Correlation of Canadian by Conviction: Asserting Our Citizenship to the Canadian and World Studies Civics 10 Curriculum (CHV20)

Transcription

1 ICV.01 Correlation of Canadian by Conviction: Asserting Our Citizenship to the Canadian and World Studies Civics 10 Curriculum (CHV20) Informed Citizenship Overall Expectations demonstrate an understanding of the reasons for democratic decision making; 4-5, 7-9, 12-15(Q1,4), 18, 19-22, 23-25, 27-30, 33(Q1), 62-77, 83(Q2,3,4,5,7,13), , 109(Q4,8), 113, 151 ICV.02 compare contrasting views of what it means to be a "citizen"; 15(Q11), 31, 33(Q7,12), 41, 51 56, 71, 78, 81, 97, 100, 109(Q7), 119, 123, 131(Q11), 152, 154, 159(Q8), 166, 178, 199, , , , 248, 253(Q12) ICV.03 ICV.04 ICV.05 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 , 62-77, 83(Q2,3,4,5,7,13) , 109(Q4,8), , (Q3), , , , , 57(Q11), 118, 131(Q4,6), , 225(Q11), 241(Q11) xii-1, 32, 79, 88, 94, 119, 123, 126, 169, (Q1-10), , (Q2,4,5,7,8), , 241(Q7) 1

2 IC1.01 IC1.02 Specific Expectations Democratic Decision Making - explain the causes of civic conduct, and identify the need for decision-making processes and structures (e.g., ensure individual and community needs are met, resolve conflict, adapt to change); - distinguish between democratic and authoritarian forms of decision making, and compare the benefits and drawbacks of each form when used in everyday contexts; 4, 86-96, (Q1,2,3,4,6,8,10), (Q1,2,3,5,6,7,9,10,14), (Q1,2,4,5,6,,8,10,11) (Q1-10), (Q3,5,10), (Q1,2,6,7,8,9,10,11,12) 7-9, 12-15(Q2,3,4,7), 86-96, (1,2,3,4,6,8,9,10,11,12) IC1.03 IC1.04 IC1.05 IC research and report on the elements of democratic decision making (e.g., rights and responsibilities of citizens, rule of law, common good, parliamentary system, majority rule, rights of minorities); - analyse how dimensions of democratic decision making were practised in different historical contexts (e.g., Magna Carta, Periclean Athens, Iroquois confederacy) and in their current circumstances (e.g., classroom, community associations); - identify similarities and differences in the ways power is distributed in groups, societies, and cultures to meet human needs and resolve conflicts (e.g., in families, classrooms, municipalities). Elements of Democratic Citizenship - explain what it means to be a citizen in diverse political communities (e.g., school student union, community groups, ethnocultural groups, national and international organizations); 5, 9, 15(Q1,9), 86-96, (1,2,3,4,6,8,9,10,11,12), (Q1,2,3,4,67,10), 159(Q6) 7-9, 15(Q4), 18, 19-22, 23-25, 27-30, 33(Q1), 57(Q4,11), 109(Q8), 131(Q4,6) 7-9, 12-15(Q4), 18-33(Q1,8,10), 36-57(Q4,12), (Q6) 5, 15(Q1,4,5,11,13,14), 18-19, 29, 31, 33(Q10,12), 46, 56-57(Q4,11), 78-81, 83(Q12), 94, 96, 109(Q7), 123, 126, 147, 150, 152, 159(Q8), 178, 182, (Q1-10), 225(Q11) 2

3 IC2.02 IC3.01 IC research and write profiles of citizens with varying backgrounds (e.g., culture, religion, gender, socioeconomic status, nationality) who have made a difference in public life, and compare the different type of civic involvement they represent. The Rights and Responsibilities of Canadian Citizenship - identify the rights and responsibilities of citizenship expected and practised in the school or classroom, explain why these rights and responsibilities were developed; and evaluate the extent to which they apply to all students; - describe the changing nature of Canadian citizenship rights and responsibilities based on an examination of provincial legislation, the Bill of Rights (1960), and the Canadian Charter of Rights and Freedoms (1982) (e.g., in terms of fundamental freedoms, democratic rights, mobility rights, legal rights, equality rights, language rights, Aboriginal rights); 15(Q11), 31, 33(Q7,12), 41, 51, 56, 71, 78, 81, 97, 100, 109(Q7), 119, 123, 131(Q11), 152, 154, 159(Q8), 166, 178, 199, , , , 248, 253(Q12) 15, 57(Q11), 131(Q4,6), 225(Q11), 241(Q11) 45, 118, 133, IC explain why it is essential in a democracy for governments to be open and accountable to their citizens, while protecting the personal information citizens are required to provide to governments (e.g., Municipal Freedom of Information and Protection of Privacy Act); , 183(Q3,7) IC3.04 IC demonstrate an understanding of how the judicial system (e.g., law courts, trials, juries) protects the rights both of individuals and society (e.g., the rights of the accused, the rights of the victim, and the role of the judiciary); - describe a case in which a citizen's rights and responsibilities have been upheld or restricted, outlining the concerns and actions of involved citizens and the reasons for the eventual outcome; , , 153, , , , 142, 174, 205, , , 225, , 241(Q7,8) IC identify significant political leaders in today's Canada , 63, 67-71, 76, 83(Q3,4,5,6,8) 3

