CPW 4U Curriculum Unit Plan I CV 03 Summer2007

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Canadian and World Politics
CPW4U
Grade 12

Unit 2 - "Canada: Its' Role and Responsibility on
the Global Stage"
Ian Duncan
Greg Hitz
Pasquale Iannetta
Nancy Lo Faso
Wednesday, July 25th, 2007

Table of Contents

Section

Pages(s)
3

Unit Overview
Summative Assessment Plan

4–6

Summative Assessment Tasks

7–9

Instructional Organizer

10

Lessons
Lesson # 1:
Unit Intro.
Lesson # 2:
Current Events Discussion
Lesson # 3 & 4: Canada’s International Role
Lesson # 5 & 6: Filamentality Web Hunt
Lesson # 7 & 8: International Issues Analysis
Lesson # 9:
Political Cartoon Analysis
Lesson #10 –13: Culminating Task Periods
Lesson #14 &15: International Crisis Analysis
Lesson #16 –18: Culminating Presentations

11
12
13
14
15
16
17
18

Appendix of Handouts
2.1
Introductory Quiz
2.2
Introductory Quiz Answer Sheet
2.3
Filamentality: Treasure Hunt Rubric
2.4
Elements of a Cartoon
2.5
Cartoon Analysis: Key Questions
2.6
Cartoon Symbolism Worksheet
2.7
Cartoon Analysis Assignment Sheet
2.8
Cartoon Analysis Rubric
2.9
Case Studies
2.10
Case Studies Worksheet
2.11
Culminating Assignment
2.12
Culmin. Assign. Presentation Rubric
2.13
Culmin. Assign. Poster Rubric
2.14
Culminating Team Task Record
2.15
Culmination Team Meeting Record

19
20
21
22
23
24
25
26
27 – 36
37 – 38
39 – 40
41
42
43
44
45

Statement of the Design Process

2

Unit Overview
In the previous Unit, students explored the concept of global citizenship. Students learned global
rights and responsibilities through an examination of the current multi-dimensional issues of
globalization and its effects.
The focus on this unit will be on Canada’s foreign policy and the factors that influence it (such as the
Kyoto Protocol and our other commitments such as the mission in Afghanistan). Students will also
examine Canada’s role and responsibility in the world community and how these events affect
Canada’s foreign policy. They will evaluate the role of Canada and Canadians in the international
community and the influence that Canada has had in international relations. We will examine
individuals, groups, and national perspectives in an effort to understand foreign policy objectives and
actions. The way the lessons are set up will give students the basic understanding of what foreign
policy is and how it is affected. This will allow them to think critically about what is important or should
be important for Canada’s global role. Students will have a better understanding of how and when to
become involved internationally and help them understand some of the conflicts and crises that we
face in our role internationally today.
In this unit, students will be introduced to a Current Events Bulletin Board that will be posted in the
classroom and will be encouraged to gather articles as a means of discussing current and relevant
events at the beginning of each class (articles will raise the issue of what is happening in Canada and
around the world pertaining to this unit). Students will have an opportunity to demonstrate the use of
appropriate terminology to communicate political concepts, opinions, and arguments as well as
continuing to enhance their critical thinking skills through searching and discussing articles as well as
analysing editorial political cartoons (which will also be posted on the Current Events Bulletin Board).
For their Culminating Task, students will research and investigate a Canadian International leader of
their choice and conduct research into their role and impact in the sphere of Canada’s foreign policy.
This culminating task will strengthen the students understanding of how Canada, through individual
contributions, has and can have a positive impact on global issues.

3

SUMMATIVE ASSESSMENT PLAN (SAP)
COURSE:

Canadian and World Politics (CPW 4U)

GRADE:

12

DESTINATION:

University

UNIT TWO:

Canada: Its' Role and Responsibility on the Global Stage

ENDURING UNDERSTANDINGS
1. Students will explain the rights and responsibilities of individual citizens,
groups, and states in the international community.
2. Students will evaluate the role of Canada and Canadians in the
international community and their influence in international relations.
3. Students will analyse how social and cultural beliefs and political
ideologies influence national and international politics
4. Students will analyse information gathered about political events, issues,
and trends according to fundamental principles of political interpretation
and analysis

Enduring Understanding Cont..
Overall Expectations
ICV.01 – explain the rights and responsibilities of individual citizens, groups, and states in the international community;
ICV.03 – evaluate the role of Canada and Canadians in the international community;
POV.03 – evaluate Canada’s role and influence in international relations;
VBV.02 – analyse how social and cultural beliefs and political ideologies influence national and international politics;
PIV.01 – use methods of political science inquiry to locate, gather, evaluate, and synthesize information;
PIV.02 – analyse information gathered about political events, issues, and trends according to fundamental principles of
political interpretation and analysis;

Specific Expectations
Strand: Participation in the International Community
IC1.03 –

describe the actions of individuals, including Canadians, who have influenced global affairs (e. g . ,Nelson
Mandela, Jimmy Carter, Kim Dae-jung, Aung San Suu Kyi, Pope John Paul II, Lester B. Pearson, David Suzuki,
Stephen Lewis, Craig Kielburger).

IC2.02 –

identify ways of preventing war and conflict between states (e.g., military preparation, international law, peace
movements);

IC2.04 –

identify the causes and consequences of non-governmental international conflict and violence (e.g., terrorism,
ethnic conflict, organized crime).

IC3.01 –

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 Atlantic Treaty
Organization; participation in the United Nations and in peacekeeping missions)

IC3.03 –

explain how Canada tries to settle its external conflicts (e.g ., through negotiation, arbitration, international
cooperation)

IC3.04 –

explain the role of government agencies (e.g., Foreign Affairs Canada and International Trade Canada, the
Canadian International Development Agency) in formulating and implementing Canada’s foreign policy

IC3.05 –

evaluate the role of pressure groups in formulating and implementing Canada’s foreign policy (e.g., antilandmine activists, the environmentalist lobby, the media, the Alliance of Manufacturers and Exporters
Canada).

IC4.01 –

explain the origins, functions, and objectives of selected international nongovernmental organizations (NGOs)
(e.g., International Committee of the Red Cross/Red Crescent, Amnesty International, Greenpeace);

IC4.02 –

explain the origins, functions, and objectives of international cooperation organizations (e.g.,Asia-Pacific
Economic Cooperation [APEC],African Union [AU],World Health Organization [WHO]);

Strand: Power, Influence, and the Resolution of Differences
PO3.01 – describe some important factors shaping Canadian foreign policy (e.g., commitments under the 1997 Mine Ban
Treaty, Kyoto Protocol, North American Free Trade Agreement);
PO3.02 – describe the types of influence exerted by other nations and groups on Canada and Canadians;
PO3.03 – evaluate the nature and quality of Canada’s influence within selected world and regional organizations (e.g.,
United Nations, International Olympic Committee, Organization of American States, Group of Eight [G-8], la
Francophonie).

5

Strand: Values, Beliefs, and Ideologies
VB2.02 – determine the origins and effects of nationalistic and ethnocentric conflicts and rivalries (e.g., between India
and Pakistan, between Israel and Arab nations, among the diverse peoples of Indonesia, between Croatians
and Serbians in the Balkan region, between Hutus and Tutsis in Central Africa, between Protestants and
Roman Catholics in Northern Ireland);
VB2.04 – describe the peaceful legal means used to adjudicate conflicts between governments (e.g., Canadian federalprovincial conferences, the International Court of Justice) and explain their relationship to values, beliefs, and
ideologies.
VB3.03 – analyse the main differences between the social beliefs and ideologies in developed and developing countries
(e.g., individual and community property ownership, various degrees of state ownership of production, interparty democracy and intraparty democracy, public programs and privatization);
VB3.04 – demonstrate an understanding of the commonality of human aspirations for a better, more secure life.

Strand: Methods of Political Inquiry and Communication
PI1.02 –

conduct research by selecting and using a variety of relevant and reliable primary and secondary sources (e.g.,
written, visual, oral, and electronic) that present a range of perspectives;

PI1.03 –

evaluate the credibility of published and Internet sources and information (e.g., by considering the authority,
impartiality, and expertise of the source and checking the information for accuracy, logical errors, underlying
assumptions, prejudice, and bias);

PI1.04 –

organize research and information using a variety of methods and forms (e.g., note taking, graphs, charts,
organizers, timelines, diagrams, tables);

PI3.01 –

express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and
purposes, using a variety of styles and forms (e.g., role plays, interviews, simulations, debates, group
presentations, seminars, reports, essays)

PI3.03 –

use appropriate terminology to communicate political concepts, opinions, and arguments.

6

SUMMATIVE ASSESSMENT TASK

Unit # and Title

Name/Title of Task

Unit 2 – Canada: Its’ Role and
Responsibility on The Global Stage

Enduring
Understanding
Addressed

Types of Formative
Assessments or
Scaffolding Required

This introductory diagnostic quiz
will cover the main topics that will
be focused on in this unit

ICV.01
IC1.03
IC3.01
PO3.01
PO3.02
VB3.04

Introductory Quiz will be used
as a diagnostic tool which will
be used to assess students
prior knowledge of
governmental and nongovernmental organizations.
This will taken up the next day.

The Current Events Bulletin Board
will be used as a lead in for daily
discussion on timely world events
in which Canada is involved either
directly or indirectly.

ICV.03
PIV.02
PI1.03
PI3.01
VB3.04

It will be used as a formative
assessment tool to allow the
teacher to gain a better
understanding of how the
students are grasping the
concept that Canada is an
active participant in the global
scene.

Traveling Graffiti is a way of
introducing the topic of foreign
policy and Canada’s international
role. In groups of 3 or 4, students
will be given an area of focus (for
example, environmentalism)
which will be written on chart
paper. The students are
responsible to write their ideas on
this sheet what they think our
international role is fro 4 minutes.
They are then asked to move to
another area of focus and add to
the other groups ideas. This will
continue until they have covered
all of the topics.

ICV.01
IC2.02
IC3.01
IC3.03
VBV.02
VB2.04

Brief Description of
Task

Diagnostic Quiz

Unit 2 – Canada: Its’ Role and
Responsibility on The Global Stage
Current Events Bulletin
Board

Unit 2 – Canada: Its’ Role and
Responsibility on The Global Stage

Traveling Graffiti: What is
our Foreign Policy? What
is our International Role?

The Graffiti activity will be used
as a formative assessment
which will allow the teacher to
get a sense of what students
already know in regards to
Canada’s Foreign policy.
Doing this activity will give
students some of the key
conceptual and abstract ideas
discussed in this unit and the
ones to follow.

SUMMATIVE ASSESSMENT TASK CONT…

Unit # and Title

Name/Title of Task

Unit 2 – Canada: Its’ Role and
Responsibility on The Global Stage

Filamentality Assignment

Unit 2 – Canada: Its’ Role and
Responsibility on The Global Stage
Issues Analysis: Tete-aTete Debate and Hot Seat

Unit 2 – Canada: Its’ Role and
Responsibility on The Global Stage

Intro to
Cartoon Analysis

Enduring
Understanding
Addressed

Types of Formative
Assessments or
Scaffolding Required

The Filamentality Assignment is a
means of introducing the students
to the various governmental and
non-governmental organizations
that impact global relations (i.e.
The United Nations, N.A.T.O.,
Greenpeace, etc.), and focusing
their attention on the issue of
Canada’s ability to impact global
relations through involvement in
and with these agencies (The Big
Question).

