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Course Profile Canadian and World Politics (CPW4U), Grade
12, University Preparation, Catholic
Course Overview
Prerequisite: Any
University or University/College Preparation course in
Canadian
and World Studies, English, or Social Sciences and Humanities
This course examines
national and international political issues from a wide variety of
perspectives. Students will learn about the rights and responsibilities of
individuals, groups, and states within the international community; analyse the
different ways in which Canada tries to settle its conflicts with other
nations; and evaluate the role of nationalist and internationalist ideologies
in shaping relations among states.
This course infuses
into learning the values and precepts of the gospel. As such, it aims to create
an understanding that the human being is one who is relational and acts in
cooperation with grace. The course, therefore, endeavours to pursue a Christian
anthropology, which will serve to enliven the learning expectations with faith.
It will be understood that political awareness and global membership contain a
deeply spiritual and social dimension which, when informed by the teachings of
the church attain a deeper and holistic meaning. The heart of this study
therefore embodies the notion that the human person is made in the image of God
and as such dignity, justice, intellectual and moral conversion are fundamental
to lives centred on the person of Jesus Christ. The student will be exposed to
political views that will serve as a lens from which to interpret and deepen
the relevancy of their learning. Politics in pursuit of a “civilization of
love” underscores the Catholic theme of the course.
Canadian and
World Politics at the Grade 12 level provide an interesting and challenging
course within Canadian and World Studies. Through an interactive study of
individual, group, and state students can develop an understanding of the
complexities of the international political landscape. Furthermore, students
can gain insight into Canada’s role in the global community. Having recognized
themselves as “global citizens,” students are able to evaluate the use of
power, the role and operation of the international human rights protection
system, and the conflict resolution practices of governmental and
non-governmental organizations. Using the language and skills of social
scientists, students participate in forming and transforming the global
village. The Ontario Curriculum, Grades 11 and 12, Canadian and World
Studies, 2000 document outlines a framework for students to explore
political studies at the
Grade 12 level. It addresses the rights and responsibilities of individual
citizens, groups, and states in the international community, the factors that
make states powerful and weak, and the role and function of ideologies in
national and international politics. Woven throughout this fabric is the role
Canada and Canadians play in each of these broad categories. This document has
taken the curricular framework and sub-divided it into five units, providing a
logical and sequential development of material. Each unit builds upon the
previous one culminating in a panel discussion in which the student applies
classroom lessons grounded in research to a real-life political scenario.
The Grade 12 Canadian and World Politics Course
is a University Preparation course. The prerequisite is any University or
University/College Preparation course in Canadian and World Studies, English,
or social sciences and humanities. Consequently, as well as helping students
become more informed and active members of the global community, the course
should also help to prepare students for further study in political science,
history, or other social sciences by promoting skill development in research,
writing, and critical thinking. Additionally, a sub-topic woven throughout the
course is that of becoming a positive, informed and active citizen. Some ideas
presented, or issues examined may be controversial. Students should be
encouraged to explore all sides of an issue. Exploring issues should promote
better understanding. It is important for the teacher to present the facts as
objectively as possible.
In Unit 1,
students place themselves within a historical and philosophical framework.
Through an exploration of ideological and philosophical systems, students
acquire an understanding of the basics of human thought and action: Being. With
the parameters firmly established, students explore the great “isms” in light
of church teachings and the UN Declaration of Human Rights and Covenant on
Social, Economic and Cultural Rights. Students discover the forces and
experiences that make them political creatures, as well as the actions that
they can take to effect change globally. This unit involves the various
definitions of citizenship in practice in several governmental systems, and
consequently requires the understanding and evaluation of the ideas and beliefs
of others. To conclude this unit, students examine the role of key individuals
and their contribution to society.
Having understood
the role of ideology in human interaction, students move to explore the
practices of states in international relationships. In Unit 2, the students
explore the legitimate and illegitimate use of power in a global context.
Through a historical continuum, students trace the development of modern
political practice and its implications for the globe. Using World War II as
case study, students assess the effectiveness of international organizations
mandated to maintain peace. Thus students witness the application of the theory
learned in Unit 1 and apply it to the modern political venues. The primary
focus of these two introductory units is to impress upon the students an
appreciation of their role as global citizens with a vested interest in the
common good. It is expected, therefore, that students will be self-motivated,
self-directed responsible learners. Units 1 and 2 demand a large amount of
student involvement and self-motivation in order to work individually and
maturely with others. The role of the teacher is to facilitate learning through
a variety of activities.
Unit 3
attempts to personalize the use of ideology and power by exploring the modern
exercise of political power and ideology. Students investigate the use and
misuse of power, and the factors that allow states to exercise power
internationally. Students examine critically the process of globalization and
its potential for both good and evil. Students pay special attention to
Canada’s role internationally as they investigate the steps Canada can take to
effect positive global change. Students also explore key influences in the
history of international relations. Using current international debates and
conflicts students investigate the process of mediation to resolve
international conflict and the organizations in place to help foster this
mediation. This unit provides students with the framework to develop questions
for future Canadian policy that will become the focus of Unit 4.
In Unit 4,
students focus on Canadian international relations. Students begin to
investigate current Canadian foreign policy in order to evaluate its
effectiveness. Exploring Canada’s influence internationally, students analyse
Canada’s role as a model for other countries in its pursuit of peace and
prosperity. Having understood the organizations at play in the international
community, students develop a plan for future Canadian policy that will affect
positive change for Canada and the global community. This unit concludes with a
test that enhances test-writing skills.
As the course ends, teacher and students return
to the notion of the personal role and responsibility we all share in the
betterment of humanity. In Unit 5, the students have the opportunity to debate,
challenge and critically analyse ideologies at play on the world stage. It is
hoped that the students’ journey of learning has come full circle and that
knowledge will be combined with experience to formulate positive change both
personally and internationally. The learner at the conclusion of this course
should not only be better informed but also be more capable of making life
decisions with reference to wisdom of Gospel values and Catholic teaching.
|
* Unit 1 |
Search for
Relevancy: Ideology and Being |
25 hours |
|
Unit 2 |
Ideological Pursuit:
Global Implications |
20 hours |
|
Unit 3 |
Six Billion
Voices: One World |
20 hours |
|
Unit 4 |
Canada: Holder of
the Flame? |
20 hours |
|
Unit 5 |
Relevancy
Revisited: The Path Ahead |
25 hours |
* This unit is fully
developed in the Course Profile.
