page
www.nato.int/

Stats Canada
www.statcan.ca

United Nations Home page
www.un.org/

Women in Canadian History
http://library.usask.ca/herstory/herstory.html

Community Experts

Representatives from legal, political, community groups (NGOs)

Representatives from the media

OSS Policy Applications

This course profile is designed to assist teachers in the implementation of compulsory Canadian Civics credit based on The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies, pp. 36-45. This course is listed as one of the 18 compulsory credits required for an Ontario Secondary School Diploma in section 3.1.1 (p. 8) and Appendix 5 (p. 75) of Ontario Secondary Schools, Grades 9-12: Program and Diploma Requirements 1999. Expectations for accommodations and modifications of regular programs for students with special education needs are summarized in section 7.12 (pp. 56-58) of Ontario Secondary Schools, Grades 9-12. The foundation for assessment, evaluation, and reporting practices are outlined on pp. 9-11 of The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment.

Assessment and Evaluation

Students will succeed in this program when they are able to identify the historical roots of contemporary Canadian issues, search for historically valid evidence from a wide range of sources, read historical and contemporary materials critically, assess the point of view of presenters and use evidence to develop and defend conclusions about past events. Teachers may evaluate their courses based on the active feedback of students and colleagues and should review their program annually in light of the expectations set out in the policy documents. Adjustment of teaching practices in the light of classroom experiences is the natural professional response.

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.

Acknowledgments

Identifying Information

Description/Rationale

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Democracy: Issues and Ideas

Unit 2: Democracy: The Canadian Context

Unit 3: Democracy: Global Perspectives

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodation

Resources

Print

Non-Print

Community Experts

OSS Policy Applications

Assessment and Evaluation

Informed Citizenship

Specific Expectations

Purposeful Citizenship

Specific Expectations

Active Citizenship Active Citizenship

Specific Expectations