PIV.01
PIV.02
PI1.02
PI1.04
PI3.01
PI3.03
ICV.01
ICV.03
IC3.01
IC4.01
IC4.02
P03.03

The class discussion of the
Filamentality assignment will be
used as a formative assessment
tool to gauge the class’ level of
understanding of the set-up and
purpose of the organization and
Canada’s involvement in them.

Students will work in groups and
then will break off into pairs to look
at the issues regarding UN
Declaration, Commonweath vs.
Francophonie, Earth Summit, etc.
These pairs will be assigned a
position (pro or con) and begin to
debate. After debate, original
group will debrief.

VB2.02
VB2.04
PO3.01
PO3.02
PO3.03
PI1.02
PI3.01
IC2.04
IC3.01
IC3.03

Formatively assess students’
digital documents or notes/charts
for understanding of issues and
adequate conclusions.

Students will be introduced to
analysing Political Cartoons.
Teacher will distribute: a summary
of elements, Key Questions and a
worksheet dealing with Symbolism
which will assisst students when
doing their own Cartoon analysis.

PIV.02
PI1.03
POV.03
PO3.01
PO3.02
ICV.03

Teacher will discuss handouts
with students and will do an
actual ex. with students found on
the bottom of the (Appendix 2.5).
Teacher will guide discussions
and have students write down
their responses. Teacher will
circulate and take up answers to
ensure comprehension and
understanding of each
component in the analysis and
overall understanding of the
issue.

Brief Description of
Task

And

Cartoon Analysis
Assignment

Students will be given the Cartoon
Analysis assignment sheet as well
as the accompanying rubric.

8

The Filamentality assignment will
be graded as part of a
summative assessment
component of this Unit.

(Optional Extension for nondigital lesson ) Students could
write a 200 word summary
paragraph of issue conclusions
and suggestions.

The Cartoon Analysis will be
graded: summative assessment

SUMMATIVE ASSESSMENT TASK CONT…

Unit # and Title

Name/Title of Task

Unit 2 – Canada: Its’ Role and
Responsibility on The Global Stage
Work Period for the
Culminating Task

And

Culminating Task

Brief Description of
Task
Students will officially introduced
to the culminating activity. All
handouts pertaining to the task will
distributed (Appendices 2.12 –
2.15). During their time in the
Computer Lab, students will
researching and preparing for the
necessary components of the task.
A few days before the
presentations students will
canvassing during their lunch the
important contributions their
Canadian has made here and
around the world. Posters will also
be displayed outside the
classroom.
Students will complete a poster
and make a speech in front of their
classmates and a select panel of
judges.

Unit 2 – Canada: Its’ Role and
Responsibility on The Global Stage

Case Studies:
International Crisis

Students will be given multiple
case studies to read to will have
an accompanying worksheet that
will need to fill out. On the first
day of this activity, students will
given profiles of a countries and
they are to forecast Canada’s
intervention. The next day,
students will receive Canada’s
actual intervention and students
will compare their forecast and the
actual.

9

Enduring
Understanding
Addressed
ICV.01
ICV.03
POV.03
PIV.01
PIV.02
IC1.03
IC3.01
IC3.03
IC3.04
IC3.05
IC4.01
PO3.01
PO3.02
VB3.04
PI1.02
PI3.01

Types of Formative
Assessments or
Scaffolding Required
Teacher will circulate to make
sure students are on task and
are not having any difficulties.
Teacher will also provide
guidance and ideas to each
group of students if required.
Teacher will check the “Team
Task Record” and “Team
Meeting Record” daily to track
progress as a formative
assessment. This will allow
teachers to intervene if tasks are
getting done on due dates or if
one member is doing a lot more
work than the other. They will
both be collected at the end.
Both the Poster and Presentation
will be graded as a summative
assessment.

ICV.03
POV.03
PO3.03
IC3.01
IC3.03
PI1.04
PI3.01
VB2.02

Teacher will collect Worksheets
as formative assessment of
Students’ Critical Thinking Skills.

Unit Two: Instructional Organizer
Day 1
Diagnostic Intro.
Quiz
Introduce Unit
Objectives and
Guiding Question(s)
Mention and Briefly
describe Culminating
Activity

Day 2
Quiz Take-up
Current Events
bulletin board –
Teacher Demonstration
and Larger Class
Discussion of Key Article
and How it answers
Guiding Questions

Day 3
Current Events
bulletin board

Day 4
Current Events
bulletin board

Day 5
Current Events
bulletin board

Canada's
International Role :
Traveling Graffiti

Canada’s
International Role:
Socratic Lecture
(PowerPoint)

Filamentality
assignment.

Assess Prior Knowledge:
of governmental and nongovernmental
organizations

Take-Up Intro. Quiz

Assess Prior Knowledge
of Int’l Role

Note-taking from lecture

Day 6
Current Events
bulletin board

Day 7
Current Events
bulletin board

Day 8
Current Events
bulletin board

Day 9
Current Events
bulletin board

Filamentality
assignment.

Issue Analysis: UN
Declaration of
Human Rights,
Commonwealth vs.
Francophonie, Earth
Summits (Kyoto)

Day 7 cont’d- Issue
Analysis
Conclusions and
Prophecies

Political Cartoon
analysis

Hand-in Filamentality
Assignment and Discuss

Group work and Pair work

Hot Seat Formative
Assessment and Notetaking

Assessment of Analysis
Worksheet

Assessment of Group Log
and Meeting Record
Learning Skills Eval:
Group Work

Day 11
Culminating Activity
Work Period

Day 12
Culminating Activity
Work Period

Day 13
Culminating Activity
Work Period

Day 14
Current Events
bulletin board

Day 15
Current Events
bulletin board

• Lab and Tech
time provided

• Lab and Tech time
provided

• Lab and Tech
time provided

Case Studies:
International Crisis
Intervention
Evaluations.

Case Studies:
International Crisis
Intervention
Evaluations.

Assessment of “Task and
Meeting Record”
Learning Skills Eval:
Initiative

Assessment of “Task and
Meeting Record”
Learning Skills Eval:
Independent Work

Assessment of “Task and
Meeting Record”
Learning Skills Eval:
Organization

Day 16

Day 17

Day 18

Culminating Activity
presentations

Culminating Activity
presentations

Culminating Activity
presentations

Project Evaluation Rubric

Project Evaluation Rubric

Project Evaluation Rubric

Presentation
Overflow/ Flex
Period

Day 10
Culminating Activity
Formal Introduction
and Work Period
• basic planning
and initial
research on
Canadian
individual

Lesson #1
Unit Introduction
Enduring Understandings / Curriculum Expectations

Time Commitment/Scheduling:

ICV.01
IC1.01

75 Minutes

IC3.03
VB3.04

PO3.01
PO3.02

Teacher/Student Resources
• Unit Introductory Quiz (Diagnostic)
• Class set of Intro. Quiz (Appendix 2.1) Photocopied
Teaching/Learning Strategies Overview
Lesson 1: Objectives and Activities
•
•

Introduction of Unit (35 – 40 minutes)
Introductory Quiz (20 minutes)

Teacher/Learning Strategy
1. Discuss the tasks that students will be responsible for throughout this unit (i.e. Political Cartoon Analysis,
Filamentality Web Search, Case Studies, Issue Analysis Activities, etc. with the Unit's main theme –
“Canada's Role and Responsibility on the Global Stage” - as the linking component.
2. Introduce the Unit Culminating Activity (give examples of Canadians that have made an impact globally) emphasize how this activity will strengthen their understanding of how Canada, through individual
contributions, has and can have a positive impact on global issues.
3. Hand out the Introductory Quiz for students to complete in class and to be handed back by the end of the
period (no more than 20 minutes should be required). Advise students that quiz is being used to assess
their present level of knowledge on the topics that will be covered in the Unit.
4. Advise students that the quiz will be taken up in class tomorrow and to begin thinking about their
Culminating Activity.
Assessment and Evaluation
Use the Introductory Quiz to gain for a better understanding of student knowledge level about the various
governmental and non-governmental organizations (NGOs), their set-up, responsibilities, etc.
Lesson Resources:
Appendix 2.1

11

Lesson #2
Current Events Bulletin Board Discussion
Enduring Understandings / Curriculum Expectations

Time Commitment/Scheduling:

ICV.01
PIV.02

75 Minutes (including Current Events
Bulletin Board Presentation)

POV.03
PI1.03

PI3.01
PI3.03

Teacher/Student Resources
• Physical Bulletin Board
• Article for the Current Events Bulletin Board
• Overhead Projector and Copy of Introductory Quiz on a Transparency (Appendix 2.2)
Teaching/Learning Strategies Overview
Lesson 1: Objectives and Activities
• Take up Introductory Quiz (25 - 30 minutes)
• Current Events Bulletin Board Presentation (article presented by the Teacher)
Teacher/Learning Strategy
1. Take up: Introductory Quiz with the class, discuss the answers and clarifying any misunderstanding or
misconceptions that students may have about governmental and non-governmental organizations that impact
the global community.
2. Introduce the Current Events Bulletin Board that will be posted in the classroom and what it will be used for.
Each day (except when in the computer lab working on Culminating Task) the class will start with an article to
read and analysis (pertaining to the unit’s theme of Canada's role in the global arena). Encourage students to
contribute articles to be used on current events board (this is voluntary). Articles brought in by students will be
used either the following day or the day of depending on the teachers ability to make copies of the article or a
transparency for students to follow.
3. Teacher introduces the first article that will be posted to the Current Events Board. Read the article out loud to
the class while displayed on the overhead.
4. Begin a class discussion on the article, and ask students how it illustrates Canada's role internationally. Ask
students if agree or disagree with the journalist’s point of view of the issue and have them explain why.
5. Record relevant answers and comments made by the class on the blackboard.
6. Students will be asked to summarize the major points raised by the class in respect of the issues raised in the
article and to write a brief reflection on what they learned from this activity. Tell students that the focus of
tomorrow's class will a closer look at Canada's International Role.
Assessment and Evaluation
• Both the Introductory Quiz and class discussion will be used to assess the level of the class' prior knowledge
of, as well as dispel any student misconceptions about the various governmental and non-governmental
organizations that they will be learning more about in this unit.
• The Current Events Bulletin Board discussion will also be used to assess the level of student understanding
of current world events, and Canada's involvement in, and connection to them.
Lesson Resources:
Appendix 2.2

12

Lesson # 3 & 4
Canada’s International Role
Enduring Understandings/ Curriculum Expectations
ICV.01
IC3.03

IC2.02
IC3.01

Time Commitment/Scheduling:
150 Minutes (including Current
Events Bulletin Board Presentations)