Time: 25
hours
Unit Description
The
understanding of ideology occurs on four levels. Each level impacts the others,
creating an understanding of the role and function of ideology as it occurs at
the individual and global level. At the first level, students develop an
understanding of ideology as philosophical beliefs. Students develop
definitions of ideology according to the political philosophies of Plato,
Thomas Hobbes, John Locke, John Stuart Mill, and Karl Marx. (Other political
philosophies may also be explored such as those of Jean Jacques Rousseau and
Thomas Paine if time permits.) After identifying and examining these
philosophies, the students develop theories on their impact on the individual
citizen and then on society as a whole.
On the
second level, students apply this philosophical underpinning to some of the
great “isms,” namely, conservatism, socialism, fascism, tribalism, capitalism,
fundamentalism, corporatism, and globalism. Here, students identify key
elements of these ideologies and then develop theories pertaining to the way
ideological systems impact the individual and the community at the national and
international levels. For evaluation purposes, the teacher uses a series of
guided questions. At this point, students develop an understanding of Catholic
belief by examining The Catechism of the Catholic Church. The teacher
presents a lesson to help students use the material to critique the
aforementioned ideologies. Further, students develop personal opinions as to
the way Christian ideology would serve to strengthen the spiritual and human
role of ideology on the national and international scene.
At the third
level, students study important international human rights documents, including
the social teaching of the Catholic Church, the United Nations Declaration of
Human Rights, and the United Nations Covenant on Social, Economic, and Cultural
Rights. In studying them, students develop thematic statements pertaining to
the view of the individual, culture, society, and government implicit in these
documents. The teacher provides students with a list of guided questions to
help them make inferences from these materials. It is important for the
students to become informed, dispassionate citizens who can ascertain not only
what is good for them but also for their local and global community. Each
student develops answers to guided questions that focus on the rights and
responsibilities of the state and of the individual, as outlined in the above
documents. Students then compare these rights and responsibilities as they
apply in democratic societies and developing countries. Again the idea is
empowerment that will aid students in viewing themselves as viable and
meaningful participants in the global community.
At the fourth level,
students come to recognize the “power of one” on the world stage. They study
the ideas and influences of such people as Aung San Suu Kyi, Pope John Paul II,
Nelson Mandela, Franklin D. Roosevelt, Mikhail Gorbachev, Martin Luther King
Jr., Golda Meir, Indira Gandhi, and Dorothy Day. Students understand and
communicate the values and ideologies they represent and the conflicts which
initiated their actions. Students outline the respective ideology that each
followed and provide an overview of their accomplishments. Aung San Suu Kyi’s
work in Myanmar, Pope John Paul II and the solidarity movement in Poland,
Nelson Mandela’s struggle with apartheid in South Africa, and Martin Luther
King Jr.’s civil disobedience would be examples. As they study these
individuals, the students theorize on the role that ideology played in the
given individuals’ political environments and how these theories were adapted
to suit their situation. Students then write a magazine article based on the
above figures, highlighting the impact ideology had on them and their movement.
The teacher evaluates each article.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ICV.01, IC1.03,
VBV.02, VB2.01 |
Knowledge/Understanding |
Understanding
ideology |
|
2 |
VBV.01, VB1.01,
VB1.02, VB1.03 |
Knowledge/Understanding
Thinking/Inquiry |
Exploring ideology |
|
3 |
VBV.02, VB1.01,
VBV.02, VB3.02, VB3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Ideology in
shaping the world |
|
4 |
ICV.01, IC5.01 |
Knowledge/Understanding |
Human Rights
Documents and the Social teaching of the Catholic church |
|
5 |
ICV.01, IC1.01,
VBV.03, VB3.04, PIV.03, PI1.03 |
Thinking/Inquiry
Communication Application |
Evaluating rights
and responsibilities |
|
6 |
ICV.01, IC1.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
The power of one
and the future of ideology |
Time: 20
hours
Unit Description
Unit 2
builds on the ideas emerging from Unit 1. Having established an understanding
of the process by which individuals can foster global change, students look at
the role of the state and alliances of states in maintaining peace in the
world. Unit 2 begins with a look at the history of inter-state conflict
mediation prior to the development of international peace organizations.
Students begin to understand how religious ultra-orthodoxy led to the
development of nation-states. This includes a discussion of the Crusades and their
impact on the geo-political structure of the time. Students also understand how
military might established empires and began the process of colonisation.
Students get a sense of the interconnectedness of military and economic
strength by examining the rise of empires. Time concerns necessitate a general
and speedy overview of these complex issues, but students can be encouraged to
research information independently, if they so desire.
Students then study the effects of
decolonisation on emerging nations. Teachers communicate the information in
this cluster through a series of lectures. These serve to model the
expectations for the culminating activity of this unit, an oral presentation.
Lecturing also allows the students to hone their note-taking skills. Students
also learn through the jigsaw strategy.
Students
then focus on the development of international peace organizations with special
emphasis on the establishment of the United Nations (UN). Using World War II as
a case study, students explore the international response to the military,
political, ideological and moral threat of totalitarianism. Students study the
process that began the Inter-Allied Declaration in 1941, leading to the
establishment of the UN. This timeline includes the Atlantic Charter, the
Declaration of the UN, the Moscow and Tehran Conferences, and the Dunbarton
Oaks, Yalta, and San Francisco Conferences. Having witnessed the emergence of
the UN, students enter into discussions concerning international response to
terrorism, organized crime, tribalism, and nationalism. Students analyse
situations that may require military response and what body should make
decisions. Students attempt to define terrorism especially that developed from
a tribal or nationalist mentality and determine whose role it is to label
“terrorists.” Students can examine these issues through an understanding of the
apartheid fight in South Africa, the Arab-Israeli conflict, or other current
relevant events. Teachers must be sensitive to the issues chosen for discussion
based on the cultural makeup of the class.