4 IC4.01 IC4.02 IC4.03 IC4.04 IC4.05 IC4.06 Making Decisions, Resolving Conflicts, and Developing Policy in Canada - explain the main features and functions of the different levels of government in Canada (e.g., federal, provincial, municipal); - compare how laws, regulations, public policies, and decisions are made and enforced at the local, provincial, and federal levels; - examine and analyse the importance and value of different ways of resolving disputes (e.g., mediation, arbitration) that differ from judicial approaches; - demonstrate an understanding of the important role played by regulatory and adjudicative (quasi-judicial) agencies in our democratic society when resolving issues and disputes between individuals and groups, and between individuals or groups and government; - investigate the role of political parties in the parliamentary process and examine the selection process for majority, minority, and coalition governments, using provincial and federal examples; - examine and describe the roles played by elected representatives and interest groups in the political process (e.g., lobbying); , , 131(Q3) 18-31, 35-56, , , , 83(Q2,3,4,5,7,13) , 109(Q4,8) 77-83(Q1,12) IC research recently passed legislation at the community, provincial, or federal level to resolve public conflict (e.g., smoking and health regulations, drinking and driving laws, gun laws), and then produce a report analysing the key issues and different points of view on the issues. 57(Q13), 159(Q11) 4

5 IC5.01 IC5.02 IC5.03 IC5.04 IC5.05 PCV.01 PCV.02 Citizenship Within the Global Context - analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality) in the context of the global community; - summarize the rights and responsibilities of citizenship within the global context, as based on an analysis of the United Nations Universal Declaration of Human Rights (1948) and Convention on the Rights of the Child (1989); - research and summarize civic actions of individuals and non-governmental organizations that have made a difference in global affairs (e.g., Cardinal Paul-Emile Léger, Nelson Mandela, Mother Teresa, Craig Kielburger, David Suzuki, Jean Vanier, Red Cross, Frontier College, Doctors Without Borders, YWCA/ YMCA); - compare the contributions of individuals, as explored in the student summaries, to arrive at a definition of the term "global citizen"; - examine and describe methods of electing governments in other countries (e.g., France, Israel, South Africa, Ireland). Purposeful Citizenship Overall Expectations 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; , 201(Q1-10) 88,119,188 xii-1, 32, 79, 94, 123, 126, 169, , , , 201(Q1-10), , (Q2,4,5,7,8), , 241(Q7) xii-1, 15(Q9), 32, 79, 94, 123, 127, 169, , , , 201, , (Q4), (Q3) 5-14, 15(Q14), , 119, (Q3), (1-10), (Q1,2,5,6,7,8,11,12) 5-14, 15(Q14), , 119, (Q3), (Q1-10), (Q1,2,5,6,7,8,10,11,12) 5

6 PCV.03 demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes co-exist. 5-14, 15(Q14), , 119, (Q3), (Q1-10), (Q1,2,5,6,7,8,10,11,12) PCV.04 demonstrate an understanding of a citizen's role in responding to non-democratic movements (e.g., supremacist and racist organizations, fascism, and communism) through personal and group actions (e.g., actions of the Righteous Among Nations during the Holocaust, Medgar Evers, Emily Murphy). 5-14, 15(Q14), , 119, (Q3), (1-10), (Q1,2,5,6,7,8,10,11,12) PC1.01 PC1.02 Specific Expectations Democratic Beliefs and Values - describe fundamental beliefs and values associated with democratic citizenship (e.g., rule of law, human dignity, freedom of worship, respect for rights of others, work for common good, sense of responsibility for others, freedom of expression); - explain, based on an analysis of cases in local, provincial, national, and global contexts, how democratic beliefs and values are reflected in citizen actions; 5-14, 15(Q14), , 119, (Q3), (1-10), (Q1,2,5,6,7,8,11,12) , 119, (Q3), (1-10), (Q1,2,5,6,7,8,11,12) PC articulate and clarify their personal beliefs and values concerning democratic citizenship, and determine the influence of significant factors (e.g., community, nation, cultural group, religion, gender, socioeconomic status) on their sense of civic purpose. 5-14, 15(Q14), , 119, (Q3), (1-10), (Q1,2,5,6,7,8,10,11,12) 6

