Canadian and International Politics Grade 12, Academic (CPW4U) CONTACT US
Course Title : Canadian and International Politics, Grade 12, Academic (CPW4U)
Course Name : Canadian and International Politics
Course Code : CPW4U
Grade : 12
Course Type : Academic
Credit Value : 1.0
Prerequisite : Any university (U) or university/college (M) preparation course in social sciences and humanities, English, or Canadian or world studies.
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11 and 12, 2015 (Revised)

Course Developer:

USCA Academy

Department:

Canadian World Studies

Development Date:

February 2020

Most Recent Revision Date: February 2020

Course Description

This course explores various perspectives on issues in Canadian and world politics. Students will explore political decision making and ways in which individuals, stakeholder groups, and various institutions, including governments, multinational corporations, and non-governmental organizations, respond to and work to address domestic and international issues. Students will apply the concepts of political thinking and the political inquiry process to investigate issues, events, and developments of national and international political importance, and to develop and communicate informed opinions about them.

 

Overall Curriculum Expectations

A1. Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues, events, and developments of national and international political importance.

A2. Developing Transferrable Skills: apply in everyday contexts skills developed through investigations related to politics, and identify various careers in which a background in political studies might be an asset.

B1. Political Thought: demonstrate an understanding of various political ideologies, theories, and concepts, and analyze their relevance to Canadian and international politics;

B2. The Evolution of Modern Politics and International Relations: analyze the role of ideology, diplomacy, and conflict, including conflict related to decolonization, in the evolution of politics in and relations between various countries around the world in the past century;

B3. Influences on Canadian and International Politics: analyze how social, economic, and geographic factors influence contemporary politics in and relations between various countries around the world.

C1. The International Influence of Governments: analyze how strategies /practices used by a state or states can affect the policies and status of other states;

C2. Intergovernmental Cooperation: demonstrate an understanding of the role of intergovernmental cooperation in international politics;

C3. Canadian Government Policies and International Relations: analyse Canada’s foreign policy objectives and factors that affect them.

D1. Civic Awareness and Responsibility: analyse the role of civic awareness and responsibility among citizens and non-governmental stakeholders in the national and international community;

D2. Civic Awareness and Responsibility: analyse the role of civic awareness and responsibility among citizens and non-governmental stakeholders in the national and international community;

D3. Contributions to the Global Community: assess the importance of the contributions of individuals and other non-governmental stakeholders to national and global communities.

Outline of Course Content

Unit Titles and Descriptions Time and Sequence

Unit 1

Introduction to Politics

This course and unit begin with the topic, A Study of Politics, followed by an introduction to the basic concepts of political science. Students will spend some time on the concept of ideology and search out their own political ideology.

27 hours

Unit 2

Government and the Political Process

This unit begins with an examination of the forms of government and models of political processes. Students will then have a look at how roles in the political process function.

27 hours

Unit 3

Canada and the International Political System

Three significant topics are investigated in this unit: a system of sovereign states, Canada's International Policy, and the role of non-governmental organizations in international affairs.

27 hours

Unit 4

Issues and Answers: National and International Politics in Practice

The unit begins by looking at the topic of national unity in Canada. From there Canadian and American relations are the topic of discussion followed by the serious issues involved in national and international security in the post 9/11 world. The reality of the politics of economic globalization will fascinate students as will the timely topic of environmental issues as they relate to world politics. The unit concludes with the topic of human rights at home and abroad.

26 hours

Final Assessment

Exam

This is a proctored exam worth 30% of the final grade.

3 hours

 

Total

110 hours

Assessment Plan
CPW4U

POC O/F/A
P = Product O = Assessment OF Learning
O = Observation F = Assessment FOR Learning
C = Conversation A = Assessment AS Learning

Unit number

Assessment

O/F/A

Expectations

POC

K

25%

T

25%

C

25%

A

25%

Term Work 70%

1.

Group Discussion

F

A1.1, A1.5, A1.7

O/C

       
 

Political Definitions Assignment

O/A

A1.1, 1.2, 1.6

P/O/C

25

25

25

25

 

Unit Test

O

B1.1, B1.3, B3.6

P

25

25

25

25

 

Test Review

F

B1.1, B1.3, B3.6

         
 

Total

     

50

50

50

50

                 

2.