Unit 2 culminates
with students giving an oral presentation on an international organization.
This list can include Organization of Petroleum Exporting Countries (OPEC), the
Arab League, World Trade Organizations (WTO), World Health Organization (WHO),
Asia-Pacific Economic Corporation, etc. The definition could be expanded to
include Amnesty International or Doctors Without Borders. Students examine the
economic, political, and human rights implications of these organizations to
determine their effectiveness in bringing peace. Students first determine the
role of the organization. Secondly, the students investigate the practices of
these organizations. Students view the theoretical and practical components of
their selected organization in concert with the Pacem e Terris (1963)
document of the Catholic Church. This will allow students to ascertain the
effectiveness of their organization in promoting justice and peace globally. Pacem
follows of the earlier Rerum Novarum and seeks to engage, not just
Catholics but, all men of good faith in dialogue regarding the welfare of
humanity. This will serve to update the teachings of the Catholic Church from
the older more conservative Rerum Novarum thus providing a logical
progression of analytical and critical skills. The culminating activity of this
unit helps to prepare students for the culminating activity of the course, and
leads them into a meaningful evaluation of globalization, the core goal of Unit
3.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Activity |
|
1 |
POV.02, VBV.03,
PO2.01, PO2.02, PO2.03, VB2.02 |
Knowledge/
Understanding Thinking/Inquiry |
History of
international conflict mediation pre 1945; development of nation-states;
empire building; decolonisation |
|
2 |
ICV.02, ICV.05,
IC2.01, IC2.02, IC2.04, IC4.02, IC5.02, IC5.03 |
Knowledge/
Understanding Thinking/Inquiry Application |
Case Study: WWII –
development of UN; international response to military and moral threat |
|
3 |
ICV.05, VBV.03,
IC4.03, VB2.04, VB3.01 |
Thinking/Inquiry
Communication Application |
Assignment: Oral
Presentations – effectiveness of international organizations mandated to
maintain peace |
Time: 20
hours
Unit Description
Students
take the theory, concepts, and historical-political background learned within
the first two units and apply their knowledge to an examination of the modern
force of globalization. The goal of this unit is for students to realise that
the world is one body of humanity and thus a family wherein each member should
have a vested interest in and compassion for the other. Thus Canada, as a
developed world country, can be seen as having an interest and moral imperative
to help the developing world develop in a democratic and economic manner that
is life asserting. However, the positive aspects of globalization must be
tempered with a realistic exploration of modern globalization. Thus, the
guiding question for this unit will use Marshall McLuhan’s analogy of a global
village.
The unit
focuses on such key topics as: What is globalization? What factors contribute
to a country either being an exporter or an importer of globalization? What
factors enable a country to successfully resist negative globalization? What
are the links between globalization and corporatism and Canada’s role within
this globalization movement? This unit concludes with students writing a formal
research essay addressing the question: Has the world become a global village
or a global factory? This unit is a critical one for Units 4 and 5, where the
students examine the challenges and changes that globalization has caused as
well as the Canadian reaction to this phenomenon internationally. It is
important that students gain a balanced perspective on the pros and cons of
globalization.
The teacher
begins by introducing Marshall McLuhan’s concept of the “global village.” Ask
students what characteristics best describe a village. The list created may
include: respect, mutual dependency, helping one’s neighbour, and the like. The
teacher briefly introduces some recent examples of globalization such as the
North American Free Trade Agreement (NAFTA), the work of the United Nations in
Europe and the Arab world, and the expansion of private corporations. A case
study of a particular product may be useful to help students better understand
the global scope of some corporations. For example, a car designed in America
from parts manufactured in Japan, Taiwan and Singapore; assembled in America;
and its marketing programme developed in England. Students should quickly
realize the global scope of such corporations and the difficulties national
governments experience in dealing with international companies. Students
appreciate that globalization takes place on many fronts, both governmental and
non-governmental. Furthermore, they realize that it is a complicated question:
globalization has brought much technology and needed resources to the
developing world in some cases resulting in increased debt. The emphasis here
should be to personalize for the student the idea that globalization does have
an impact on the individual. From here, the student can venture out and explore
how it may affect others. Exploring the impact the terrorist attacks of
September 11, 2001 had on Canada and the resultant passing of Bill C-36 is
essential to help personalize the role that international events have on
Canada.
From this
general introduction students return to the historical roots of globalization
found in the Age of Discovery, through the Age of Enlightenment with its
emphasis on the rational and the scientific up to the present day with its
focus on market-based politics. It is once again essential to explain how the
forces of tribalism, nationalism, and globalism interact as we attempt to
create a stable world. Furthermore, students can explore the role of new
technology (such as the Internet), and national governments as they try to deal
with such issues as terrorism, child pornography, and freedom of information.
Additionally, students should realize that global action bodies such as The
International Committee of the Red Cross and United Nations International
Children’s Emergency Fund (UNICEF) are increasingly vital in dealing with
challenges in developing countries, such as disaster relief, civil war, illegal
trafficking, and sweatshops. Students should also explore when and why these
international governmental bodies, such as the UN, elect to enter or to not
enter countries. A useful example of this would be a comparison between Rwanda
and Iraq, and the UN’s decision on whether or not to intervene.
However, students should understand that
globalization does not simply affect the poor of the developing world, but also
the poor in the developed world.
Realizing
that the process of globalization affects all people on the planet, and all
societies, students enter the second major thrust of this unit. Here they
assess the factors that contribute to a country being either an exporter or
importer of globalization. Factors include geography, population, availability
of natural resources, financial and military power, diplomatic traditions, and
control of the media. From here, students can explore the role multinational
corporations play in either promoting or undermining national sovereignty. The
diamond trade, textile industries, and pop culture production companies, (which
are all accessible via the Internet through on-line newspapers and magazines)
provide topics for case studies. Students can explore Andy Warhol’s statement
“the media is the means” as it relates to technology and its power to export a
country’s values and beliefs. Such research can provide students with a working
bibliography from which to begin to develop their culminating essay.
