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COURSE OUTLINE

Course Title: Analyzing Current Economic Issues
Course Code: CIA4U
Grade: 12
Course Type: University Preparation
Credit Value: 1
Prerequisite: Any 3U or 3M level Canadian and World Studies, English or Social Studies and Humanities course
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11 and 12, Revised 2005
Department: Canadian and World Studies
Course Developer: Michael Clare
Development Date: Winter 2007
Course Revised by: -
Revision Date: -

Course Description:

This course investigates the nature of the competitive global economy and explores how individuals and societies can gain the information they need to make appropriate economic decisions. Students will learn about the principles of microeconomics and macroeconomics, apply economic models and concepts to interpret economic information, assess the validity of statistics, and investigate marketplace dynamics. Students will use economic inquiry and communication skills to analyze current economic issues, make informed judgments and present their findings.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Introduction to Economics This unit begins with students engaged in a simulation which is then used to explore basic economic concepts. Students learn about production possibility curves and how to graph them. They study the concept of opportunity cost, and what those curves are about. Finally, the concept of standard of living is introduced using international comparisons.	20 hours
Unit 2	Economic Decision-Making This unit begins with an examination of the three questions that nations must answer: what to produce? how to produce?, and for whom to produce? This leads into a study of the types of economic systems including traditional, command, communist, market system and mixed economic system. The interplay between political and economic philosophies is introduced as are the concepts of economic anthropology, goods and services and the Human Development Index.	28 hours
Unit 3	Supply and Demand The Market System and the Law of Supply and Demand begin this unit. Students examine what the law of demand is all about, factors affecting it, what income distribution is all about and how to use demand graphs. Then Population and the law of supply are presented. Students begin to develop an understanding of why people go into business and what corporate philosophies are all about. Students examine the cost of production, and how supply and technology are related. The last one third of the unit deals with the concepts of luxury versus ordinary goods, market equivalent price, economic value, utility, budget time and the elasticity of supply and demand.	35 hours
Unit 4	Decision-Making Models In this unit students examine economic decision making models beginning with the traditional model. Concepts like the Law of Diminishing marginal Returns and Imperfect competition need to be introduced for students utilize the decision-making model. Short Term versus long term time frames and how they effect cost and goods management are also examined. The second half of the unit dwells on the business cycle and concepts related to it.	34 hours
	Final Evaluation The final assessment task is a proctored Part A of the final exam which will be an online exam of 1.5 hours in length. Part B of the final exam will allow you up to 78 hours to enable you to analyze the nature and significance of the concepts of this course. The total time estimated for the Part B of the final exam is around 8.5 hours. This exam is worth 30% of the student’s final mark.	10 hours
	Total	110 hours

Teaching / Learning Strategies:

A number of strategies are used including reading articles and lecture notes, playing simulations, reading case studies, graphing and working with graphs, charts and diagrams. Student will be required to demonstrate their understanding through a variety of written assignments, using graphic organizers, charts, graphs, diagrams, question and answer assignments, decision making exercises and case studies.

Assessment and Evaluation Strategies of Student Performance:

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

Overall Expectations - CIA4U

Economic Decision Making
Overall Expectations
CED.01	explain the cause and nature of the three types of choices that all economic systems must make;
CED.02	explain the nature of Canada’s economic growth and determine whether and/or how this growth furthers the economic goal of efficiency;
CED.03	analyse the changing importance of the public and private sectors of the economy and what this means for the achievement of the macroeconomic goals of freedom and equity;
CED.04	analyse the causes and consequences of economic instability and the effectiveness of stabilization policies designed to help Canadians achieve an appropriate level of economic security.
Economic Stakeholders
Overall Expectations
CES.01	describe economic stakeholder groups and the criteria each uses to make economic decisions;
CES.02	explain the economic rights and responsibilities of “the economic citizen”;
CES.03	compare the ways and the degree to which different types of economic systems satisfy the needs of stakeholders.
Self-Interest and Interdependence
Overall Expectations
CSI.01	explain how stakeholders use self-interest to make choices that maximize economic wellbeing;
CSI.02	describe how groups of stakeholders and markets within an economy are interdependent and may be affected simultaneously by a change;
CSI.03	assess the ways in which, and the degree to which, people in Canada and other countries have become interdependent in the global economy;
CSI.04	analyse examples of conflicts of self-interest that prevent the achievement of economic goals.
Economic Institutions
Overall Expectations
CEI.01	describe the nature and functions of Canada’s private economic institutions;
CEI.02	describe the nature and functions of Canada’s public economic institutions;
CEI.03	analyse the nature and functions of international economic institutions and their impact on the Canadian economy.
Methods of Historical Inquiry and Communication
Overall Expectations
HMH.01	use methods of economic inquiry to locate, gather, evaluate, and organize different types of current economic information from a variety of sources;
HMH.02	analyse various economic choices, using the concepts, models, and processes of economic inquiry;
HMH.03	communicate the results of economic inquiries, using appropriate economic terms, concepts, and models, and a variety of forms.