7 PC2.01 Beliefs, Values, and Multiple Perspectives - compare the varied beliefs, values, and points of view of Canadian citizens on issues of public interest (e.g., privacy, reducing voting age, freedom of information, compulsory military service, Native self-government, Québec sovereignty); 33(10), 69, , 109(Q12), PC explain how different groups (e.g., special interest groups, ethnocultural groups) define their citizenship, and identify the beliefs and values reflected in these definitions; 77-79, 80-83(Q12) PC2.03 PC2.04 PC3.01 PC3.02 PC analyse a current public issue that involves conflicting beliefs and values, describing and evaluating the conflicting positions; - describe how their own and others' beliefs and values can be connected to a sense of civic purpose and preferred types of participation. Civic Purpose, Community, and Personal Responsibilities - describe and assess the contributions that citizens and citizens' groups make to the civic purposes of their communities; - describe, compare, and analyse Canadian cases in which contrasting value systems, multiple perspectives, and civic purposes co-exist (e.g., constitutional debates, Québec sovereignty question, Native self-governance); - research and summarize the introduction of the Nuremberg laws, the public response to these laws in pre-world War II Europe, and the subsequent erosion of human rights that led to the Holocaust; 33(Q10), 57(Q12,13), , 109(Q12), , 183(Q10,13), 225(Q10), 235, 241(Q10) 85-97, , (Q2,6,7,8,9,11), 178, 182, (Q1-10), (Q1,2,3,4,5,7,8,10,11,12) 85-97, , (Q2,6,7,8,9,11), 178, 182, (Q1-10), (Q1,2,3,4,5,7,8,10,11,12), (Q1,2,3,7,8,9,10,11,12) 18-19, 28, 30, 33(Q10), , 109(Q12), , 131(Q5), , 225(Q6,9), TR(BLM) 7

8 PC3.04 PC analyse the evolution of Canada's participation in international tribunals, from the Nuremberg trials after World War II to the International Court of Justice's ongoing prosecutions involving war crimes and genocide (e.g., Somalia, Rwanda, Bosnia); - describe ways citizens can be involved in responding to issues in which contrasting value systems, multiple perspectives, and differing civic purposes co-exist, and determine their own sense of responsibility in relation to these opportunities for involvement; , 159(Q5) 86-89, 90-96, , 103, (Q2,7,8,10,12), (Q4,7,8,10,11), (Q1-10), (Q5,7,8,10), (Q7,8,9,10,11,12) PC demonstrate an ability to anticipate conflicting civic purposes, overcome personal bias, and suspend judgment in dealing with issues of civic concern , (Q10) ACV.01 ACV.02 Active Citizenship Overall Expectations 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; 15(Q7), 33(Q3,5,6,7,8,10,11,12), 57(Q6,7,9,12,13), 83(Q2,3,4,5,6,9,12), 94, 109(Q4,12), , 128, 131(Q5,7,8,9,10,11,12,13,14), 159(Q3,5,6,8,11), 164, 183(Q6,8), 200(Q7,8), , 225(Q10), 241(Q8,12), , (Q7,8,9,10,11,13) 57(Q12,13), 109(Q10,12), 131(Q7,8,10,12,14), , 159(Q11), 183(Q10,13), 201(Q6), 225(Q5,10), 241(Q8,9,10) 8

9 ACV.03 ACV.04 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. 15(Q13,14), 109(Q9), 131(Q13), 153, 159(Q10,11), 169, 183(Q10,12,13,14), 201(Q7), 225(Q12), , 252(Q4,5,6,7,8) xii-1, 32, 54, 79, 82, 88, 94, 119, 123, 126, 169, (Q1-10), , (Q2,4,5,7,8), , 241(Q7) AC1.01 AC1.02 AC1.03 Specific Expectations Inquiry Skills - demonstrate an ability to formulate questions; locate information from different types of sources (e.g., texts, special references, news media, maps, community resources, Internet); and identify main ideas, supporting evidence, points of view, and biasses in these materials; - demonstrate an ability to organize information effectively (e.g., using summaries, notes, time lines, visual organizers, maps, comparison organizers); - demonstrate an ability to effectively use strategies within the inquiry process when studying questions of civic importance in their school or local community. 57(Q6), 58-61, 109(Q4), , 159(Q3), , 164, 183(6,11), 201(Q8,9), (Q8) 25, 33(Q2,5,7,13), 57(Q2), 109(Q1,3,11), 125, 131(Q4), 140, 144, 159(Q1,2), 183(Q6,14), 201(Q2,7,10), 225(Q1,10), (Q6,7,8,9,12,14,15) 15(Q4,7), 33(Q5,7,8,9,10,11,12), 41, 57(Q6,7,9,12,13), 83(Q2,3,4,5,6,9,12), , ,