Students
should realize that international events do indeed affect them. They should
explore the internationalization of technology such as the Internet and the
impact of long-range missiles to enhance their awareness of the impacts to
national and international sovereignty that technological globalization poses.
International terrorist and gangster groups should be discussed and related to
the theme of globalization and its impact on Canada. However, this should be
countered with positive examples of globalization, such as women’s rights and
the attempts to end landmine usage. Students conclude this unit with an
exploration of the impact globalization has on Canadian sovereignty as we act
increasingly as peacekeepers and provide technological support for the United
Nations.
Before the final
essay is submitted, students should go through an essay development process
that could include reviewing expectations for research and writing, submission
of a thesis, essay outline, annotated bibliography, and rough draft. This will
not only aid the students in producing their best work, but also help to
decrease the chances of plagiarism, which the Internet has made easier. Teacher
and students should develop marking rubrics together based upon mutually
developed criteria, thus giving the students ownership of their work and
evaluation.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ICV.04, IC1.02,
IC2.03, IC4.01, IC4.04 |
Knowledge/Understanding
Application |
The history,
development and impact of globalization and its agents |
|
2 |
POV.01,
PO1.01, PO1.02, PO1.03, PO2.04, PO3.03 |
Thinking/Inquiry |
Explorations of
exporters and importers of globalization |
|
3 |
PIV.01, PIV.02,
PI1.01, PI1.02, PI2.01, PI2.03, PI3.03 |
Thinking/Inquiry
Communication |
Formal essay
addressing the move from global village to global factory |
Time: 20 hours
Unit Description
Using Saul
Alinsky’s definition of community as “a place where people will prevail,” students
develop an awareness that Canada operates as a community both domestically and
internationally, and that these two communities are not mutually exclusive.
Furthermore, “a place where people will prevail,” means a place where people
come before profit and technology. Through its multicultural policy, Canada
should serve as an example to the rest of the world as a society in which
people prevail. Thus, students explore our domestic and international policies
and assess the extent to which Canada meets Alinsky’s definition. To help
establish a framework from which students can operate, two ingredients are
essential. The first is the establishment of a critical political outlook based
on Canadian values. To achieve this goal, students should study the works of
Canadian thinkers/critics. Furthermore, the work done by the Canadian Council
of Catholic Bishops will further bridge the gap between the secular and the
religious practice and theory that Catholic schools are challenged to meet. The
second essential ingredient is a brief synopsis of Canada’s emergence as a
nation to help students see the relationship between domestic and international
policy and help them understand that a vibrant, viable democracy can be
developed through peaceful means. Key Canadian events such as Confederation,
the Alaska Boundary Dispute, the work of Nellie McClung and Norman Bethune, and
the Constitution Act of 1982 are essential to demonstrate the patchwork quilt
that has been and continues to be Canadian political theory and practice.
Students can
then shift to an analysis of Canada’s reaction to globalization. To establish a
mutually comprehensive working definition of what Canada’s role has been and
should be, students use a mind map to answer two formative questions: 1) What
values do we as Canadians hold most dear? and 2) Do our domestic and
international policies reflect and implement these values? Here poverty, the
plight of Native peoples and the struggle for minority rights can be explained
in a meaningful context. Secondly, Canada’s international activity, such as the
anti-landmine movement, the NAFTA and Canada’s role within the UN can serve as
a means to assess our professed values and secondly if there is a discrepancy
in our domestic and international treatment of people.
From here we
turn to the last component of this unit: the impact of globalization on Canada.
Many critics have asserted that Canada truly lacks an international policy and
is susceptible to blindly following our closest allies or global economic trends,
endangering our role as a leader and a place where people prevail. Using a mind
map on an overhead, students can reflect on events, trends, etc., that reveal
the nature of Canada in relation to the larger world. Returning to our view of
Canada as a community where people prevail, students can examine how Canada’s
response to international events reflects our role within this community.
Students can also explore and assess the role of private companies. Again the
nature of the relationship between the government and the pharmaceutical
companies, the patenting of food genes by corporations, and the issue of
Internet control can serve to highlight the many issues that Canada the world
must face, and the issues which the student will face as adult Canadian voters.
Students should be able to answer the formative question: has Canada positively
contributed to the world?
This unit concludes
with a test, which has information recall questions, case study readings and a
formal essay. This permits students to unify their knowledge and communication
skills, and further prepares them for the culminating exam, which composes part
of the final thirty per cent evaluation of this course.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
POV.03, PO3.01,
PO3.02, PO3.04, PO3.05 |
Knowledge/Understanding
Thinking/Inquiry |
Factors
contributing to Canada’s international power and success |
|
2 |
ICV.03, IC3.01,
IC3.02, IC3.03, IC3.04, IC3.05, IC3.06 |
Knowledge/Understanding
Thinking/Inquiry |
Canada’s
international role |
|
3 |
PIV.02, PIV.03,
PI2.03, PI3.02 |
Knowledge/Understanding
Application |
Unit Test |
Time: 25 hours
Unit Description
Students
participate in political panel discussions. This reinforces and synthesizes the
previous activities and thus provides a forum for students to research and
communicate their findings. Students work in groups of four, where possible,
and research topics and aspects of particular political issues. They present
their findings and views in a panel setting, which the teacher evaluates. The
teacher creates a list of potential topics for exploration. The students choose
from the list and then generate questions to investigate for their research.
The list may include globalism, tribalism, colonialism, religious extremism,
conservativism, liberalism, nationalism, capitalism, and terrorism.
Additionally, the political philosophies of Rousseau, Hobbes, Locke, Plato,
Marx and Mills could be added to the list. The beliefs of leaders such as
Martin Luther King and Nelson Mandela could be explored as well. The students
begin this activity by formulating political questions based on a political
issue, e.g., Is sovereignty at odds with globalization? In what way does the
ideology of the church speak to the plight of the poor? Has the political
philosophy of Rousseau’s Social Contract influenced ideology today? Is
democracy a true system according to Plato? Is there anything that can prevent
a society from becoming healthy according to Mills? The students identify and
outline their method of investigation and gather data from a variety of sources
prior to their research. The teacher outlines sources.
