CPW 4U Curriculum Unit Plan I CV 03 Summer2007

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Canadian and World Politics

Canadian and World PoliticsCanadian and World Politics

Canadian and World Politics

CPW4U

Grade 12

Unit 2

Unit 2 Unit 2

Unit 2 -

- "Canada: Its' Role and Responsibility on

"Canada: Its' Role and Responsibility on "Canada: Its' Role and Responsibility on

"Canada: Its' Role and Responsibility on

the Global Stage"

the Global Stage"the Global Stage"

the Global Stage"

Ian Duncan

Ian DuncanIan Duncan

Ian Duncan

Greg Hitz

Greg HitzGreg Hitz

Greg Hitz

Pasquale Iannetta

Pasquale IannettaPasquale Iannetta

Pasquale Iannetta

Nancy Lo Faso

Nancy Lo FasoNancy Lo Faso

Nancy Lo Faso

Wednesday, July 25th, 2007

Wednesday, July 25th, 2007Wednesday, July 25th, 2007

Wednesday, July 25th, 2007

Table of Contents

Section Pages(s)

Unit Overview

Summative Assessment Plan

4 – 6

Summative Assessment Tasks

7 – 9

Instructional Organizer

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

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

27 – 36

37 – 38

39 – 40

Statement of the Design Process

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.

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., anti-

landmine 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).

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 federal-

provincial 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, inter-

party 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.

SUMMATIVE ASSESSMENT TASK

Unit # and Title

Name/Title of Task

Brief Description of

Task

Enduring

Understanding

Addressed

Types of Formative

Assessments or

Scaffolding Required

Unit 2 – Canada: Its’ Role and

Responsibility on The Global Stage

Diagnostic Quiz

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 non-

governmental organizations.

This will taken up the next day.

Unit 2 – Canada: Its’ Role and

Responsibility on The Global Stage

Current Events Bulletin

Board

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.

Unit 2 – Canada: Its’ Role and

Responsibility on The Global Stage

Traveling Graffiti: What is

our Foreign Policy? What

is our International Role?

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

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

Brief Description of

Task

Enduring

Understanding

Addressed

Types of Formative

Assessments or

Scaffolding Required

Unit 2 – Canada: Its’ Role and

Responsibility on The Global Stage

Filamentality Assignment

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.

The Filamentality assignment will

be graded as part of a

summative assessment

component of this Unit.

Unit 2 – Canada: Its’ Role and

Responsibility on The Global Stage

Issues Analysis: Tete-a-

Tete Debate and Hot Seat

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.

(Optional Extension for non-

digital lesson ) Students could

write a 200 word summary

paragraph of issue conclusions

and suggestions.

Unit 2 – Canada: Its’ Role and

Responsibility on The Global Stage

Intro to

Cartoon Analysis

And

Cartoon Analysis

Assignment

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.

Students will be given the Cartoon

Analysis assignment sheet as well

as the accompanying rubric.

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.

The Cartoon Analysis will be

graded: summative assessment

SUMMATIVE ASSESSMENT TASK CONT…

Unit # and Title

Name/Title of Task

Brief Description of

Task

Enduring

Understanding

Addressed

Types of Formative

Assessments or

Scaffolding Required

Unit 2 – Canada: Its’ Role and

Responsibility on The Global Stage

Work Period for the

Culminating Task

And

Culminating 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.

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

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.

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.

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 Day 2 Day 3 Day 4 Day 5

Diagnostic Intro.

Quiz

Introduce Unit

Objectives and

Guiding Question(s)

Mention and Briefly

describe Culminating

Activity

Quiz Take-up

Current Events

bulletin board –

Teacher Demonstration

and Larger Class

Discussion of Key Article

and How it answers

Guiding Questions

Current Events

bulletin board

Canada's

International Role :

Traveling Graffiti

Current Events

bulletin board

Canada’s

International Role:

Socratic Lecture

(PowerPoint)

Current Events

bulletin board

Filamentality

assignment.

Assess Prior Knowledge:

of governmental and non-

governmental

organizations

Take-Up Intro. Quiz

Assess Prior Knowledge

of Int’l Role

Note-taking from lecture

Day 6 Day 7 Day 8 Day 9 Day 10

Current Events

bulletin board

Filamentality

assignment.

Current Events

bulletin board

Issue Analysis: UN

Declaration of

Human Rights,

Commonwealth vs.