10 AC2.01 AC2.02 AC2.03 Decision Making and Conflict Resolution - analyse approaches to decision making and conflict resolution that can affect their own lives; - analyse important historical and contemporary cases that involve democratic principles in the public process of conflict resolution and decision making; - demonstrate an ability to apply conflict resolution and decision-making strategies (e.g., identify points of view and values, collect data) to public issues affecting their own lives (Q4,7), 33(Q1,8), 43-55, 57(Q6,7,12,13), 83(Q4), (Q2,3,4,5,6,8), (Q1,2,3,5,6,7,8,10,12,14), , (Q1,2,6,11), , (Q1,2,5,8,9), , 18-19, 33(Q1,10), 40-41, 57(Q6,7,12,13), 58-61, 92-94, (Q12), , 131(Q5), 142, 144, 147, , 159(Q5,8,11), , , 225(Q3,5,8), (Q8,10) , , , , AC3.01 Collaboration - demonstrate an ability to contribute to a positive climate in group settings (e.g., respect rights and opinions of others, accept personal responsibility for group duties, provide leadership when appropriate, encourage others to participate); 15(Q13,14), 109(Q9), 131(Q13), 153, 159(Q10,11), 169, 183(Q10,12,13,14), 201(Q7), 225(Q12), , 252(Q4,5,6,7,8) 10

11 AC3.02 AC communicate their own beliefs, points of view, and informed judgments, and effectively use appropriate discussion skills (e.g., persuasion, negotiation); - demonstrate an ability to work collaboratively and productively with others when researching civics topics in their community; 5, 8-9, 14-15(Q1,4,8,9,13,14), 33(1,7,8,9,10,11,12,13), 38, 41-42, 45, 53, 57(Q4,5,6,7,8,9,10,11,12,13), 58-61, 75-77, 80, 83(Q1,2,3,4,5,6,7,8,9,10,11,1 2,13), 87, 91-92, 94, 96, 107, 109(Q2,4,5,6,7,8,9,10,11,12), , 118, 128, (Q2,5,6,7,8,9,10,12,13,14), 136, 140, 144, 146, 151, 159(Q3,4,6,7,8,9,10,11), 169, 171, 173, , 183(Q1-10), (Q2,3,5,6,7,8,9,10,11,12), , 235, 239, 241(Q1-12), , 247, 252(Q1-11) 15(Q13,14), 109(Q9), 131(Q13), 153, 159(Q10,11), 169, 183(Q10,12,13,14), 201(Q7), 225(Q12), , 252(Q4,5,6,7,8) AC4.01 Citizenship Participation and Community Involvement - research and compare significant contributions made by individuals and groups to their communities and assess the impact of these individual and group contributions; vii-ix, 15(Q11), 33(Q3,7,12), 46, 51, 56, 78-79, 81, 83(Q12), 94, 96,100, 109(Q7), 123, 126, 131(Q11), 142, 147, 150, 152, (Q8,10), 169, 178, 182, (Q1-10), (Q10,11), (Q7,9,11,12), 252(Q7,8,12,14) 11

12 AC4.02 AC4.03 AC4.04 AC compare and evaluate the impact of various types of non-violent citizen participation (e.g., advocacy, community service, voting, serving on juries) in resolving public issues in Canada; - research and describe how family, gender, ethnicity, class, nationality, and/or institutional affiliation may affect one's ability to participate; - participate effectively in a civil action or project of interest to them and of importance to the community (e.g., attend public hearings, plan a religious or cultural event, join a special interest group, write letters to an editor); - produce a research report on the contributions of public agencies (e.g., government bodies, service clubs, media, public interest groups) and evaluate the value of these contributions to society. vii-ix, 29, 31, 46, 54, 56, 78, 81-82, 94, 96, 109(Q2,6,7,10), 123, 126, 131(Q11), 142, 147, 150, 152, (Q4,8,10), 178, 182, , , (Q2,4), (Q5,8,10), (Q7,9,10,11,12) 30, 33(Q5), , , 225(Q3,7) 33(Q12,13), 57(Q9,10,11), 83(Q12,13), 109(Q9,10), 131(14), 159(Q9,11), 201(10), 225(Q10), 241(Q10,12), 253(Q15) (Q7-10) 12