Next, students
gather data in order to prepare summary notes. They then analyse and sift
through for opinions and facts and draw conclusions based on their evaluations.
As they prepare for their presentations, they may prepare charts or graphs for
handouts detailing key political terminology. They present an organized report
with well-documented bibliographies. The panel focuses on four different
aspects of the same topic and communicates its findings and respective opinions
to the class as a whole. The topic of globalism, for example, might be divided
into four subtopics, such as ideology, history, economics, and political
impact. The students also include a view of each topic from the point of view
of Christian human rights and notion of the person.
Finally, students
attempt to provide creative solutions to their specific problems and present
these for debate and further discussion to their respective audiences. Each
research activity ends with a class discussion. The teacher evaluates the
research, analysis, and presentation.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
PIV.01, PI1.01,
PI1.02, PI1.04 |
Thinking/Inquiry |
Seminar
preparation Researching political issues |
|
2 |
PIV.02, PI2.01,
PI2.02, PI2.03 |
Knowledge/Understanding
Thinking/Inquiry |
Gathering
information. Analysing organizing, and evaluating |
|
3 |
PIV.03, PI3.01,
PI3.02, PI3.03 |
Communication |
Panel
presentations |
|
4 |
PIV.04, PI4.01,
PI4.02, PI4.03, PI4.04, PI4.05 |
Thinking/Inquiry
Knowledge/Understanding Communication |
Debate, and
discussion of topics |
Students
have the opportunity to research, report, and critically analyse the
international political landscape through diverse teaching and learning
strategies. The teacher is encouraged to develop teaching and learning
strategies that meet the needs of students with a wide variety of learning
styles. Because the world of politics may seem remote to many students,
teachers need to use active learning in the classroom and community to engage
students. Students are likely to find such strategies as brainstorming,
community involvement, conferencing, debating, field trips, interviewing,
problem solving, and simulation to be helpful and motivating. Cooperative
learning is a learning strategy fundamental to many activities in the course.
This course is ideally suited to develop research and critical-thinking skills
to prepare students for future studies in political science, history, and the
other social sciences. When students are presented with a variety of learning
situations, they construct meaning and develop skills that will help them
become life-long learners. Skills, such as formulating and defending a thesis,
identifying bias and viewpoint, debating, analysing print and non-print
sources, and problem solving encourage students to think critically and discuss
complex political issues meaningfully.
Focused
inquiry, data analysis, note taking, guided Internet searches, and emphasis on
responsible research skills allow students to draw informed conclusions about
the world and their place in it. Applied throughout the course, these skills
are also essential components of the culminating activities for Units 2 and 5.
Students should have multiple opportunities to communicate their learning
through personal reflections, informal and formal presentations, role playing,
writing in role, and persuasive report writing. Unit 5, in particular,
challenges students to apply decision-making and problem solving skills in an
issues-based role-play and a mock United Nations debate.
Political
scientists draw from a wide variety of social science disciplines to express
political concepts. In order to help all students, but especially students in
ESL/ELD programs, teachers should pay particular attention to the following
aspects of language in written and oral forms:
·
specialized
vocabulary/idioms (especially in Unit 1);
·
wide range of
tense use, active and passive voice;
·
word phrases and
clause structures that indicate:
·
cause/effect
relationships (especially in Unit 4),
·
contrasts/comparatives/superlatives
(especially in Unit 3),
·
statements of
opinion, interpretation, inference (especially in Unit 1),
·
statements of
speculation/hypothesis, prediction (especially in Unit 1),
·
statements of
belief, intent, necessity, persuasion, evaluation, definition (especially in
Unit 5),
·
explanation of
reason (especially in Unit 5);
·
formation of
questions for formal and informal circumstances (oral or written);
·
active listening
skills, for example, phrases, and syntax that expresses encouragement, requests
for repetition, clarification, and restatement (especially in Unit 2);
·
activities such
as reading/listening tasks (case study/video viewing) that expect a specific
and concrete product from the student;
·
completion of a
graphic organizer/re-enactment or structural oral response;
·
note
taking/summarizing (especially in Unit 2);
·
non-verbal
communication skills of particular importance to presentation tasks.
Language
development and the expression of concepts taught are greatly facilitated if
written tasks are reinforced by oral tasks and vice versa. All learners, but
especially those with language difficulties, benefit greatly if models or
guidelines for oral and written tasks are provided initially.
To
help all students achieve success, the teacher should create a classroom
environment that is encouraging and supportive. Toward this end the teacher
should:
·
ensure that all
students feel valued as members of the class;
·
involve students
in goal setting;
·
develop and
implement consistent behavioural expectations and consequences;
·
recognize/praise
effort and improvement as well as completion;
·
facilitate,
model, and encourage appropriate social skill development, e.g., role-play,
understanding body language.
The teacher should acquire a wide range of
classroom resources from governmental and non-governmental organizations.
Students will need to use the library/resource centre and computers for
research.
Seventy per cent of the grade will be based on assessment and evaluations conducted throughout the course. Thirty per cent will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation. As outlined in The Ontario Curriculum, Grades 11 and 12, Science and Humanities the Achievement Chart on p.142-143 serves as the basis for assessment and evaluation within this course. The teacher uses the four categories of Knowledge/Understanding, Thinking/Inquiry, Communication, and Application to develop meaningful assessment and evaluation and to develop assignments that permit students to demonstrate a wide variety of skills. When planning activities and assessment, teachers must link curriculum expectations to the category. The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 outlines the policies and implementation of assessment and evaluation within Ontario schools. In the assessment of learning skills it is therefore recommended that teachers have copies of, Educating the Soul and Creating Catholic Curriculum: Using the Catholic Graduate Expectations, Scripture and the Tradition of the Church readily available for reference. The activities within the Course Profile use a variety of assessment/evaluation tools and strategies. The course should not be filled with facts and figures only, but should also stress compassion and empathy: the bridge between knowledge and wisdom. Thus, from a practical and pedagogical sense, the course culminating activity should be introduced from inception and thus resemble a work-in-progress throughout the entire course.