The Final Grade:

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. A credit will be granted if the final percentage awarded is 50% or more. The final grade will be determined as follows:

• 70% of the grade will be based upon assessment tasks completed throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to the most recent evidence of achievement.



• 30% of the grade will be based on a final assessment task that occurs at or near the end of the course. In the case of this course, this final assessment task will take the form of a final exam. Part A of this final exam will be an online exam of 1.5 hours in length. Part B of the final exam will allow you up to 78 hours to enable you to analyze the nature and significance of the concepts of this course. It is expected that Part B will take you an estimated 8.5 hours.

The Report Card:

The report card will focus on two distinct but related components of student achievement: the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart: Canadian and World Studies, Grades 9-12

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
Knowledge of content (e.g., facts, terms, definitions)	demonstrates limited knowledge of content	demonstrates some knowledge of content	demonstrates considerable knowledge of content	demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, ideas, theories, procedures, processes, methodologies, and/or technologies)	demonstrates limited understanding of content	demonstrates some understanding of content	demonstrates considerable understanding of content	demonstrates thorough and insightful understanding of content
Thinking - The use of critical and creative thinking skills and/or processes
	The student:
Use of planning skills (e.g., focusing research, gathering information, organizing an inquiry, asking questions, setting goals)	uses planning skills with limited effectiveness	uses planning skills with moderate effectiveness	uses planning skills with considerable effectiveness	uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., inquiry process, problem-solving process, decision-making process, research process)	uses processing skills with limited effectiveness	uses processing skills with some effectiveness	uses processing skills with considerable effectiveness	uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processess (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process)	uses critical / creative thinking processes with limited effectiveness	uses critical / creative thinking processes with some effectiveness	uses critical / creative thinking processes with considerable effectiveness	uses critical / creative thinking processes with a high degree of effectiveness
Communication - The conveying of meaning through various forms
	The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms	expresses and organizes ideas and information with limited effectiveness	expresses and organizes ideas and information with some effectiveness	expresses and organizes ideas and information with considerable effectiveness	expresses and organizes ideas and information with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform,to persuade) in oral, written, and visual forms	communicates for different audiences and purposes with limited effectiveness	communicates for different audiences and purposes with some effectiveness	communicates for different audiences and purposes with considerable effectiveness	communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions (e.g., conventions of form, map conventions), vocabulary, and terminology of the discipline in oral, written, and visual forms	uses conventions, vocabulary, and terminology of the discipline with limited effectiveness	uses conventions, vocabulary, and terminology of the discipline with some effectiveness	uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness	uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
Application of knowledge and skills (e.g., concepts, procedures, processes, and/or technologies) in familiar contexts	applies knowledge and skills in familiar contexts with limited effectiveness	applies knowledge and skills in familiar contexts with some effectiveness	applies knowledge and skills in familiar contexts with considerable effectiveness	applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., concepts, procedures, methodologies, technologies) to new contexts	transfers knowledge and skills to new contexts with limited effectiveness	transfers knowledge and skills to new contexts with some effectiveness	transfers knowledge and skills to new contexts with considerable effectiveness	transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., past, present, and future; environmental; social; cultural; spatial; personal; multidisciplinary)	makes connections within and between various contexts with limited effectiveness	makes connections within and between various contexts with some effectiveness	makes connections within and between various contexts with considerable effectiveness	makes connections within and between various contexts with a high degree of effectiveness

Resources:

In addition to the lessons and activities found in this course, students are also referred to some external websites including one where the simulation activity is found.

Program Planning Considerations for Canadian and World Studies:

Teachers who are planning a program in Canadian and World Studies must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• health and safety

Considerations relating to the areas listed above that have particular relevance for program planning in Canadian and World Studies are noted here.

Education for Exceptional Students. In planning courses in Canadian and World Studies, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. Canadian and World Studies courses reflect the creative part of our literary world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as writers. Just as Canadian and World Studies courses respond to the needs and demands of the greater world of work, Canadian and World Studies courses are largely shaped by the needs and demands of students who will all eventually end up in this greater world.

The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by Canadian and World Studies students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any business environment.

English As a Second Language and English Literacy Development (ESL/ELD). This Canadian and World Studies course can provide a wide range of options to address the needs of ESL/ELD students. Detailed analysis of the parts of speech, vocabulary and sentence, paragraph and essay structure will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how their backgrounds and language skills can contribute to their success in the larger world.

Career Education. Canadian and World Studies definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this Canadian and World Studies course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity would be an overall intention of this English course, as it helps students prepare for success in their working lives.

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

Health and Safety. The Canadian and World Studies program provides the reading skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.