VBV.02
VB2.04

Teacher/Student Resources
• Provide Markers, Sticky Notes, Crayons, Picture Icons etc. as desired/available.
• Chart Paper with heading prepared (6 to 8 topics – depending on class size)
• PowerPoint Slide notes, or note-taking worksheet
Teaching/Learning Strategies Overview
Lesson 3: Objectives and Activities
• Current Events Bulletin Board Presentation (15 – 20 minutes at the beginning of class)
• Traveling Graffiti Activity: What is our foreign policy? What is our international role? (50 minutes)
Teacher/Learning Strategy
1. Begin with Current Events Bulletin Discussion
2. Begin today’s lesson with having students identify the areas of Canada’s influence on the global stage (tie into
the C.A). Some possibilities are listed below:
Human Rights and Humanitarianism
Justice and Law
Environmentalism
Arts, Culture, and Entertainment
Economic Leadership
Military Peacekeeping
Political Leadership
Global Activism NGOs?
3. Use traveling Graffiti strategy in small groups of 3 or 4 students. Have one student per group come up and pick
up one of the pre-made chart paper with headings/prompts to post up on the wall and tell the group that they
will be responsible for that topic first. Students will be given 4 minutes to draw/write ideas about the nature of
our international role in this particular topic. Students travel around and stop at each of the other topics in a
clock-wise fashion (they will be given 2-3 minutes to add to the previous groups’ work).
4. Students return to their original graffiti to interpret the results and define Canada’s foreign policy objectives in
their given topic.
a) What do they think our foreign policy should be and do?
b) In what ways should Canada contribute? (specifically to your topic)
5. Debrief and define policy areas and objectives as a class.
Lesson 4: Objectives and Activities
• Current Events Bulletin Board Presentation (15 – 20 minutes)
• Revisit the Traveling Graffiti Activity (10 – 15 minutes)
• Socratic Powerpoint Lecture: Canada’s Foreign Policy (30 – 45 minutes)
Teacher/Learning Strategy
1. Begin with Current Events Bulletin Discussion
2. Revisit the Traveling Graffiti Activity:
• Ask students what were some of the areas that Canada contributes around the world and what were some
people’s opinion of how Canada should contribute?
3. PowerPoint Presentation
• What is our “International Role?
• What are our Policy Objectives and Why are they our objectives?
4. Lead a class discussion with the questions on the last slide of the PowerPoint presentation
Assessment and Evaluation
Use Graffiti activity to get a sense of students understanding of Canada’s Foreign policy and of some of the key
conceptual and abstract ideas discussed in this and following units.
Lesson Resources:
Canadian Foreign Policy.ppt
13

Lesson # 5 & 6
Filamentality Web Treasure Hunt
Enduring Understandings/ Curriculum Expectations

Time Commitment/Scheduling:
150 minutes (including Current
Events Bulletin Board Presentation)

PIV.01
PI1.04
POV.03
ICV.03
IC4.02
PIV.02
PI3.01
PO3. 03
IC3.01
PI1.02
PI3.03
ICV.01
IC4.01
Teacher/Student Resources
• Computer lab and Video Projector connected to a laptop for teacher instruction
• Overhead Projector to display Current Events bulletin Board Article
• Student notebooks, writing utensils, and Web Hunt rubric photocopied for each student(Appendix 2.3).
Teaching/Learning Strategies Overview
Lesson 5: Objectives and Activities
• Current Events Bulletin Board Presentation (15 – 20 minutes)
• Filamentality Web Treasure Hunt (50 – 55 minutes)
Teacher/Learning Strategy
1. Begin with Current Events Bulletin Discussion

2. Connect today's activity to the various organizations that were the subject of the Introductory Quiz on Day 1,
and explain that this activity is to help them gain a better understanding of the workings of these organizations,
and more importantly, how Canada can have an influence in world issues through their involvement and
interaction with these organizations.
3. Introduce students to the Filamentality website and guide them through the various links within it that and
demonstrate how they can create and use hotlists, web hunts, scrapbooks, etc.
4. Direct the students to the web based hunt that the teacher has created for this activity page: Canada – A Global
Player found at: http://www.kn.att.com/wired/fil/pages/huntcanadaapi.html
5. Guide the students through the website introduction, inks, link questions, and “The Big Question”.
6. Explain that this filamentality assignment is due at the end of next period. Students are allowed to access the
website from home, if they wish to continue to work on it but time will be allotted for tomorrow (provide students
with the rubric for this assignment).
7. Do the first question of the first link organization (The United Nations) with the class to give show them how to
navigate between the different hyperlinks in the site. Students are to then continue to work on answering each
of the questions. (In completing them all it will assist them in answering “The Big Question” at the end).
8. Circulate throughout the computer lab to ensure that students are on task, and that they are not experiencing
any problems accessing the web site or its connected links.
Lesson 6: Objectives and Activities
•
•

Current Events Bulletin Board Presentation (15 – 20 minutes)
Continue with Filamentality web hunt assignment (30 – 35 minutes)

Teacher/Learning Strategy
1. Begin with Current Events Bulletin Discussion
2. Students continue with Filamentality Web Hunt assignment
3. Discuss the concept of “Filamentality” as a learning/teaching tool with the class, and canvas student answers to
“The Big Question”.
4. Tell students that tomorrow's lesson will focus on Analysing Issues and remind students to continue to look for
articles for the Current Events Board.
Assessment and Evaluation
• Use class discussion of the Filamentality assignment as part of on-going formative assessment;
• Grade Filamentality Assignment as per attached rubric.
Lesson Resources:
Appendix 2.3
14

Lesson # 7 & 8
International Role Issues Analysis
Enduring Understandings/ Curriculum Expectations
Time Commitment/Scheduling:
150 minutes (with time for Current
VB2.02
PI1.02
PO3.01
PO3.03
IC3.01
Events Bulletin Board Presentations)
VB2.04
PI3.01
PO3.02
IC2.04
IC3.03
Teacher/Student Resources
• Digital Document using in-class laptops (.doc, .wpf, etc.) or Chart paper and markers
• Issues Analysis Readings – Informational or Editorial Articles from Textbook Resource listed
• Photocopies/printouts of digital documents provided or charts posted for note taking
Teaching/Learning Strategies Overview
Lesson 7: Objectives and Activities
• Current Events Bulletin Board Presentation (15 –20 minutes)
• Issues Analysis Tete-a-Tete Debate (45-50 minutes)
• Gathering/Posting Digital Documents and preparation for Lesson 8 (10 minutes)
Teacher/Learning Strategy
*Note: Readings for this activity are found in Canada and World Politics Textbook (Emond Montgomery,
2005, Ruypers et al.) Page numbers are listed below with topics for reference.
Suggested Issues
• Has The Universal Declaration of Human Rights been successful? Yes/No (pp. 273-275 in text)
• Commonwealth vs. Francophonie? Which is better & most beneficial to Canada & Canadians? (pp. 309-316)
• Have Earth Summits (like Kyoto) been effective in addressing environmental concerns? Yes/No (pp. 317-321)
1. Establish 6 groups in the class (1a, 1b, 2a, 2b, 3a, 3b)
2. Distribute topics/reading materials to each group. There are 3 topics but groups will receive materials based on
opposing views on each topic. [3 issues x 2 (1 pro, 1 con) = 6 groups].
3. Using Digital Document (or Chart Paper if technology is unavailable) groups will establish key components of
their position/argument based on the reading and create a basic thesis/headline to formalize their argument.
Record thesis, key facts, and ideas on chart paper or working digital document. Students are encouraged
to create a document/chart that is engaging and acts as a clear outline of material covered. They are welcome to
produce a graphic organizer, chart, or mind-map presentation (previously modeled) (20 - 25 minutes)
4. Divide existing groups further into pairs by matching students from opposite side of topic groups. 1ai, 1aii, 1aiii,
etc. (1 student for pro, 1 student for con) for each debate topic.
5. Students should informally debate/discuss their assigned position as best as possible with their opponent.
Instruct students to try to prove their opponent wrong using the evidence they have gathered in their group.
Discussion should educate opponent as to the opposite views, and propose alternatives or new ideas/insights
associated with their common issue. (15 minutes)
6. Original groups re-form and de-brief after debates. Try to strengthen argument and evidence. Add to chart
paper/digital document with any new ideas. Post digital document/or chart paper to online mailbox or on
classroom wall. (10 minutes)
Lesson 8: Objectives and Activities
•
Current Events Bulletin Board Presentation (15 –20 minutes)
•
Issues Analysis Hot Seat De-brief, Class Discussion/Note Taking (40 – 50 minutes)
Teacher/Learning Strategy
1. Original groups re-form and elect one member to sit in the hot seat. (5 minutes)
Topic by topic, hot seat representatives will discuss/debate their assigned issue in front of the class (with support
of digital document/chart paper), and submit to class questioning. Be sure chart paper/digital documents have
been posted/distributed for class discussion and review. This will provide an opportunity for groups to present
their side and allow the whole class to de-brief on all 3 issues. (15 minutes each topic = 45 minutes)
Assessment and Evaluation
• Assess student digital documents or notes/charts for understanding of issues and adequate conclusions.
• (Optional Extension for non-digital lesson ) Students write a 200 word summary paragraph of issue
conclusions and suggestions.
15

Lesson #9
Political Cartoon Analysis
Enduring Understandings/ Curriculum Expectations
Time Commitment/Scheduling:
PIV.02
POV.03
PO3.02
75 minutes (including Current Events
PI1.03
PO3.01
ICV.03
Bulletin Board Presentation)
Teacher/Student Resources
• 1-page handout entitled “Elements of Cartoons: A Summary” (Appendix 2.4)
• Photocopy each of the following (Appendices # 2.5, 2.6, 2.7 and 2.8.) that relate to Political Cartoon Analysis
for each student in the class
Teaching/Learning Strategies Overview
Teacher/Learning Strategy
1. Today’s class will focus on analyzing political cartoons that will be linked to the Current Events Bulletin Board.
Tell students that are encouraged to bring in either an editorial cartoon or an article.
2. Review the purpose of political cartoons, and the techniques employed by the cartoonists to get their point of view
across to the reader (place the “Elements of Cartoons: A Summary” sheet on the overhead and review each point
with the students.
3. Place the political cartoon on the overhead and discuss the cartoon with the class using the elements previously
taught as the basis for the discussion. Canvas such questions as: “What is message is the cartoonist trying to
send?”, “What devices does the cartoonist use to try and get his message across?”, “Do you agree or disagree
with the cartoonist's representation?”
4. Introduce the cartoon analysis assignment to the class. Provide them with the assignment handout, question
sheet, “Elements of Cartoons” sheet and the assignment marking rubric.
5. Answer any questions students may have regarding the assignment, and remind them that the political cartoon
must relate to the theme of the Unit – Canada's International Role. Tell students that the assignment in to be
submitted by Day #12, and mention that you will be using some of their submitted cartoons as part of the Current
Events Bulletin Board activity.
6. Remind students that they will be in the Computer for the next four days in order to work their Culminating Task.
Assessment and Evaluation
• The class questions, discussion, and analysis of the political cartoon presented by the teacher, and the
accompanying lecture will be used as a formative assessment of the students' ability to look beyond the
surface appearance of political cartoons;
• Individual student grades will be based on the summative assessment rubric for the assignment.
Lesson Resources:
Appendices # 2.4, 2.5, 2.6, 2.7 and 2.8