It is recommended
that thirty percent of the final culminating activity be the 30% of the final
grade. It is advisable to develop this activity and the skills necessary for
its completion over the entire course, rather than viewing it as a separate
independent unit. Thus, although Unit 5 is presented in this overview as an
independent unit, it should be woven into the entire period of the course. This
not only provides valuable feedback to the students, but also enables them to
develop, draft, and improve their skills over time. Student will benefit from
peer and teacher feedback.
The teacher should
consult individual student IEPs for specific direction on accommodation for
individuals. Accommodations will be suggested for each activity when needed.
Further, consideration for ESL students must also be given for strategies and
accommodations for integrating students in ESL/ELD programs into their
classroom. The teacher should consult of The Ontario Curriculum, Grades
9-12, English As a Second Language and English Literacy Development 1999.
Units in this Course Profile make specific
reference to the use of specific texts, magazines, films, videos, and websites.
Teachers need to consult their board policies regarding use of any copyrighted
materials. Before reproducing materials for student use from printed
publications, teachers need to ensure that their board has a Cancopy licence
and that this licence covers the resources they wish to use. Before screening
videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance licence from the
authorized distributor, e.g., Audio Cine Films Inc. Teachers are reminded that
much material on the Internet is protected by copyright. The copyright is
usually owned by the person or organization that created the work.
Reproductions of any work or substantial part of any work on the Internet is
not allowed without the permission of the owner. Furthermore, teachers should
keep in mind that the Internet resources listed here often contain bulletin
boards and chat room thus not all resources were intended for student use.
Canadian Forum
Magazine.
Clarke, Tony
and Maude Barlow. Global Shutdown: Global Politics and the WTO. ISBN
0773732624
Hellyer,
Paul. Stop Think. ISBN 0969439466
Kelsey,
Jane. Reclaiming the Future: New Zealand and The Global Economy. ISBN
1877242012
Korten,
David. Globalizing Civil Liberties: Reclaiming our Rights to Power. ISBN
1888363592
Magee,
Bryan. The Story of Philosophy. Montreal: Readers Digest Association.
1998.
McBrien,
Richard P. (ed). Encyclopaedia of Catholicism. San Francisco: Harper
Collins. 1995.
McCullough,
H.B. (ed) Political Ideologies and Political Philosophies, 2nd edition.
Toronto: Thompson Educational Inc. 1995.
McLuhan,
Marshall. Understanding Media: The Extensions of Man. Cambridge: MIT
Press, 2001.
McQuaig,
Linda. “Globalization isn’t one size fits all”. The Financial Post.
Dec.14.1998.
Monetary
Reform. ISSN 1206-0739
Pious,
Richard M. Governments of the World Vol. 1 – 3. New York: Oxford
University Press. 1998.
Powrie, T.L.
Political and Economic Systems: Revised Edition. Don Mills: Academic Press
Canada, 1983.
Ralston
Saul, John. On Equilibrium. Toronto: Viking, 2001.
Seymour,
Ian. OPEC: Instrument of Change. ISBN 0-333-30667-8.
Smith,
Melvin H. Our Home or Native Land? Toronto: Stoddart, 1996.
Smith,
Patrick. Japan: A Reinterpretation.
Toronto: Harper Collins
Publishers Ltd., 1997.
Suzuki,
David. Time to Change. ISBN 0773757309.
Terzian,
Pierre. OPEC: The Inside
Story. ISBN 0-86232-221-9
The URLs for
the website were verified by the writers prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
–
http://polisci.nelson.com/canpol.html
(Nelson Political Science on the Web)
–
http://www.statcan.ca/ (Stats Canada)
–
http://www.statcan.ca/ (Stats USA)
– http://www.census.gov/ (USA Census)
– http://www.curriculum.org/occ/index.htm (Ontario Curriculum Centre)
–
http://web.uvic.ca/hrd/history.learn-teach/index.html (University of Victoria [Can/Am History])
–
http://insight.mcmaster.ca/org/efc/pages/law/charter/charter.text.html#7
(Canadian Charter of Rights and Freedoms)
–
http://www.ceaa-acee.gc.ca/ (Canadian
Environmental Agency)
–
http://www.lawsource.com/also/index.html
([Canada] American Law Sources Online)
–
http://aix1.uottawa.ca/~geist/titlepage.html
(Canadian Law Sources Online)
–
http://www.pernet.net/~sinclair/encyclicals/papal-encyclicals.htm (The Catholic-Labour Network)
–
http://newslink.org/ (News Link
[international papers])
–
http://www.davidorchard.com/ccaft/
(Citizens Concerned about Free Trade)
–
http://www.canadians.org/ (Council of
Canadians)
–
http://www.globalissues.org/TradeRelated/FreeTrade.asp (Global Issues Homepage)
–
http://www.pbs.org/globalization/links.html
(PBS Globalization and Human Rights Resources)
–
http://www.americascanada.org/menu-e.asp
(Americas Canada Organization)
–
http://www.parl.gc.ca/information/library/PRBpubs/bp451-e.htm
(Library of Parliament. Report on Hemispheric Affairs in Transition)
–
http://www.parl.gc.ca/information/library/PRBpubs/bp457-e.htm
(Library of Parliament. Report on Human Rights in the Context of Economic
Integration of the Americas)
–
http://www.parl.gc.ca/information/library/PRBpubs/bp416-e.htm
(Library of Parliament. Report on Human Rights, Global Markets: Some Issues
and Challenges for Canadian Foreign Policy)
–
http://laboris.uqam.ca/anact/McGrady.htm
(NAFTA and Workers Rights a Canadian Perspective)
–
http://www.web.net/~tccr/benchmarks/
(The Taskforce on the Churches and Corporate Responsibility)
–
http://www.liucentre.ubc.ca/ (Liu
Centre for the Study of Global Issues)
–
http://www.madonnahouse.org/restoration/
(Restoration Newspaper)
–
http://www.geocities.com/Athens/7273/encycx5.htm (Papal Writings: The Voice of the Magisterium)
–
http://www.uscatholic.org/cstline/rerum.html
(Rerum Novarum)
–
http://www.un.org/documents/ UN
(Documentation Centre)
–
http://www.tpub.com/journalist/33.htm
(Writing for Magazines)
–
http://www.blupete.com/Literature/Biographies/Philosophy/BiosPol.htm
(Political Theorists and Activists Biographies)
–
http://www.providence.edu/polisci/affigne/students/labor/Labor_Leaders_page.htm
(Influential Leaders in Labor History)
–
http://www.un.org/aboutun/history.htm
(About the United Nations/History)
–