Francophonie, Earth

Summits (Kyoto)

Current Events

bulletin board

Day 7 cont’d- Issue

Analysis

Conclusions and

Prophecies

Current Events

bulletin board

Political Cartoon

analysis

Culminating Activity

Formal Introduction

and Work Period

•

basic planning

and initial

research on

Canadian

individual

Hand-in Filamentality

Assignment and Discuss

Group work and Pair work Hot Seat Formative

Assessment and Note-

taking

Assessment of Analysis

Worksheet

Assessment of Group Log

and Meeting Record

Learning Skills Eval:

Group Work

Day 11 Day 12 Day 13 Day 14 Day 15

Culminating Activity

Work Period

•

Lab and Tech

time provided

Culminating Activity

Work Period

•

Lab and Tech time

provided

Culminating Activity

Work Period

•

Lab and Tech

time provided

Current Events

bulletin board

Case Studies:

International Crisis

Intervention

Evaluations.

Current Events

bulletin board

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

Presentation

Overflow/ Flex

Period

Project Evaluation Rubric

Project Evaluation Rubric Project Evaluation Rubric

Lesson #1

Unit Introduction

Enduring Understandings / Curriculum Expectations Time Commitment/Scheduling:

ICV.01 IC3.03 PO3.01

IC1.01 VB3.04 PO3.02

75 Minutes

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

Lesson #2

Current Events Bulletin Board Discussion

Enduring Understandings / Curriculum Expectations Time Commitment/Scheduling:

ICV.01 POV.03 PI3.01

PIV.02 PI1.03 PI3.03

75 Minutes (including Current Events

Bulletin Board Presentation)

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

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

Lesson # 3 & 4

Canada’s International Role

Enduring Understandings/ Curriculum Expectations Time Commitment/Scheduling:

ICV.01 IC2.02 VBV.02

IC3.03 IC3.01 VB2.04

150 Minutes (including Current

Events Bulletin Board Presentations)

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

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?

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

Lesson # 5 & 6

Filamentality Web Treasure Hunt

Enduring Understandings/ Curriculum Expectations Time Commitment/Scheduling:

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

150 minutes (including Current

Events Bulletin Board Presentation)

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

Lesson # 7 & 8

International Role Issues Analysis

Enduring Understandings/ Curriculum Expectations Time Commitment/Scheduling:

VB2.02 PI1.02 PO3.01 PO3.03 IC3.01

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

150 minutes (with time for Current

Events Bulletin Board Presentations)

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.

Lesson #9

Political Cartoon Analysis

Enduring Understandings/ Curriculum Expectations Time Commitment/Scheduling:

PIV.02 POV.03 PO3.02

PI1.03 PO3.01 ICV.03

75 minutes (including Current Events

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

Lesson # 10 – 13 and # 16 -18

Culminating Activity: The Greatest Canadian

Enduring Understanding/ Curriculum Expectations Time Commitment/Scheduling:

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

•

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

Lesson # 14 & 15

Case Studies: How effective have our responses to international crisis been?

Enduring Understandings/ Curriculum Expectations Time Commitment/Scheduling:

ICV.03 IC3.01 PO3.03 PI3.01

POV.03 IC3.03 PI1.04 VB2.02

150 minutes (with time for Current

Events Bulletin Board Presentations)

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-5482847-

GN3 . 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)

Appendix 2.1

CANADA

CANADACANADA

CANADA:

: :

