COURSE TITLE: Civics

TEACHER: Jayson Campeau

ROOM: B 3.4

E-MAIL: jayson_campeau@eu.odedodea.edu

COURSE DESCRIPTION:

As we move into the twenty-first century, Canada is undergoing significant change. We are

struggling with a range of demanding questions, such as these: How do we govern ourselves?

As our population becomes more diverse, how do we ensure that all voices are heard? How do we resolve important societal and community issues in the face of so many diverse and divergent views influenced by differing values? What role will Canada play within an increasingly interconnected global community? Our responses to these questions will affect not only our personal lives but the future of our communities, our provinces and territories, and our country.

In civics, students explore what it means to be a “responsible citizen” in the local, national,

and global arenas. They examine the dimensions of democracy, notions of democratic citizenship, and political decision-making processes. They are encouraged to identify and clarify their own beliefs and values, and to develop an appreciation of others’ beliefs and values about questions of civic importance.

COURSE GOALS/OBJECTIVES/STANDARDS:

Democracy: Issues and Ideas

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

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

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

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

· demonstrate an understanding of citizenship within a global context.

Democracy: The Canadian Context

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

· 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;

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

· 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).

Democracy: Global Perspectives

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

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

· demonstrate an ability to collaborate effectively when participating in group enquiries and community activities; demonstrate a knowledge of different types of citizenship participation and involvement

SCOPE & SEQUENCE:

Democracy: Issues & Ideas Simulated Town Council 15 hrs

Democracy: The Canadian Context Research & analyze an issue 25 hrs

Democracy: Global Perspectives Citizen’s Handbook 15 hrs

CONTINUOUS SCHOOL PROGRESS: AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.” The 6 Traits + 1 is the model selected to improve school-wide writing in all subject areas. The 6 Traits + 1 writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 Traits + 1 become a consistent and integral component of each course taught at AFNORTH International Middle/High School.

AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.”

The 6+1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 trait framework is a way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement.

With regards with this course written work will be in the form of reports, certain assignments, as well as short essays. Students should strive to be precise and concise.

COURSE GRADING/ASSESSMENT: Term Work 70% + Final Evaluation 30%

Final Evaluation = Citizen’s Handbook Culminating Activity and Exam

CLASSROOM EXPECTATIONS/CONSEQUENCES:

Students are expected to be respectful of themselves and others at all time.

TEXTBOOKS: none

HOMEWORK POLICY:

Learning Skills

Five areas have been identified as learning skills and are being evaluated separately from academic achievement: work habits/homework, organization, initiative, teamwork and “works independently”. These are very important skills for you to learn at school and at home, and they are crucial in determining how successful you will be in your future employment or post-secondary schooling. Both parents and students need to pay close attention to this section of the report card, and to understand the impact that these skills have on their learning, despite the fact that they are not directly factored into their academic mark.

MAKE-UP WORK POLICY: Late Work

Because punctuality is a “learning skill” academic marks will not be deducted from work that is handed in late. However, there will be other non-academic consequences. Work which has been returned to the class marked can not be handed in for marks.