http://www.fordham.edu/halsall/sbook1k.html
(The Story of the Crusades)
–
http://www.opec.org/About_OPEC/History.htm
(The History of OPEC)
–
http://www.al-bab.com/arab/does/league.htm
(Arab League History and Documents)
– http://depts.washington.edu/wtohist/ (The WTO History Project)
–
http://www.wto.org/english/thewto_e/whatis_e/inbrief_e/inbr00_e.htm
(WTO History/Accomplishments)
–
http://www.who.or.jp/home/history_wkc.html
(WHO Kobe Centre History)
This course profile
is designed to aid teachers implement Canadian and World Politics, CPW4U,
described in The Ontario Curriculum, Grade 11 and 12, Canadian and World
Studies, pp 236-241. This course also fulfills the requirements outlines in
Ontario Secondary School, Grade 9 to 12, Program and Diploma Requirements
section 3.1 for earning a Secondary School Diploma. It can be counted as an
additional Social Science and Humanities, English or Canadian and World Studies
credit as part of the compulsory eighteen credits needed to obtain an OSS
Diploma or as an optional credit. Other relevant OSS material:
The Ontario
Curriculum, Grades 11 and 12, Canadian and World Studies, 2000;
Ontario Secondary
Schools, Grades 9 to 12, Program and Diploma Requirements;
The Ontario
Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Coded Expectations, Canadian and World Politics, Grade 12,
University Preparation, CPW4U
ICV.01 · explain the rights and responsibilities of
individual citizens, groups, and states in the international community;
ICV.02 · describe the main ways in which sovereign
states and non-state participants cooperate and deal with international
conflicts;
ICV.03 · evaluate the role of Canada and Canadians in
the international community;
ICV.04 · describe the structure and function of
international intergovernmental and non-governmental organizations;
ICV.05 · evaluate the role and operation of the
international human rights protection system.
Rights and
Responsibilities of International Participation
IC1.01 – evaluate the extent to which the rights and
responsibilities of states in the international community are parallel to the
rights and responsibilities of citizens in democratic national communities;
IC1.02 – describe the rights and obligations of
international groups (e.g., the International Monetary Fund, transnational
corporations, environmental lobby groups);
IC1.03 – describe the actions of particular
individuals who have influenced global affairs (e.g., Nelson Mandela, Lester
Pearson, Eleanor Roosevelt, Dag Hammarskjold, Mikhail Gorbachev, John
Humphrey).
International
Conflict and Cooperation
IC2.01 – describe the participation of several states
in international relations in terms of their objectives, resources, and
methods;
IC2.02 – identify ways of preventing war and conflict
between states (e.g., military preparation, international law, peace
movements);
IC2.03 – explain the effects on national sovereignty
of the trend towards global decision making
(e.g., the decreased power of states to make policies to control the flow of
goods and services, ideas, and cultural products);
IC2.04 – identify the causes and consequences of
non-governmental international conflict and violence (e.g., terrorism,
tribalism, organized crime).
Canada’s
International Role
IC3.01 – identify selected key events in the history
of Canada’s foreign relations since Confederation;
IC3.02 – explain the types of commitments made by
Canada to other nations or to international or extranational organizations
(e.g., membership in the Commonwealth of Nations, la Francophonie, or the North
American Treaty Organization; participation in the United Nations and in
peacekeeping missions);
IC3.03 – evaluate the extent to which key agreements
and treaties signed by Canada (e.g., NAFTA, agreements relating to the testing
of nuclear weapons over Canada) contribute to the well-being of Canadians and
the world in general;
IC3.04 – explain how Canada tries to settle its
external conflicts (e.g., through negotiation, arbitration, international
cooperation);
IC3.05 – explain the role of federal and provincial
government agencies (e.g., Canada’s Departments of oreign Affairs and
International Trade, the Canadian International Development Agency) in
formulating and implementing Canada’s foreign policy;
IC3.06 – evaluate the role of pressure groups in
formulating and implementing Canada’s foreign policy (e.g., anti-landmine
protests, the environmentalist lobby, the media, the Canadian Manufacturers’
Association, the Canadian Bankers Association).
International
Intergovernmental and Non-governmental Organizations
IC4.01 – explain the origins, functions, and
objectives of selected international non- governmental organizations (e.g., the
International Committee of the Red Cross, Amnesty International, the
International Olympic Committee);
IC4.02 – explain the origins, functions, and
objectives of international cooperation organizations (e.g., the United
Nations, Asia-Pacific Economic Cooperation, the World Health Organization);
IC4.03 – evaluate the effectiveness of selected
international organizations (e.g., the Organization of Petroleum Exporting
Countries, the Non-Aligned Conference, the Arab League) in meeting their stated
objectives;
IC4.04 – analyse the need for new international
organizations as a result of globalization and the advent of new technologies
(e.g., organizations for regulating extra-governmental firms, controlling drug
trafficking, regulating activities in outer space).
International Human
Rights
IC5.01 – identify the most important international
human rights documents (e.g., the Universal Declaration of Human Rights; the
United Nations Covenant on Social, Economic, and Cultural Rights; the Geneva
Conventions) and assess their significance;
IC5.02 – describe the role of agencies responsible
for ensuring the upholding of human rights (e.g., the Human Rights Commission,
the Commission on the Status of Women);
IC5.03 – explain the role of state and non-state
participants in international controversies about certain rights.
POV.01 · describe factors that make states powerful
and factors that make states weak;
POV.02 · identify key influences in the history of
international relations;
POV.03 · evaluate Canada’s role and influence in
international relations.
State Power
PO1.01 – describe the factors that help to determine
the power and influence of a country (e.g., geography and demography, economic
resources and markets, military strength and diplomatic traditions);
PO1.02 – evaluate the accuracy and usefulness of
classifying states (e.g., as developing countries; Western countries;
non-aligned countries; major, medium, or small powers) when describing
relationships among states;
PO1.03 – analyse the rise and development of
non-governmental organizations (NGOs) and corporations as world powers (e.g.,
Red Cross/Crescent; oil cartels; multinational corporations such as Nike,
Shell, and Microsoft).
Key Influences on
International Relations in the Past
PO2.01 – identify major influences on the development
of international relations from antiquity to 1945 (e.g., the development of
empires and colonization, the impact of Christianity and Islam, the growth of
nation states);
PO2.02 – describe how decolonization after World War
II transformed international politics, economics, technology, communications,
and law;
PO2.03 – identify and describe challenges and
conflicts caused by the end of the Cold War (e.g., political fragmentation such
as in the former Soviet Union and Yugoslavia; the position of the United States
as the sole “superpower” nation; neo-nationalism);
PO2.04 – explain the relationship between changes in
information, telecommunications, and military technologies and changes in
international, political, and economic relations (e.g., the American military
development of the Internet, military and commercial uses of satellite
telecommunications, the spread of industrial espionage).
Canada’s
International Role and Influence
PO3.01 – describe the factors (e.g., resources,
economy, wealth) that contribute to Canada’s power;
PO3.02 – identify the most important factors shaping
Canadian foreign policy (e.g., economic objectives, commitments under
international treaties);
PO3.03 – describe the types of influence exerted by
other nations and groups on Canada and Canadians;
PO3.04 – evaluate the role and influence of Canadian
individuals and groups on the world stage;
PO3.05 – evaluate the nature and quality of Canada’s
influence within selected world and regional organizations (e.g., the United
Nations, the International Olympic Committee, the Organization of American
States).
VBV.01 · explain the role and function of ideologies
in national and international politics;
VBV.02 · explain how nationalist and internationalist
ideologies shape ideas, as well as conflict or cooperation within and among
nations;
VBV.03 · demonstrate an understanding of the many
similarities and differences in the aspirations, expectations, and life
conditions among the peoples of the developed and the developing nations.
The International
Influence of Ideologies
VB1.01 – explain the role of religion in national and
international politics (e.g., Islamic and Hebrew fundamentalism, Christian
evangelism, Buddhist resistance to secular governments);
VB1.02 – describe the main characteristics of the
world’s major political ideologies (e.g., fascism, conservatism, liberalism,
socialism, communism);
VB1.03 – demonstrate an understanding of various
critiques of traditional world views.
Nationalist and
Internationalist Orientations
VB2.01 – identify the key components of nationalist
ideology (e.g., the definition of nation, types of nationalism, the role of the
individual and the group);
VB2.02 – determine the origins and effects of
nationalist armed conflicts (e.g., the Balkan wars, wars in Central Africa,
apartheid in South Africa) and of rivalries rooted in ethnocentrism (e.g.,
between India and Pakistan, between Israel and Arab nations, between the
diverse peoples of Indonesia);
VB2.03 – describe the
peaceful legal means used to adjudicate conflicts between governments (e.g.,
Canadian federal-provincial conferences, the International World Court) and
explain their relationship to values, beliefs, and ideologies;
VB2.04 – explain the key arguments for and against
the processes of “globalization” in economics, politics, and culture, as well
as their relationship to values, beliefs, and ideologies.
Developed and
Developing Nations
VB3.01 – describe the main economic, political, and
social characteristics of developed and developing countries;
VB3.02 – compare key elements of selected theories
concerning the nature of effective development (e.g., global industrialization,
sustainable national development);
VB3.03 – analyse the main differences between the
social beliefs and ideologies in developed and developing countries (e.g.,
individual and community property ownership, private and public capitalism,
inter-party democracy and intra-party democracy);
VB3.04 – demonstrate an understanding of the
commonality of human aspirations for a better, more secure life.
PIV.01 · correctly use social scientific methods to
gather, organize, and synthesize information;
PIV.02 · develop supportable conclusions about
political events, issues, and trends and their relationships to social,
economic, and cultural systems;
PIV.03 · communicate knowledge, beliefs, and
interpretations of politics and citizenship, using a variety of formats;
PIV.04 · use political knowledge, skills, and values
to act as responsible citizens in a variety of contexts.
Researching,
Recording, and Organizing Information
PI1.01 – formulate meaningful questions that lead to
a deeper understanding of a political issue and of the different ways to
approach an issue;
PI1.02 – collect data from a range of media and
sources (e.g., print or electronic media, interviews, government and community
agencies);
PI1.03 – classify and clarify information by using
timelines, organizers, mind maps, concept webs, maps, graphs, charts, and
diagrams;
PI1.04 – prepare summary notes in a variety of forms
and for a variety of purposes (e.g., for recording research findings, making
oral presentations, and studying for tests and examinations).
Analysing and
Evaluating Information
PI2.01 – distinguish among opinions, facts, and
arguments in sources;
PI2.02 – describe some of the key methods of analysis
used by political scientists;
PI2.03 – draw conclusions based on an effective
evaluation of sources, analysis of information, and awareness of diverse
political interpretations.
Communicating
Research Results
PI3.01 – present ideas, understandings, and arguments
effectively in a variety of contexts (e.g., in role plays, interviews,
simulations, debates, group presentations, seminars), using graphic organizers
and displays (e.g., graphs, charts, images);
PI3.02 – use political terms accurately;
PI3.03 – write clear, coherent, and logically
organized reports, papers, and essays that include correctly documented
citations and bibliographies, demonstrate academic honesty, and avoid
plagiarism.
Responsible
Citizenship
PI4.01 – think creatively and analytically to develop
potential resolutions to a series of given issues and issues that they select;
PI4.02 – work effectively both individually and in
groups;
PI4.03 – demonstrate the ability to seek and respect
the opinions of others;
PI4.04 – describe various career opportunities
related to the study of politics (e.g., in research, the civil service, law,
journalism);
PI4.05 – communicate and exercise their own political
views and convictions in a responsible, democratic manner.
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.