16

Lesson # 10 – 13 and # 16 -18
Culminating Activity: The Greatest Canadian
Enduring Understanding/ Curriculum Expectations
Overall Expectations
ICV.01 ICV.03 POV.03 PIV.01 PIV.02
Specific Expectations
IC1.03 IC3.01 IC3.03 IC3.04 IC3.05 IC4.01 PO3.01 PO3.02
VB3.04 PI1.02 PI3.01

Time Commitment/Scheduling:
• ½ period to introduce task
• 2 periods for research
• 2 periods for poster and speech
preparation
• 3 presentation periods
(Day 16 –18)

Teacher/Student Resources
• Computer lab and/or library for research
• Poster Supplies – scissors, glue, poster board, markers
• Greatest Canadian video – sample promotion
• Photocopies for each student (Appendices # 2.11, 2.12, 2.13, 2.14 and 2.15)
Teaching/Learning Strategies Overview
Step 1: (Day 1 - Introduction)
• Handout and Introduce the culminating activity
• The students will select their partner and their Greatest Canadian Candidate
• Discuss in pairs how they would like to approach the task – division of labour, working together for all
components and remind them to track all their individual and group work on the ‘team task record’ sheet
and the times where the pair met to do work on the ‘team meeting record’
• Brainstorming ideas to make the poster and presentation exciting
• Watch a sample promotional video from the original TV contest “the Greatest Canadian”
http://www.cbc.ca/greatest/
Step 2: (Day 10-11 – Computer lab research)
• Research periods in the computer lab to find out background information about the candidate
Step 3: (Day 12-13 – Computer Lab/In-class work periods))
• In-class working on the speech and poster preparations
• Have some materials available – scissors, glue, poster board, markers etc.
Step 4: (Lunch time – Poster presentation) -TBA
• Poster – each group is responsible to create a marketing poster for their candidate and during one lunch
hour, promote the Canadian to the students in the hall and find out what they know about the candidate.
This will lead to further ideas and persuasive approaches to promoting your candidate
Step 5: (Speech preparation and objective)
• Speech – each group will prepare a 10 min speech, field questions, and a 2-5 minute conclusion to promote
their candidate
• Remind students creativity is the key!
Step 6: (Day 16-18 – Speech and poster presentation)
• Judgment day – a panel of judges selected by the teacher (other teachers, principals or senior students)
will listen and evaluate the presentations
Assessment and Evaluation
Authentic Performance Task Rubric – Evaluating the group on their oral presentation and their poster
Lesson Resources:
http://www.cbc.ca/greatest/
Appendices # 2.11, 2.12, 2.13, 2.14 and 2.15

17

Lesson # 14 & 15
Case Studies: How effective have our responses to international crisis been?
Enduring Understandings/ Curriculum Expectations

Time Commitment/Scheduling:
150 minutes (with time for Current
Events Bulletin Board Presentations)

ICV.03
IC3.01
PO3.03
PI3.01
POV.03
IC3.03
PI1.04
VB2.02
Teacher/Student Resources
• Crisis Case Studies Parts 1 and 2 (Appendix 2.9)
• Create envelopes for each group. Separate documents (Parts 1 and 2) into separate envelopes for each
group.
• Crisis Case Study Worksheet for each student (Appendix 2.10)
Teaching/Learning Strategies Overview
Lesson 14: Objectives and Activities
•
•

Current Events Bulletin Board Presentation (15 –20 minutes)
Case Studies (45-50 minutes)

Teacher/Learning Strategy
*Note: Case Studies on a variety of ongoing interventions are available on the Canadian International
Development Agency (CIDA) website at http://www.acdi-cida.gc.ca/cidaweb/acdicida.nsf/En/NIC-5482847GN3 . Sample case study documents are provided for 6 different crises/interventions.
1. Teacher Demonstration & Instruction of a Case Study. Review chart column headings and go through example.
Have students read Part 1 of case study (silently to themselves). Work as a class to fill in Day 1 work for this
case study. (10 –15 minutes)
2. Separate students into work groups (3 or 4 students per group). Each student is responsible for completing the
chart while as a group they continue to work on each of the case studies.
Use Crisis Case Study chart worksheet to complete the work under the Day 1 columns.
Lesson 15: Objectives and Activities
Current Events Bulletin Board Presentation (15 –20 minutes)
Case Studies Part 2 (45-50 minutes)
Teacher/Learning Strategy
1. Teacher again will Demonstration & Instruction for Demo Case Study from yesterday. Today, complete the Day
2 columns as a class (10 minutes)
2. Distribute Case Studies Envelopes for Part 2: Canada’s Crisis Response. Students will work in the same groups
as the previous day to complete the chart worksheet. As students examine Part 2 Case Studies, they should
discuss the similarities and differences between their Forecasted Interventions and the Real Interventions that
took place.
3. Students evaluate Canada’s response to the International Crises they have reviewed. Use a rating scale 1 =
failure, 10 = ultimate success. They should be prepared to defend their rating using specific evidence from the
case study. (15 minutes)
4. Class take-up and discussion to review and compare evaluations. (25-30 minutes)
Assessment and Evaluation
•
•

Collect Worksheets for Assessment of Critical Thinking Evaluations.
Could also be used as Learning Skills Assessment for Group Work.

Lesson Resources:
•
•

Crisis Case Study Chart Worksheet (Appendix 2.9)
Case Studies (Appendix 2.10)

18

Appendix 2.1

CANADA:
CANADA: ITS' ROLE ON THE GLOBAL STAGE

Introductory Quiz
Name:__________________________
1.

Date:_____________________

The United Nations can pass international laws that
all countries must follow.

T

F

The acronym N.A.T.O. stands for North American Trade
Organization.

T

F

3.

Every country in the world belongs to the United Nations.

T

F

4.

The eight countries that make up the G8 account for
nearly two thirds of the world's economic output
as measured by gross domestic product.

T

F

The Universal Declaration of Human Rights was adopted
and proclaimed by the Canadian Parliament in 1948.

T

F

All member countries to the U.N. automatically belong to
the World Health Organization, the United Nation's
public health division.

T

F

Amnesty international receives its funding from its
member countries.

T

F

The sole purpose of Greenpeace International is to
preserve the rain forests around the world.

T

F

APEC focuses on worldwide trade, investment
business facilitation and economic cooperation.

T

F

To belong to La Francophonie a country must have a
French-speaking majority in their population

T

F

The Commonwealth contains both independent states
and colonies of the United Kingdom.

T

F

The mission of the World Bank is the reduction of
global poverty and the improvement of living standards.

T

F

2.

5.
6.

7.
8.
9.
10.
11.
12.

19

Appendix 2.2

CANADA: ITS' ROLE ON THE WORLD STAGE
Introductory Quiz - Answer Sheet
Name:__________________________
1.

Date:_____________________

The United Nations can pass international laws that
all countries must follow.

T

F

The acronym N.A.T.O. stands for North American Trade
Organization.

T

F

3.

Every country in the world belongs to the United Nations.

T

F

4.

The eight countries that make up the G8 account for
nearly two thirds of the world's economic output
as measured by gross domestic product.

T

F

The Universal Declaration of Human Rights was adopted
and proclaimed by the Canadian Parliament in 1948.

T

F

All member countries to the U.N. automatically belong to
the World Health Organization, the United Nation's
public health division.

T

F

Amnesty International receives its funding from its
member countries.

T

F

The sole purpose of Greenpeace International is to
preserve the rain forests around the world.

T

F

APEC focuses on worldwide trade, investment
business facilitation and economic cooperation.

T

F

To belong to La Francophonie a country must have a
French-speaking majority in their population

T

F

The Commonwealth contains both independent states.
and colonies of the United Kingdom.

T

F

The mission of the World Bank is the reduction of
global poverty and the improvement of living standards.

T

F

2.

5.
6.

7.
8.
9.
10.
11.
12.

Quiz Commentary:
1. The bulk of the answers to the Quiz are "False", as the purpose behind the Introductory Quiz is two-fold:
a) use it as a diagnostic tool to assist the teacher in determining the level of student knowledge at the
outset of the Unit; and
b) use the quiz take-up period to not only provide the students with the correct answers, but to also debunk
some common misconceptions about many of the international organizations and agencies that exist
(i.e. the belief that the U.N. can pass laws, misinformation about the sources of funding for such
agencies as Greenpeace and Amnesty International).
2.

As the Introductory Quiz it simply used as a diagnostic assessment tool.
20

Appendix 2.3

Web Based Treasure Hunt
Name: ___________________
Date : ___________________

Criteria

Teacher: ______________________
Title of Work: ___________________

Level 1

Level 2

Level 3

Level 4

Less than 1/2 of
the link questions
were answered
and "The Big
Question" was not
answered.

At least 1/2 of the
link questions were
answered and
"The Big Question"
was answered.

At least 3/4 of the
link questions were
answered and
"The Big Question"
was answered.

All of the link
questions and
"The Big Question"
were answered.

The link question
answers display a
very limited degree
of use of the
material from the
related web site.

The link question
answers display
some degree of
use of the material
from the related
web site.

The link question
answers display a
considerable
degree of use of
the material from
the related web
site.

All or almost all of
the link question
answers display a
very thorough
degree of use of
the material from
the related web
site.

Ability to formulate
answer to the Big
Question from the
information
contained in the
web links.

The student
displayed a very
limited ability to
analyze and
coordinate the
information
obtained from the
web links to
support his/her
answer to The Big
Question or The
Big Question was
not attempted.

The student
displayed some
ability to analyze
and coordinate the
information
obtained from the
web links in order
to support his/her
answer to The Big
Question.

The student
displayed
considerable ability
to analyze and
coordinate the
information
obtained from the
web links in order
to support his/her
answer to The Big
Question.

The student
displayed a
thorough ability to
analyze and
coordinate the
information
obtained from the
web links, in order
to support his/her
answer The Big
Question.

Proper Use of
Grammar,
Punctuation, and
Sentence Structure

The assignment
contained six or
more major errors
in grammar,
punctuation,
and/or sentence
structure

The assignment
contained four to
six major errors in
grammar,
punctuation,
and/or sentence
structure.

The assignment
contained three to
four minor errors in
grammar,
punctuation,
and/or sentence
structure.

The assignment
contained virtually
no errors in
punctuation,
grammar, and /or
sentence structure

Completion of
Assignment
Questions (Both
link questions and
"The Big
Question")

Thoroughness of
the Answers to the
Sub-Questions.

Total

Teacher Comments:
Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)
21

Points

____

____

____

____

Appendix 2.4

ELEMENTS OF CARTOONS: A SUMMARY
Editorial cartoons are NOT just like other comics. They may be funny, but their main purpose is to offer an
opinion or point of view about some issue or problem in the news.
SYMBOLISM:
A symbol is an object or design that stands for some other thing, person or idea. (i.e. the concept of peace
is often symbolized by the dove.)
EXAGGERATION AND DISTORTION:
Changes in size or shape often add to the cartoon's point. Distorting an object means changing it in some
way to make it look funny, ugly, etc.
STEROTYPES:
A stereotype is a simplistic view of some group. It is often insulting, but it can also help the cartoon make its
point quickly.
CARICATURE:
Caricature is a portrayal of an individual's features in an exaggerated or distorted way. (i.e. Stephen
Harper's nose, Pierre Elliot Trudeau's teeth)
HUMOUR AND IRONY:
Humour is important in many editorial cartoons> Irony is one kind of humour. In it, a viewpoint is expressed
in such an odd way as to make that view actually seem ridiculous.
CAPTIONS:
Words are used to reinforce the cartoon's nonverbal features. Words help the other parts of the cartoon
make one overall point. Famous sayings, slogans, song lyrics, and well known phrases can be used as
captions.
NOTE:
This Elements Summary sheet was taken from the document entitled: “Using and Analyzing Political
Cartoons” found at: http://go.hrw.com/resources/go_ss/teacher99/toolkit/TOOLKT03.pdf
WHERE CAN YOU FIND POLITICAL CARTOONS?
Start by looking in your local daily newspapers, the Toronto Globe and Mail, the National Post, or other
daily, or weekly news publications such as Newsweek, Macleans, or Time Magazine.
Some internet sites that contain a gallery of Canadian political cartoons are:
”Mackay Editorial Cartoons” found at:http://www.mackaycartoons.net/canada.html
“Political Cartoons of Canada” found at:http://www.canadafreepress.com/toons/canadianpolitical.htm
“Latest Political Cartoons” found at: http://www.canadafreepress.com/edcartoons.htm
NOTE:
This Elements Summary sheet was taken from the document entitled: “Using and Analyzing Political Cartoons” found
at: http://go.hrw.com/resources/go_ss/teacher99/toolkit/TOOLKT03.pdf

22

Appendix 2.5

Analysing Political Cartoons
Key Questions to Ask Yourself
A) What do you see?
1.
2.
3.
4.

Does the cartoon have a title or a caption?
Who are the people or figures in the cartoon? What is their mood (happy, sad, angry, etc.)?
What other objects, symbols, or words do you see in the cartoon?
What is the setting of the cartoon? Where and when does it take place? Is it a real or an
imaginary setting?
5. What contrast or comparison is being made?

B) What political concepts or terms are implied or stated?
C) What is the meaning of the cartoon?
1. To what issue event, or theme is the cartoon related?
2. Why does the cartoonist feature a particular title, caption, people, exaggeration(s) and
distortion(s), mood(s), object(s), symbol(s), stereotypes, setting(s), caricature, etc., in the
cartoon?
3. What is the cartoonist’s view of this issue, event, or theme? What positive or negative
comment is being made?

D) What is your evaluation of the effectiveness of the cartoon?
1. Why is, or isn’t the cartoon effective in getting its main message across?
2. What could the cartoonist have added or changed to make it more effective?
3. Do you agree or disagree with the view of the cartoonist? Why?

07/05/07
23

Appendix 2.6

What do all these Symbols Mean?
Political Cartoons
A. Below is a list of common symbols often used by political cartoonists to represent some o
their ideas. Match each symbol in Column A with the economic concept it usually
represents in Column B by writing the correct letter in the space provided.

COLUMN A:: Symbol

COLUMN B:: Concept or Meaning

1. _____ Tinker Tape Machine
2. _____ Piggy Bank
3. _____ Bull
4. _____ Dead Fish
5. _____ Empty Bowl
6. _____ Factory
7. _____ Light Bulb
8. _____ Ship
9. _____ Snail
10._____ Globe
11. _____ John Q. Public
12. _____ Dove
13. _____ Oil Barrel
14. _____ Elephant
15. _____ Cornucopia
16. _____ Bear

a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
p)

The Economy
An Idea
Peace
The World
Optimistic Stock Market
Inflation
Plenty
Something Slow, Unchanging
Pollution
Hunger
Industry
Energy
Pessimistic Stock Market
An Average Person
Money, Banking
The Stock Market

B. Suggest a symbol that would represent each concept listed below:
17. _________________________
18. _________________________

q)
r)

Nationalism
Energy Crisis

C. Suggest two symbols of your choice and the political concept it represents
19. _________________________
20. _________________________

s)
t)

_________________________
_________________________

D. Why are political cartoons often more powerful than written editorials or words?

24

Appendix 2.7

Political Cartoon Analysis Assignment
The Outcome:
Students, ____________________ will collect and analyse one political editorial cartoon according to
the criteria specified.
Students will:
PIV.01 – use methods of political science inquiry to locate, gather, evaluate, and synthesize information;
PIV.02 – analyse information gathered about political events, issues, and trends according to fundamental
principles of political interpretation and analysis;
PI1.03 – evaluate the credibility of published and Internet sources and information (e.g., by considering the
authority, impartiality, and expertise of the source and checking the information for accuracy, logical
errors, underlying assumptions, prejudice, and bias);
PI3.03 – use appropriate terminology to communicate political concepts, opinions, and arguments.

Rationale:
This assignment will expose students to the coverage of political concepts, events and theme through editorial
cartoons. The ideas expressed within the cartoon reflect the views of the artist. This assignment encourages
students to form their own opinion and to understand the events that are being illustrated. Thus, it is designed
to enhance students’ critical thinking and understanding, an integral skill of being an informed citizen.

Analysis Criteria and Task
You will analyse a political according to these four headings and twelve questions:
A. IDENTIFICATION OF THE FACTS
1) Title or caption?
2) People or figures? What is their mood?
3) Objects, symbols, words, letters?
4) Setting?
5) Contrast or Comparison?
B. POLITICAL CONCEPT OR TERM
1) What is the concept or term? Is it implied or stated?
C. ANALYSIS OF THE FACTS
1) Issue, Event, Theme?
2) Message of the cartoon as depicted through the use of the elements of symbolism,
exaggeration and distortion, stereotype, caricature, humour and irony, and captions?
3) Cartoonist’s View?
D. EVALUATION OF THE CARTOON
1) Effective?
2) Improvements?
3) Your opinion?

25

Appendix 2.8

Political Cartoon Analysis Rubric
Name: ________________________________________

Criteria

Knowledge and
Understanding

Level One

Level Two

Level Three

Level Four

(50 – 59%)

(60 – 69%)

(70 – 79%)

(80 – 100%)

• The author, source and

• The author, source and

• The author, source and

• The author, source and

• The quality of the

• The quality of the

• The quality of the

• The quality of the

date is unidentified for
the cartoon

cartoon and its source
is not appropriate

• There is either no

/10

reference, or minimal
reference to headings
and analysis questions

• Identification of the

Thinking and
Inquiry

/10

issues are not
discussed –all or almost
all the analysis
questions are not
answered

• No attempt has been
made to identify the
political concept or term

• The analysis of the
facts are not discussed
for the cartoon

• Evaluation of the

Application

/10

Communication

/10

Date: _______________________________

cartoon is not
expressed, or is
expressed without any
reference to the
elements as symbolism,
exaggeration and
distortion, stereotypes,
caricatures, humour
and irony, and captions.

date is unidentified for
the cartoon

cartoon and its source
is not appropriate

• There is limited
reference to headings
and analysis questions

• Identification of the
issues are discussed,
but not correctly – most
of the analysis
questions are not
answered for the
cartoon

• The political concept or
term is not correctly
identified

• The analysis of the
facts are not thoroughly
and accurately
discussed for the
cartoon

• Evaluation of the
cartoon is expressed
with limited reference to
the elements of
symbolism,
exaggeration and
distortion, stereotypes,
caricatures, humour
and irony, and captions.

date is identified for the
cartoon

date is clearly identified
for the cartoon

cartoon and its source
is somewhat
appropriate

cartoon and its source
is appropriate

• There is considerable

• There is thorough and

reference to headings
and analysis questions

• Identification of the
issues are discussed
correctly – the majority
of the analysis
questions are answered
with a considerable
degree of detail

• The political concept or
term is identified
correctly but lacks some
clarity

• The analysis of the
facts are accurately
discussed for the
cartoon

• Evaluation of the
cartoon is expressed
with considerable
reference to the
elements of symbolism,
exaggeration and
distortion, stereotypes,
caricatures, humour
and irony, and captions.

detailed reference to
headings and analysis
questions

• Identification of the
issues are discussed
correctly – all of the
analysis questions are
answered in a thorough
and complete manner

• The political concept or
term is correctly and
clearly identified

• The analysis of the
facts are thoroughly and
accurately discussed for
the cartoon

• Evaluation of the
cartoon is appropriately
expressed with
thorough reference to
the elements of
symbolism,
exaggeration and
distortion, stereotypes,
caricatures, humour
and irony, and captions.

• The written analysis

• The written analysis

• There are limited (2-3)

• The written analysis is

• The writing style is

• The writing style and is

• The writing style is clear

• The writing style is

contains more than 6
grammatical, spelling
and punctuation errors

lacking and therefore,
unclear and lacks flow

contains 4 to 6
grammatical, spelling
and punctuation errors

somewhat unclear and
difficult to follow at
times

26

number of grammatical,
spelling and
punctuation errors

and logical but lacks
interest

free of grammatical,
spelling and
punctuation errors

clear, concise, logical
and interesting

Appendix 2.9
Country Profile: SUDAN
http://www.acdi-cida.gc.ca/sudan
Sudan—ranked by the Human Development Index as 141st out of 177 countries in 2003—is torn by three
separate conflicts.
• A north-south civil war between the Sudan People's Liberation Movement/Army and the Government of
Sudan caused approximately two million deaths and displaced more than four million people from 1983
until the signing of a peace accord in January 2005. The end of hostilities opened the door for millions
to return to their homes in south Sudan. However, their sustainable reintegration will depend, in part, on
the establishment of critical infrastructure, support for humanitarian operations and peacebuilding
initiatives, as well as the full implementation of the CPA.
• In February 2003, conflict in the Darfur region of north-western Sudan flared up between nomadic tribes
and settled northerners on the issue of land use, and between rebel factions on the issue of wealth
redistribution. Throughout the conflict, various armed forces have terrorized the civilian population, and
nearly two million people have been displaced. Following the signing of a ceasefire agreement in 2004,
the African Union deployed its peacekeeping mission. The security conditions and humanitarian
situation remain unstable despite the signing of the Darfur Peace Agreement in May 2006.
• In Eastern Sudan, there is a relatively low-intensity conflict between the government and the Eastern
Front. The Front was created in February 2005 as an alliance between two eastern tribal rebel groups,
the Rashaida tribe’s Free Lions and the Beja Congress. They were later joined by the Darfuris’ Justice
and Equality Movement (JEM). The rebels’ gravest threat is to block the flow of oil through Port Sudan.
The Eastern Front is demanding that power and wealth be shared equitably within Sudan, including
Eastern Sudan.
• The impact of these conflicts is staggering on a country that faces chronic food and water shortages, a
life expectancy of 57 years and an adult literacy rate of 59 percent. Furthermore, there is increased
concern that Sudan’s instability will spill over into neighbouring countries if stabilization and
reconstruction efforts are not successful.
Canada’s Commitment
Canada recognizes Sudan as a fragile state where a combination of humanitarian, protection, peacebuilding,
and diplomatic efforts can prepare the ground for sustainable development. To ensure an integrated approach
to bringing about positive change throughout Sudan, the Canadian International Development Agency (CIDA)
is working closely with Foreign Affairs and International Trade Canada and the Department of National
Defence.
Canada’s relationship with Sudan dates back to the late 1960s. From the end of the 1980s to the end of the
1990s, Canada’s direct bilateral development activities gradually tapered off due to the country's human rights
record. Only humanitarian relief activities and support to the peace process continued at that time.
The long-standing conflict between the North and the South of Sudan formally ended in January 2005, with the
signing of the Comprehensive Peace Agreement (CPA). Shortly afterwards, at the Oslo Donors’ Conference on
Sudan in April 2005, Canada committed $90 million over two years to support the successful implementation of
the CPA: $40 million in development resources to multidonor trust funds; $40 million in continued humanitarian
assistance; and $10 million to support bilateral reconstruction and rehabilitation programs.
Even though the CPA put an end to the hostilities between the North and South of Sudan, the conflicts
troubling the Darfur (Western Sudan) and other surrounding regions (particularly in the East) continue to
instigate incredible instability and humanitarian crises. Despite the signing of the Darfur Peace Agreement
(DPA) on May 6, 2006, security conditions have continually deteriorated and rebel groups, Arab militias
(Janjaweed) and Sudanese forces continue to fight, particularly in Northern Darfur. Since May 2005, Canada
has contributed $190 million to support efforts by the African Union to resolve the conflict in Darfur, including
peacebuilding projects and diplomatic support measures for a political peace process. Canada supports the
27

civilian populations by providing crucial humanitarian assistance such as food aid, health care and water and
sanitation services.
In May 2006, Canada announced an additional $40 million in funding for Sudan and the region, of which half is
allocated to maintaining peace efforts and half goes toward humanitarian assistance. In March 2007, Canada
announced an additional $48 million, bringing the total support to the African Union to $238 million. Canada
supports the transition from an African Union mission in Darfur to a United Nations mission consistent with the
United Nations Security Council resolution 1706, including a stronger mandate for protection of civilian
populations and personnel from the United Nations and other humanitarian aid organizations.

SUDAN Results (Day 2)
Some examples of results achieved to date in Sudan include:
Humanitarian Aid:
• In 2006, Canadian grants totaling $14.5 million are enabling the World Food Programme to
provide emergency food aid for the equivalent of approximately 105,000 people across Sudan
for one year.
• A Canadian grant of $3.2 million in support of the International Committee of the Red Cross’s
2006 Appeal for Sudan has helped to provide a wide range of potentially life-saving benefits for
people in Darfur. So far in 2006, these have included food and soap for 250,000 people,
access to clean water for 570,000 people, and routine vaccinations for 100,000 children.
• CIDA’s support of Canadian non-governmental organizations such as Oxfam Quebec and
World Vision Canada ($400,000 each in 2006) will allow them to ensure access to clean water
and proper hygiene facilities for an estimated total of 116,000 people in Darfur.
• CIDA’s ongoing support of a Canadian Red Cross Society project in Seleia, Darfur (grants
totaling $900,000 in 2006) is ensuring access to a primary health care facility for up to 25,000
internally displaced persons and residents of the host community.
Reconstruction and Rehabilitation:
• Medical supplies were made available to the health department in southern Sudan for a 10month period;
• 20,000 learning toolkits were distributed to primary school students and their teachers;
• 20 districts were able to rehabilitate their schools;
• Approximately 50,000 adults, including demobilized soldiers, benefited from improved access
to primary education and learning opportunities;
• Major roads that allow for safe transportation of people and supplies on the Khartoum-Uganda
road were demined;
• Demining teams were formed and carried out technical investigations, coordination of United
Nations demining activities was improved.

28

Country Profile: SOUTH AFRICA
http://www.acdi-cida.gc.ca/southafrica
Since the elections in 1994 that ended apartheid and aimed to create an equitable, multicultural society, South
Africa has become a country with a robust democracy, economic strength, social achievements, and advanced
development.
South Africa played a key role in the creation and evolution of the Africa-led New Partnership for Africa’s
Development in 2002, and is fully committed to the strengthening of existing institutions, such as the Southern
African Development Community and the African Union.
Since the transition to democracy, many aspects of South African life have improved under democratic rule.
The government has displayed a strong commitment to reducing inequality and poverty.
Yet inequalities continue to exist in many aspects of human development, from income distribution and
employment to access to basic services such as health, education, and water. Poverty and inequalities,
exacerbated by the HIV/AIDS pandemic, undermine South Africa’s past achievements and democratic stability.
The HIV/AIDS Epidemic
South Africa has the world’s highest number of people living with
HIV/AIDS. At the end of 2003, an estimated 21.5 percent of the
adult population, or 5.3 million people, were infected with the virus.
As a result:
•

•

•

•
•
•

Life expectancy is predicted to fall from 60 years to 40 by
2008. An estimated 370,000 adults and children died of
AIDS in 2003.
The education sector is losing its best human resources. In
2004, 4,000 teachers were lost to AIDS, 80 percent of them
under 45 years of age. Approximately 45,000 out of
356,000 educators are HIV positive.
It is estimated that 26 percent of workers are HIV positive.
The workforce will become smaller, younger, and less
experienced.
An estimated 1,100,000 children have lost their mother or
father or both parents to AIDS.
Women are at greater risk of infection due to physiological,
social, and economic factors.
In 2004, 29.5 percent of women who consulted for pre-natal
exams were found to be HIV positive.

Canada’s Commitment
Canada has provided development assistance to South Africa since 1979. Prior to democratic national
elections in April 1994, this assistance, which focused on community-oriented and human-resource activities,
was channelled through multilateral agencies and Canadian and South African non-governmental
organizations. Canada established bilateral or country-to-country assistance with South Africa following the
elections. More than $200 million in Canadian support has been contributed since 1979 and annual spending
has averaged about $14 million since 2000-2001.
CIDA’s South Africa Country Development Programming Framework reflects a consensus between CIDA and
the South Africa National Treasury on the rationale and opportunities for CIDA to support capacity building that
29

strengthens service delivery to South Africa’s most disadvantaged citizens. Partnerships with civil society, nongovernmental organizations, academia, and the private sector are also increasing the capacity of local
institutions and organizations to engage in constructive discussion and advocacy with the government.
Strengthening service delivery will be delivered in four key sectors:
• HIV/AIDS -- Stabilizing and reducing the incidence and impact of HIV/AIDS by concentrating on
prevention; treatment, care, and support; legal and human rights; and monitoring, research, and
evaluation.
•

Governance -- Improving access to social services by supporting the creation of democratic
principles, good governance, and legal reform policies, and strengthening South Africa’s ability to
deliver services to poor and vulnerable populations.

•

Rural Development -- Improving access to technical and organizational services for small-scale
farmers by providing expertise and education, as rural areas were particularly disadvantaged under
apartheid planning.

•

Regional cooperation -- Supporting South African initiatives that contribute to regional stability
and cooperation by supporting demand-driven and mutually beneficial transfers of expertise between
South Africa and neighbouring countries, to prevent political instability, conflict, extreme poverty,
humanitarian crises, and massive migration movements.

SOUTH AFRICA Results (Day 2)
Technical assistance provided through Rooftops Canada has led to significant innovations in the
Gauteng Provincial Department of Housing’s social housing subsidy program and delivery
mechanisms. The project has also been instrumental in the development and establishment of
Technical Resource Groups, which are helping to shape and provide substance to South Africa’s
recently released housing policy.
The HIV/AIDS Rapid Response Fund has improved the capacity of organizations and government to
address gender equality issues in their initiatives and implement South Africa’s HIV/AIDS Strategic
and Operational Plans.

30

Country Profile: IRAQ
http://www.acdi-cida.gc.ca/iraq
The aftermath of the 2003 war in Iraq, compounded by its eight-year war with Iran (1980-1988), the Gulf War
(1990-1991), and the sanctions imposed by the United Nations Security Council against the former regime,
have left Iraq with significant social, economic, and political challenges. As outlined in the 2005 National
Development Strategy, the new democratic Government of Iraq is aiming to enhance the country's prosperity
by focusing on: strengthening economic growth; revitalizing the private sector; improving the quality of life,
including enhanced education and health; and strengthening good governance and improving security.
Canada's Commitment
Early in 2003, Canada joined the international effort to provide humanitarian and reconstruction assistance to
Iraq with a total commitment of up to $300 million (2003-2010). The goal of the Canadian International
Development Agency's (CIDA) Iraq reconstruction program is to support the development of a stable, selfgoverning and prosperous Iraq, which has a democratic government representative of the people and
respectful of human rights and gender equality. Canada's assistance focuses on the following priorities:
•
•
•

help Iraq rebuild its social and economic base;
help Iraq develop effective governance and security structures, ensure respect for human rights and the
rule of law, and promote gender equality; and
promote regional democratic development.

To date, a total of $204 million of the $300 million has been disbursed ($43 million in 2005-2006). Canada is
strongly committed to a multilateral approach to Iraq.
Our multilateral commitment is reflected in: the channelling of a substantive contribution through multilateral
institutions; our position as the fourth largest donor to the International Reconstruction Fund Facility for Iraq
(IRFFI); and our role as Chair of IRFFI. In addition to providing for immediate humanitarian needs, our
multilateral assistance has supported enhanced education and health services, the promotion of human rights,
and the development of Iraq's electoral process. While support for multilateralism and our role as Chair of
IRFFI remain central to Canada's position in Iraq, we continue to deliver a strong bilateral assistance program.
Our bilateral program has focused on a number of initiatives including: training Iraqi police officers; supporting
the constitutional referendum and subsequent national elections by the International Mission for Iraqi Elections;
developing the capacities of non-governmental organizations; and providing governance support for targeted
Iraqi institutions.
In the years to come, Canada will be putting more emphasis on its foreign policy priorities for fragile states
through increased support for governance and human rights, including women's rights. With our focus on
governance, we hope to strengthen Iraq's capacity to use aid more effectively and to reach the objectives
stated in Iraq's National Development Strategy.

IRAQ Results (Day 2)
By focusing on our program priorities, CIDA funding has led to positive results in many areas
including: providing essential support for strengthening basic education; developing maternal and
child care in Kerbala; rehabilitating water and sanitation systems; enhancing the institutional
capacities of Iraqi non-governmental organizations; training thousands of police officers; and
supporting Iraqi civil society to implement human rights education initiatives that promote and defend
human rights.
31

Country Profile: CHINA
http://www.acdi-cida.gc.ca/china
China has the world's largest population and the third-largest land mass. Its far-reaching reforms, particularly in
the introduction of market systems and increased economic openness, have contributed to an unparalleled
reduction in poverty over the last two decades. However, there is an increasing gap between rich and poor, as
well as ongoing challenges related to human rights, especially for migrant workers, women, and ethnic
minorities, owing to the unfinished nature of China’s governance reforms. In addition, future growth in China is
being threatened by serious problems with water and air pollution, acid rain, and internationally significant
greenhouse gas emissions produced by burning coal, as well as desertification, deforestation, and loss of
agricultural land to soil erosion. These problems also pose a significant threat to the global environment.
Despite these challenges, China has unequalled potential to catalyze development in Asia and contribute to
the global achievement of the Millennium Development Goals. Economic reforms and increased participation in
international organizations have demonstrated that China is willing to take on the responsibilities associated
with its emergence on the world stage. A key aim of CIDA’s program is to work with China to implement the
undertakings required by international agreements China has signed, especially in the areas of human rights,
governance, and environmental protection.
Canada’s Commitment
Since the signing of the General Agreement between Canada and China on Development Cooperation in
1983, CIDA's China Program has evolved from an early focus on technology transfer and broadly-based
training programs to a targeted program of specialized cooperation in which Canadian experience and
expertise support China’s reforms in good governance, human rights, and democratic development and in
environmental sustainability.
Although China is not one of the 25 development-partner countries in which CIDA programming will expand
over the next few years, it remains a country of vital strategic importance to Canada and to the world, and
continues to be a significant country for CIDA programming. In 2004–2005, Canada allocated $57.14 million in
official development assistance (ODA) for development cooperation with China through CIDA bilateral and
partnership programs directly supporting Canadian institutions, firms and non-governmental organizations
working with Chinese partners. ODA also funds Canadian contributions to multilateral institutions working in
China, such as the Global Environment Facility and the World Health Organization.
The goal of CIDA’s current (2005–2010) Country Development Programming Framework for China is to
contribute to sustainable development in China through support for human rights, democratic development,
good governance, and environmental sustainability in accordance with Chinese government development
strategies and the Millennium Development Goals. The program’s objectives are to promote:
•

•

human rights, democratic development, and good governance by focusing on the rule of law and the
implementation of international human rights conventions and environmental agreements. This
approach takes into account legal, judicial, governmental, and legislative institutions, as well as
standards and requirements of international institutions.
environmental sustainability in China through support for Chinese efforts to manage environmental
issues in western regions of China by enhancing the capacity of China's land-resource management
systems.

Gender equality is integrated into all programs and activities. In addition, the program gives special
consideration to emerging issues such as the threat of new infectious diseases, including SARS and avian flu,
arising in China.

32

CHINA Results (Day 2)
Canada was one of the first international donors to work with China on human-rights issues. In
supporting judicial system reforms, CIDA has helped China to reform trial procedures, improve the
training of judges, investigate corruption, strengthen due process, and develop a legal-aid system for
disadvantaged groups. CIDA has also supported Chinese efforts to protect women’s rights, develop a
system of public consultation for legislation, and integrate international environmental and human
rights standards into domestic legislation and practices.
Canadian assistance was instrumental in the passage of a national law on the promotion of cleaner
production in 2002 and continues to make a difference in agricultural practices to reduce
desertification.

33

Regional Profile: THE BALKANS
http://www.acdi-cida.gc.ca/balkans-e
While peace has been restored in the region, many challenges remain. Countries are still trying to come to
terms with their post-conflict and post-communist legacy. A large number of displaced citizens are reluctant to
return to their homes because of continued ethnic tensions. This remains a destabilizing factor. Establishing a
multi-ethnic society will require long-term vision and perseverance.
Throughout the Balkans, economic recovery is slow. In Bosnia and Herzegovina, 18% of the population is
living in poverty. In Serbia and Montenegro, the economy is stronger, but poverty still affects one person in ten.
Unemployment is high at roughly 30% across the region. There is a significant informal economy and crime
and corruption continue to remain problematic.
Despite these challenges, the countries of the region are clearly looking to the future, working to implement
reforms needed to move them closer to the goal of EU accession. Areas of priority include poverty reduction, a
more efficient public sector, access to social services, private sector development, and respect for the rule of
law. Through its assistance, CIDA remains committed to working to support the region in its ambitious
transition.
Canada’s Commitment
Canada has been present in the Balkans since 1990, actively supporting programs aimed at furthering peace,
stability and prosperity. Since then, CIDA has disbursed over $540 million in funding for some 800
development assistance projects.
A significant focus of CIDA’s early programming supported multilateral peace support operations and
reconstruction efforts. Following the Kosovo crisis in1999, CIDA programming was largely directed towards
humanitarian assistance, with contributions amounting to over $200 million for the Balkans between 1999 and
2001.
As the crisis subsided and peace was restored, CIDA’s assistance evolved from a focus on security to
economic and social development to support the region’s transition. Following broad-based consultations in
2003, CIDA is now focusing its programming on the development of responsive, accountable and competent
national government institutions that guarantee their citizens’ safety and create an enabling environment for
social, political and economic development in two countries that are key to regional stability: Bosnia &
Herzegovina and Serbia & Montenegro (including Kosovo).
CIDA’s programming is focused on three broad sectors, all of which are critical to the transition process and
are in line with the priorities of partner governments: rule of law, health, and education. In addition, some of
CIDA’s assistance contributes to national and regional electricity sector reform. Gender equality, youth,
refugees/internally displaced persons and environment are cross-cutting themes.
CIDA’s assistance in the Balkans is aligned with Canada’s overall objectives of maintaining peace and security.
CIDA coordinates with other bilateral and multilateral donors, and local governments and organizations to
ensure that programming is harmonized, meets the needs of partner governments, and enhances local
ownership and sustainability. In particular, CIDA is helping countries to move closer to their goal of EU
accession by ensuring that projects are promoting European standards.

34

THE BALKANS Results (Day 2)
Along with other donors and Canadian government departments, CIDA successfully funded
emergency and humanitarian assistance to the region during times of crisis, delivering food aid,
providing medical treatment, repairing schools, clinics and houses, and assisting displaced
populations. CIDA also made strong contributions to peace building through support for civilian police
deployments to multilateral organizations, and through demining projects to help with the safe return
of refugees.
To date CIDA has disbursed over $45 million for health initiatives in the Balkans, resulting in greater
public access to primary health care services, broadened awareness of HIV/AIDS, and strengthening
of community-based centers for the disabled. Education programming has successfully developed
teacher training and leadership programs that link educators across Serbia and Montenegro
(including Kosovo) together with a strong focus on promoting ethnic tolerance.
In the rule of law sector, the introduction of alternative dispute resolution into the justice system has
increased efficiency and effectiveness. Public consultations in local planning are now the norm and
have democratized local governance in several municipalities in Bosnia and Herzegovina. CIDA’s
support to the RCMP has helped to establish the South East Europe Police Chief Association
(SEPCA), strengthening regional cooperation between the Balkans’ police on many cross-border
issues.

35

Country Profile: RUSSIA
http://www.acdi-cida.gc.ca/russia
Russia is the world’s largest country, spanning 11 time zones and sharing land borders with 14 countries. It is a
country with great economic potential and is a storehouse for a significant proportion of the world's natural
resources.
As a nuclear-weapons state and a permanent member of the United Nations Security Council, Russia has
tremendous importance to the stability of the world. Russia is also a prominent member of the G8, the
Organization for Security and Co-operation in Europe (OSCE), the Asia-Pacific Economic Cooperation (APEC)
forum, and numerous other organizations.
After the economic crisis of 1998, the Russian government introduced a broad program of political and
economic reforms. This program includes restructuring federal-regional institutions and relations and prioritizing
international economic integration, including accession to the World Trade Organization (WTO). Key elements
of the package include tax reform, land reform, judicial reform, and administrative reform.
Russia has experienced consistent economic growth since 2000, largely on the strength of high global oil
prices. However, the distribution of this growth has not been equal. Russia’s President, Vladimir Putin, has
indicated that he is committed not only to doubling the growth of gross domestic product, but also to raising
living standards for ordinary Russians. Late in 2005, President Putin spelled out a multibillion-dollar social plan.
The plan encompasses four priority national projects designed to make improvements in healthcare, education,
affordable housing, and the development of the country’s agri-industrial sector.
Canada's Commitment
The work of the Canadian International Development Agency (CIDA) in Russia aims to support the
establishment of a stable, prosperous, and democratic country with a well-developed market economy and
efficient, responsive government institutions. Established in 1991, CIDA's Russia program is a concrete
demonstration of Canada's long-term commitment to the process of reform and transition in Russia. To date,
Canada has committed over $300 million in support of technical cooperation with Russia. The Russia bilateral
budget (approximately $18 million for the fiscal year 2003-2004) covers more than 30 active projects.
Additional assistance to Russia is provided through various regional programs such as CIDA’s Industrial
Cooperation program (CIDA-INC), and the Institutional Partners Program ).
The 2002–2007 Russia Programming Framework targets initiatives for the state and for the people, looking at
both institutional and policy-level reform. Current CIDA programming in Russia is focused on delivering results
related to governance and economic well-being. It covers four areas: increasing public sector competence,
building an enabling environment for a market economy, building an engaged civil society, and supporting
sustainable regional economic development in the Russian North. Gender and the environment are
crosscutting themes for programming.

RUSSIA Results (Day 2)
The impact of CIDA programming in Russia has been confirmed by various evaluation exercises at
both the project and program levels. Overall, CIDA has made a tangible contribution to national and
regional reform efforts where Canada provided sound and relevant advice and cooperation through a
range of projects. The programming has been instrumental in establishing collaborative links between
Canadians and Russians. Most of the thousands of Russians who have had contact with Canada,
whether through study tours, exchanges, or exposure to Canadian expertise in Russia, have modified
their outlook, at least in part, and thus have contributed to changes in legislation, procedures, and
approaches.
36

Appendix 2.10

International Crisis Case Studies: Forecasting and Evaluating Canada’s Role
Complete the chart below using the Crisis Case Study package.

Name: ________________________________________________

Day 1 work
Country
Name

Day 2 work
Issue(s) and Obstacles
(Historical and Current Events)

Forecasted Intervention

Real Intervention

What do you think we should do to respond to
this? (Refer to Foreign Policy Objectives)

What did we actually do?
What are we doing now?

Evaluation Rating
How successful were we in our real
intervention?
(1 = Failure, 10 = Success)

Day 1 work
Country
Name

Day 2 work
Issue(s) and Obstacles
(Historical and Current Events)

Forecasted Intervention

Real Intervention

What do you think we should do to respond to
this? (Refer to Foreign Policy Objectives)

What did we actually do?
What are we doing now?

38

Evaluation Rating
How successful were we in our real
intervention?
(1 = Failure, 10 = Success)

Appendix 2.11

Culminating Task for Unit 2
The Greatest Canadian
Group Members Names: _________________

_________________

Date Assigned: ________________

Rationale:
The purpose of this activity is to introduce to our classroom a select list of individual Canadians that have had a
major impact on the international scene. These individual Canadians exemplify key aspects of our foreign
policy commitments. Your group will select one Canadian who you consider to have had a strong influence in
Canada, and also in the world as a whole. Your role is to become the publicist for that person you are
promoting, and try to persuade the class that your candidate is the “Greatest Canadian”.
The expectation is to make connections between your chosen individual and the various aspects of Canada’s
International Role studied throughout the course thus far. The leadership that these individuals have shown
clearly illustrate Canada’s role in an international context. You are expected to draw from historical and
contemporary contexts in order to examine these individual’s impact as well as how their actions have shown
Canadian leadership in the many spheres of international politics.
With this awareness, hopefully one day other students will be promoting your name in the running for the title of
the “Greatest Canadian”.
You will be working in groups of 2.
Your candidate for Greatest Canadian: __________________________________

The Task:
Part A – Presentation
Speech:
•

Your task is to create a promotional piece for a Canadian who has had an influence on the international
community

•

The focus should be on; the person’s life, their motivations for change, their accomplishments, how they
achieved them, their lasting and/or continuing impact on the world, and most importantly, why your
candidate should be considered the ‘Greatest Canadian’

•

Your group will prepare a speech and have your poster of the candidate you have
selected the day of your speech in front of the class and select panel judges.

•

Timing

 10 min presentation and 5 minutes of questions

 After all the candidates have presented, each group will provide a quick 2-5 minute
conclusion as to why their candidate should be considered the Greatest Canadian
BE CREATIVE! - dress up, bring props, visual aids, video clips, power point etc.

Part B – Poster
•

You will be required to create a promotional and informative poster about their candidate which will be
displayed outside the classroom for a few days prior to the official presentation in class of the Greatest
Canadian (You may consider newspaper articles, photographs, the Internet, etc.)

•

During one specified lunch period, all groups will be expected to promote their candidate to the general
student population. You may do this by standing near your poster, talking about your candidate and
assessing the knowledge of your peers (you may want to hand out brochures – be creative and
convincing).

•

During this lunch period your group will conduct a market research in the general school population to
gain a sense of how effective your promotional piece is. Based on this feedback you may choose to
make any adjustments prior to the final presentation to the specially selected panel of judges.

List of Potential Greatest Canadian Candidates:
Matthew Coon Come – Global Activist
Maurice Strong – Custodian of the Planet
David Suzuki – International Scientist and Environmentalist
Louise Frechette – UN Deputy Secretary General
Stephen Lewis – AIDS Activist via UN involvement
Lester B. Pearson – A politician for Peacekeeping
Craig Kielburger –Youth Development Ambassador
Louise Arbour – UN High Commissioner for Human Rights
Sally Armstrong – Voice of Social Justice (NGO’s)
Norman Bethune – Physician, Humanitarian
Karen Kain – Supporter and Promoter of the Arts
Mike Lazaridis (President/Co-CEO Research In Motion) – Leader in World Technology
Elijah Harper – Defender of Aboriginal Rights
Dr. Samantha Nutt – Humanitarian, works for War Child Canada
Romeo Dallaire – Humanitarian, Commander of the UN mission in Rwanda
Robert Hunter – Environmentalist, One of founders of Greenpeace
George Manuel – Aboriginal Rights activist, helped found and became first leader of
World Council of Indigenous People
You may consider any other notable Canadians who have contributed on the international scene. However,
your selection must be approved by the teacher and each group must select a different individual.
Time frame
Your group will have time to work on this activity in class, but your group needs to be prepared to work
productively on the days set aside in the computer labs/library.
Important Dates:
•
•
•

Computer lab time for research, creating poster and preparing for speech (4 days)
Lunch time poster display to the public date (TBA)
Speech and poster judging (3 days)

Poster Presentation Date (During Lunch): ___________________
Judgment Day (Poster and Speech Presentation): ___________________

“May the Greatest Canadian Win”
40

Appendix 2.12

“Greatest Canadian” – Performance Evaluation Rubric
Presentation

Criteria

Level 1

Level 2

Level 3

Level 4

(50 – 59%)

(60 – 69%)

(70 – 79%)

(80 – 100%)

The speech had limited
information and was
presented with limited
conviction

The speech contained some
accurate information and was
presented with a somewhat
clear voice

The speech contained
accurate information, was well
rehearsed, and was presented
with a clear and confident
voice

The speech contained
accurate information, was well
rehearsed, and was presented
with a clear and confident
voice and in a very persuasive
and captivating manner

/10

The presentation had minimal
creativity and lacked visual
aids

The presentation was simple
with some supporting visual
aids

The presentation was
considerably creative and
used visual aids to enhance
the speech

The presentation was
extremely unique and creative
using an assortment of
costumes, props, video clips,
power point slide show, etc

/10

It was evident that the group
had a limited background
knowledge of the candidate
and little success when
attempting to respond to the
audiences questions

It was evident that the group
had some background
knowledge of the candidate
and was somewhat able to
respond to the audiences
questions

It was evident that the group
had considerable background
knowledge of the candidate
and was able to accurately
respond to the audiences
questions

It was evident that the group
conducted exemplary
research, was very
knowledgeable about the
candidate and came up with
formidable responses with
support to the audiences
questions

/10

The concluding statement had
limited persuasiveness and
inconsistencies

The concluding statement
was complete, with some
minor inconsistencies

The concluding statement was
complete, clear and to the
point

The concluding statement was
formal, compelling and left a
lasting mark on the audience

/5

Makes connections between
the content learned in class
(Canada’s foreign policy
commitments) to the
contributions on this Canadian
in the global community with
limited effectiveness.

Makes connections between
the content learned in class
(Canada’s foreign policy
commitments) to the
contributions on this Canadian
in the global community with
some effectiveness.

Makes connections between
the content learned in class
(Canada’s foreign policy
commitments) to the
contributions on this Canadian
in the global community
effectively.

Makes connections between
the content learned in class
(Canada’s foreign policy
commitments) to the
contributions on this Canadian
in the global community with a
high degree of effectiveness.

/10

Communication
Expression and organization of
ideas and information (speech
writing and oratory skills)

Creativity of the Presentation

/20
Knowledge/ Understanding
Background knowledge and
responds to the audiences
questions

Concluding Statement

/15
Application
Makes connections between the
content learned in class (Canada’s
foreign policy commitments) to the
contributions on this Canadian in
the global community.

/10
Teacher Comments:

Appendix 2.13

“Greatest Canadian” – Performance Evaluation Rubric
Poster

Criteria

Level 1

Level 2

Level 3

Level 4

(50 – 59%)

(60 – 69%)

(70 – 79%)

(80 – 100%)

Knowledge/ Understanding
Accuracy of information

/5

The information about the
candidate had some
inaccuracies

The information about the
candidate was somewhat
accurate

The information about the
candidate was accurate

The information about the
candidate was accurate and
thorough

Marketed the poster using
visuals with limited accuracy
and effectiveness

Marketed the poster using
visuals with some accuracy
and effectiveness

Marketed the poster using a
variety of visuals with
considerable accuracy and
effectiveness

Marketed the poster using a
variety of visuals with a high
degree of accuracy and
effectiveness (eg. neat,
colourful and interesting)

/10

Applies limited creativity in
organizing the information onto
the poster representing their
Canadian and their
contributions to the global
community

Applies some creativity in
organizing the information
onto the poster representing
their Canadian and their
contributions to the global
community

Applies creativity in organizing
the information onto the
poster representing their
Canadian and their
contributions to the global
community

Applies a high degree of
creativity in organizing the
information onto the poster
representing their Canadian
and their contributions to the
global community

/10

Uses critical thinking skills with
limited clarity and effectiveness
to identify the significant
contributions of their Canadian
(their use of visual, headings,
etc.)

Uses critical thinking skills
with some clarity and
effectiveness to identify the
significant contributions of
their Canadian (their use of
visual, headings, etc.)

Uses critical thinking skills
with considerable clarity and
effectiveness to identify the
significant contributions of
their Canadian (their use of
visual, headings, etc.)

Uses critical thinking skills
with a high degree clarity and
effectiveness to identify the
significant contributions of
their Canadian (their use of
visual, headings, etc.)

The poster lacked organization
and focus of the Canadians’
contribution

The poster has some form of
organization and focused on a
few of the Canadians’
contributions

The poster was organized and
focused on many of the
Canadians’ contributions in
the global community

The poster was extremely
organized, interesting, and
focused on many of the
Canadians’ contributions in
the global community
effectively.

/5

Application
Effectively and Creatively
portrayed their selected Canadian

/10
Thinking/Inquiry
Creatively organizes useful
information, titles and visuals onto
the poster that represents their
Canadian and their contributions
to the global community.
Uses critical thinking skills to
identify the significant
contributions of their Canadian
(their use of visual, headings, etc.)

/20

/10

Communication
The poster exemplifies many of
the contributions that their
Canadian in global community in
an organized and interesting way

/10
Teacher Comments:

/10

Appendix 2.14
CPW4U

Team Member Names:
Names _______________________
_______________________
_______________________

Team Task Record
Greatest Canadian Culminating Task
Team Member
Task and Description/Details

Responsibility

By the Date

Note: If you require additional sheets, reproduce this chart
chart on word and staple records in sequence

Appendix 2.15
CPW4U

Team Member Names:
Names ______________________
_______________________
_______________________

Team Meeting Record
Greatest Canadian Culminating Task
Meeting Topic and Details

Location

Date/Time

Team Members

Length

in Attendance

Note: If you require additional sheets, reproduce this chart on word and staple records in sequence

Statement of the Design Process
We began preparing for the unit design by reviewing the Course Profiles for Unit 2. The purpose was
to become familiar with the components of the Politics course within this unit. We then went through
the new curriculum guidelines to review the overall and specific expectations that are relevant for this
unit.
Based on the Ministry Expectations, we determined the enduring understandings for the students in
this unit. The focus was on Canada’s role and responsibility on the global stage. We felt that a good
way for the students to understand the influence Canada has on global affairs was for them to learn
about significant Canadians who have become renowned as global citizens and clearly exemplify
Canada’s international role. An authentic way to teach this was through our idea of having a “remake”
of the Greatest Canadians TV show, with a focus on individual Canadians on the international scene.
This performance task teaches the students about important figures in Canada’s International politics
and requires them to research and promote their candidate through various medians such as a
speech and a poster. In addition to specific curriculum Expectations, this also enhances the focus on
Literacy skill development.
We created lessons that used a variety of instructional methods in order to cater to the many
preferred learning styles of students today. Despite the variation of instructional methods, the central
focus of all of the lessons and activities remained constant - Canada's role on the international stage.
We continued our backward design, trying to determine what lessons would need to be taught in
order for the students to have the proper foundation to be successful in their culminating activity and
the course. We devised lessons such as a political cartoon analysis, current events assignment, case
studies, and Socratic power point lesson to build the foundation and teach the vocabulary. In addition
we developed the “Filamentality” assignment, International role issue analysis and debate, traveling
graffiti activity.
The success of this unit can be attributed to the design down approach in which we were always
focused on the main expectations and enduring understandings that we wanted the students to
obtain. The online collaboration of the group as a whole demonstrated a shared diligence and
attention to detail. We used WebKF to communicate and share ideas and feedback with one another
in the absence of face-to-face contact. Our online notes provide a written record for our reference and
act as a testament to our collaborative efforts.

45



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