: ITS' ROLE ON THE

ITS' ROLE ON THE ITS' ROLE ON THE

ITS' ROLE ON THE GLOBAL

GLOBALGLOBAL

GLOBAL STAGE

STAGE STAGE

STAGE

Introductory Quiz

Introductory QuizIntroductory Quiz

Introductory Quiz

Name:__________________________ Date:_____________________

1. The United Nations can pass international laws that

all countries must follow. T F

2. 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

5. The Universal Declaration of Human Rights was adopted

and proclaimed by the Canadian Parliament in 1948. T F

6. All member countries to the U.N. automatically belong to

the World Health Organization, the United Nation's

public health division. T F

7. Amnesty international receives its funding from its

member countries. T F

8. The sole purpose of Greenpeace International is to

preserve the rain forests around the world. T F

9. APEC focuses on worldwide trade, investment

business facilitation and economic cooperation. T F

10. To belong to La Francophonie a country must have a

French-speaking majority in their population T F

11. The Commonwealth contains both independent states

and colonies of the United Kingdom. T F

12. The mission of the World Bank is the reduction of

global poverty and the improvement of living standards. T F

Appendix 2.2

CANADA: ITS' ROLE ON THE WORLD STAGE

CANADA: ITS' ROLE ON THE WORLD STAGECANADA: ITS' ROLE ON THE WORLD STAGE

CANADA: ITS' ROLE ON THE WORLD STAGE

Introductory Quiz

Introductory Quiz Introductory Quiz

Introductory Quiz -

- Answer Sheet

Answer Sheet Answer Sheet

Answer Sheet

Name:__________________________ Date:_____________________

1. The United Nations can pass international laws that

all countries must follow. T F

2. 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

5. The Universal Declaration of Human Rights was adopted

and proclaimed by the Canadian Parliament in 1948. T F

6. All member countries to the U.N. automatically belong to

the World Health Organization, the United Nation's

public health division. T F

7. Amnesty International receives its funding from its

member countries. T F

8. The sole purpose of Greenpeace International is to

preserve the rain forests around the world. T F

9. APEC focuses on worldwide trade, investment

business facilitation and economic cooperation. T F

10. To belong to La Francophonie a country must have a

French-speaking majority in their population T F

11. The Commonwealth contains both independent states.

and colonies of the United Kingdom. T F

12. The mission of the World Bank is the reduction of

global poverty and the improvement of living standards. T F

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

Appendix 2.3

Web Based Treasure Hunt

Name: ___________________ Teacher: ______________________

Date : ___________________ Title of Work: ___________________

Criteria

CriteriaCriteria

Criteria

Level 1

Level 1Level 1

Level 1

Level 2

Level 2Level 2

Level 2

Level 3

Level 3Level 3

Level 3

Level 4

Level 4Level 4

Level 4

Points

PointsPoints

Points

Completion of

Assignment

Questions (Both

link questions and

"The Big

Question")

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.

____

Thoroughness of

the Answers to the

Sub-Questions.

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

____

Total

Teacher Comments:

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

Appendix 2.5

Analysing Political Cartoons

Key Questions to Ask Yourself

Key Questions to Ask YourselfKey Questions to Ask Yourself

Key Questions to Ask Yourself

A) What do you see?

1. Does the cartoon have a title or a caption?

2. Who are the people or figures in the cartoon? What is their mood (happy, sad, angry, etc.)?

3. What other objects, symbols, or words do you see in the cartoon?

4. 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

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

: Symbol: Symbol

: Symbol

COLUMN B: Concept or Meaning

: Concept or Meaning: Concept or Meaning

: Concept or Meaning

1. _____ Tinker Tape Machine a) The Economy

2. _____ Piggy Bank b) An Idea

3. _____ Bull c) Peace

4. _____ Dead Fish d) The World

5. _____ Empty Bowl e) Optimistic Stock Market

6. _____ Factory f) Inflation

7. _____ Light Bulb g) Plenty

8. _____ Ship h) Something Slow, Unchanging

9. _____ Snail i) Pollution

10._____ Globe j) Hunger

11. _____ John Q. Public k) Industry

12. _____ Dove l) Energy

13. _____ Oil Barrel m) Pessimistic Stock Market

14. _____ Elephant n) An Average Person

15. _____ Cornucopia o) Money, Banking

16. _____ Bear p) The Stock Market

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

17. _________________________ q) Nationalism

18. _________________________ r) Energy Crisis

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

19. _________________________ s) _________________________

20. _________________________ t) _________________________

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

Appendix 2.7

The Outcome:

The Outcome:The Outcome:

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:

Rationale:Rationale:

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

Analysis Criteria and Task Analysis Criteria and Task

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?

Political Cartoon Analysis

Assignment

Appendix 2.8

Name:

Name:Name:

Name:

________________________________________

Date:

Date:Date:

Date:

_______________________________

Criteria

CriteriaCriteria

Criteria

Level One

Level One Level One

Level One

(50

(50 (50

(50 –

––

– 59%)

59%) 59%)

59%)

Level Two

Level TwoLevel Two

Level Two

(60

(60 (60

(60 –

––

– 69%)

69%) 69%)

69%)

Level Three

Level ThreeLevel Three

Level Three

(70

(70 (70

(70 –

––

– 79%)

79%) 79%)

79%)

Level Four

Level FourLevel Four

Level Four

(80

(80 (80

(80 –

––

– 100%)

100%) 100%)

100%)

Knowledge and

Knowledge and Knowledge and

Knowledge and

Understanding

UnderstandingUnderstanding

Understanding

/10

/10/10

/10

•

The author, source and

date is unidentified for

the cartoon

•

The quality of the

cartoon and its source

is not appropriate

•

There is either no

reference, or minimal

reference to headings

and analysis questions

•

The author, source and

date is unidentified for

the cartoon

•

The quality of the

cartoon and its source

is not appropriate

•

There is limited

reference to headings

and analysis questions

•

The author, source and

date is identified for the

cartoon

•

The quality of the

cartoon and its source

is somewhat

appropriate

•

There is considerable

reference to headings

and analysis questions

•

The author, source and

date is clearly identified

for the cartoon

•

The quality of the

cartoon and its source

is appropriate

•

There is thorough and

detailed reference to

headings and analysis

questions

Thinking and

Thinking and Thinking and

Thinking and

Inquiry

InquiryInquiry

Inquiry

/10

/10/10

/10

•

Identification of the

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

•

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

•

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

•

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

Application

pplicationpplication

pplication

/10

/10/10

/10

•

The analysis of the

facts are not discussed

for the cartoon

•

Evaluation of the

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.

•

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

•

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.

•

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.

Communication

CommunicationCommunication

Communication

/10

/10/10

/10

•

The written analysis

contains more than 6

grammatical, spelling

and punctuation errors

•

The writing style is

lacking and therefore,

unclear and lacks flow

•

The written analysis

contains 4 to 6

grammatical, spelling

and punctuation errors

•

The writing style and is

somewhat unclear and

difficult to follow at

times

•

There are limited (2-3)

number of grammatical,

spelling and

punctuation errors

•

The writing style is clear

and logical but lacks

interest

•

The written analysis is

free of grammatical,

spelling and

punctuation errors

•

The writing style is

clear, concise, logical

and interesting

Political Cartoon Analysis

Rubric

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

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 10-

month 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.

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

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

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.

strengthens service delivery to South Africa’s most disadvantaged citizens. Partnerships with civil society, non-

governmental 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.

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, self-

governing 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.

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.

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.

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.

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.

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.

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 Day 2 work

Country

Name

Issue(s) and Obstacles

(Historical and Current Events)

Forecasted Intervention

What do you think we should do to respond to

this? (Refer to Foreign Policy Objectives)

Real Intervention

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 Day 2 work

Country

Name

Issue(s) and Obstacles

(Historical and Current Events)

Forecasted Intervention

What do you think we should do to respond to

this? (Refer to Foreign Policy Objectives)

Real Intervention

What did we actually do?

What are we doing now?

Evaluation Rating

How successful were we in our real

intervention?

(1 = Failure, 10 = Success)

Appendix 2.11

Culminating Task

Culminating TaskCulminating Task

Culminating Task for

for for

for Unit 2

Unit 2Unit 2

Unit 2

The Greatest Canadian

The Greatest Canadian The Greatest Canadian

The Greatest Canadian

Group Members Names: _________________ _________________

Date Assigned: ________________

Rationale:

Rationale:Rationale:

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:

The Task:The Task:

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”

Appendix 2.12

“Greatest Canadian”

“Greatest Canadian” “Greatest Canadian”

“Greatest Canadian” –

––

– Performance Evaluation Rubric

Performance Evaluation Rubric Performance Evaluation Rubric

Performance Evaluation Rubric

Presentation

Criteria

CriteriaCriteria

Criteria

Level 1

Level 1Level 1

Level 1

(50

(50 (50

(50 –

––

– 59%)

59%) 59%)

59%)

Level 2

Level 2Level 2

Level 2

(60

(60 (60

(60 –

––

– 69%)

69%) 69%)

69%)

Level 3

Level 3Level 3

Level 3

(70

(70 (70

(70 –

––

– 79%)

79%) 79%)

79%)

Level 4

Level 4Level 4

Level 4

(80

(80 (80

(80 –

––

– 100%)

100%) 100%)

100%)

Communication

Expression and organization of

ideas and information (speech

writing and oratory skills)

Creativity of the Presentation

/20

The speech had limited

information and was

presented with limited

conviction

The presentation had minimal

creativity and lacked visual

aids

The speech contained some

accurate information and was

presented with a somewhat

clear voice

The presentation was simple

with some supporting visual

aids

The speech contained

accurate information, was well

rehearsed, and was presented

with a clear and confident

voice

The presentation was

considerably creative and

used visual aids to enhance

the speech

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

The presentation was

extremely unique and creative

using an assortment of

costumes, props, video clips,

power point slide show, etc

/10

Knowledge/ Understanding

Background knowledge and

responds to the audiences

questions

Concluding Statement

/15

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

The concluding statement had

limited persuasiveness and

inconsistencies

It was evident that the group

had some background

knowledge of the candidate

and was somewhat able to

respond to the audiences

questions

The concluding statement

was complete, with some

minor inconsistencies

It was evident that the group

had considerable background

knowledge of the candidate

and was able to accurately

respond to the audiences

questions

The concluding statement was

complete, clear and to the

point

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

The concluding statement was

formal, compelling and left a

lasting mark on the audience

/10

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

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

Teacher Comments:

Appendix 2.13

“Greatest Canadian”

“Greatest Canadian” “Greatest Canadian”

“Greatest Canadian” –

––

– Performance Evaluation Rubric

Performance Evaluation Rubric Performance Evaluation Rubric

Performance Evaluation Rubric

Poster

Criteria

CriteriaCriteria

Criteria

Level 1

Level 1Level 1

Level 1

(50

(50 (50

(50 –

––

– 59%)

59%) 59%)

59%)

Level 2

Level 2Level 2

Level 2

(60

(60 (60

(60 –

––

– 69%)

69%) 69%)

69%)

Level 3

Level 3Level 3

Level 3

(70

(70 (70

(70 –

––

– 79%)

79%) 79%)

79%)

Level 4

Level 4Level 4

Level 4

(80

(80 (80

(80 –

––

– 100%)

100%) 100%)

100%)

Knowledge/ Understanding

Accuracy of information

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

Application

Effectively and Creatively

portrayed their selected Canadian

/10

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

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

Applies limited creativity in

organizing the information onto

the poster representing their

Canadian and their

contributions to the global

community

Uses critical thinking skills with

limited clarity and effectiveness

to identify the significant

contributions of their Canadian

(their use of visual, headings,

etc.)

Applies some creativity in

organizing the information

onto the poster representing

their Canadian and their

contributions to the global

community

Uses critical thinking skills

with some clarity and

effectiveness to identify the

significant contributions of

their Canadian (their use of

visual, headings, etc.)

Applies creativity in organizing

the information onto the

poster representing their

Canadian and their

contributions to the global

community

Uses critical thinking skills

with considerable clarity and

effectiveness to identify the

significant contributions of

their Canadian (their use of

visual, headings, etc.)

Applies a high degree of

creativity in organizing the

information onto the poster

representing their Canadian

and their contributions to the

global community

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.)

/10

Communication

The poster exemplifies many of

the contributions that their

Canadian in global community in

an organized and interesting way

/10

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.

/10

Teacher Comments:

Appendix 2.14

CPW4U

CPW4UCPW4U

CPW4U

Team Member Names

Team Member NamesTeam Member Names

Team Member Names: _______________________

_______________________

Team Task Record

Team Task RecordTeam Task Record

Team Task Record

Greatest Canadian Culminating Task

Greatest Canadian Culminating TaskGreatest Canadian Culminating Task

Greatest Canadian Culminating Task

Team Member

Team MemberTeam Member

Team Member

Task and Description/Details

Task and Description/DetailsTask and Description/Details

Task and Description/Details

Responsibility

Responsibility Responsibility

Responsibility

By the Date

By the DateBy the Date

By the Date

Note:

Note:Note:

Note:

If you require additional sheets, reproduce this ch

If you require additional sheets, reproduce this chIf you require additional sheets, reproduce this ch

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

art on word and staple records in sequenceart on word and staple records in sequence

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Appendix 2.15

CPW4U

CPW4UCPW4U

CPW4U Team Member Names

Team Member NamesTeam Member Names

Team Member Names: ______________________

_______________________

Team

Team Team

Team Meeting

MeetingMeeting

Meeting Record

Record Record

Record

Greatest Canadian Culminating Task

Greatest Canadian Culminating TaskGreatest Canadian Culminating Task

Greatest Canadian Culminating Task

Date/Time

Date/TimeDate/Time

Date/Time

Team Members

Team MembersTeam Members

Team Members

Meeting

Meeting Meeting

Meeting Topic and Details

Topic and DetailsTopic and Details

Topic and Details

Location

LocationLocation

Location

Length

LengthLength

Length

in Attendance

in Attendancein Attendance

in Attendance

Note:

Note:Note:

Note:

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

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

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.

CPW 4U Curriculum Unit Plan I CV 03 Summer2007

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