Assignment 2

O/A

D2.2, 2.4, 3.1

P/O/C

25

25

25

25

 

Unit Test

O

B2.1, B3.1, C1.2

P

25

25

25

25

 

Test Review

F

B2.1, B3.1, C1.2

         
 

Total

     

50

50

50

50

                 

3.

Group Discussion

F

D1.1, D3.1, E1.3, E3.1

O/C

       
 

Assignment 3

O

D2.1,D3.1, E1.1, E1.2

P

25

25

25

25

 

Unit Test

O

C1.1,C2.1,D1.1

POC

25

25

25

25

 

Total

     

50

50

50

50

                 

4.

Assignment 4

Unit Test

Observation/Conversation

O

O

D1.1, D1.2, D2.1, D2.2

P

P

P/O/C

25

25

5

25

25

5

25

25

5

25

25

5

         

55

55

55

55

Total Marks (Assessment of Learning only)

       

Final Evaluation 30%

Final Exam

(30%)

Total

 

O

A,B,C,D,E-all strands

P

25

230

25

230

25

230

25

230

     

Category Weighting

25%

25%

25%

25%

 

The Canadian and World Studies courses prepare students for a life of responsible citizenship in which they think critically about events, developments and issues in their daily lives. In the Politics courses, the goal is to help students develop a sense of responsibility. At their own pace, students will work towards:

  • developing an understanding of how to influence change within the diverse communities to which they belong, and of how individuals and groups can participate in action that promotes change;
  • analyzing current political issues, and assessing methods and processes that can be used to influence relevant political systems to act for the common good;
  • assessing the power and influence of different people involved in civic issues, using political perspective;
  • developing a respect and appreciation for different points of view on various political issues.

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

The assessment will be based on the following processes that take place in the classroom:

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go.

During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them.

During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning.

Conversation Conversation Conversation

Classroom discussion Self-evaluation Peer assessment

Classroom discussion Small group discussion Post-lab conferences Presentations of research Debates
Observation Observation Observation
Drama workshops (taking direction) Steps in problem solving Group discussions Presentations Group Presentations
Student Products Student Products Student Products
Reflection journals (to be kept throughout the duration of the course)
Check Lists
Success Criteria
Practice sheets
Socrative quizzes
Projects
Poster presentations Tests
In Class Presentations

 

Some of the approaches to teaching/learning include

 

Strategy

Who

Assessment Tool

Class discussion

Teacher

Observation Checklist

Response Journal

Teacher

Anecdotal Comments

Student Chosen Song

Teacher

Observation Checklist

Narrative Poem/Song

Teacher

Rubric and Anecdotal Comments

Character Sketch

Self

Checklist

Journal Responses

Self/teacher

Anecdotal comments

Short Story Analysis

Teacher

Rating scale

Short Story Outline

Teacher

Rating scale

Anecdote

Teacher

Direct Observation

Found poem

Teacher

Direct Observation

Journal Entries

Teacher

Anecdotal

Research Notes

Self/Teacher

Checklist

Non-fiction Report/Presentation

Teacher

 Rubric

Presentation to group

Self/Peer

Self and peer assessment rubric

Sight passage

Teacher

Marking scheme

Narrative piece

Teacher

Rubric

The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). . The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

  • 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of
  • 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a

Teachers who are planning a program must take into account a number of considerations in a number of important areas. Essential information that pertains to all disciplines is provided in Program Planning and Assessment. The areas of concern to all teachers include the following:

  • types of secondary school courses
  • education for exceptional students
  • environmental Education
  • program consideration for English Language Learners
  • career education
  • cooperative education and other workplace experiences
  • health and safety
  • Ethics
  • Equity and inclusive education
  • Financial Literacy
  • Critical thinking and critical literacy

Considerations relating to the areas listed above that have particular relevance for program planning in French are noted here.

It is important to ensure that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.

Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

USCA helps students to become environmentally responsible. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future.

USCA provides a number of strategies to address the needs of ESL/ELD students to accommodate the needs of students who require instruction in English as a second language or English literacy development. Our teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. School determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course.

Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity in a second language, would be an overall intention of this course, as it helps students prepare for success in their working lives.

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

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at UCSA is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members.

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.

The school library program in USCA can help build and transform students' knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. USCA teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at USCA will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

USCA provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that USCA teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one's own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances.