Canadian and International Law, CLN4U, Grade 12, University PreparationPolicy Document: The Ontario Curriculum, Canadian and World Studies, 2005, Grades 11 and 12 (revised)Reference: http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld1112curr.pdf
This course examines elements of Canadian and international law in social, political, and global contexts. Students will study the historical and philosophical sources of law and the principles and practices of international law and will learn to relate them to issues in Canadian society and the wider world. Students will use critical-thinking and communication skills to analyze legal issues, conduct independent research, and present the results of their inquiries in a variety of ways. The online learning platform will facilitate effective research, communication, and collaboration. Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities
Summary of Units and Timelines
Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the course profile.
Charter Case Brief
Rights and Freedoms
Land Claim Case Brief
Mid Semester Point
Criminal Law and Procedures
Criminal Case Brief
Regulation and Dispute Resolution
Total 110 Hours
Fundamental Concepts Covered in This Course
The Heritage unit focuses on Canada’s legal heritage and is designed to help the students appreciate that the law is dynamic, constantly evolving to match the will of society. The Rights and Freedoms unit focuses on the development of the rights and freedoms of Canadians since Confederation and in particular how the current situation has been shaped by the introduction of the Canadian Charter of Rights and Freedoms. The Criminal Law and Procedures unit focuses on how the concepts of crime and punishment have evolved over the years as well as the processes involved in evidence gathering and the disposition of criminal charges. The Regulation and Dispute Resolution unit is designed to explore the differences between the protection of individual rights and the protection of the rights of a group, using labor law and environmental law as models of collective action and responsibility. It will also focus on the concept of state sovereignty and the need for international law as well as the challenges that come with limited powers of enforcement.
Teaching and Learning Strategies
Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. One of the keys to student success is high-quality instruction. Teachers who provide quality instruction respect students’ strengths and address their learning needs, using assessment information to plan instruction. They clarify the purpose for learning, help students activate prior knowledge, and differentiate instruction for individual students and small groups according to need. Teachers explicitly teach and model learning strategies and encourage students to talk through their thinking and learning processes. They also provide many opportunities for students to practise and apply their developing knowledge and skills. Effective teaching approaches involve students in the use of higher-level thinking skills and encourage them to look beyond the literal meaning of texts and to think about fairness, equity, social justice, and citizenship in a global society. In light of these goals, this course will include the following strategies for teaching and learning:
- Independent research and analysis
- Online quizzes
- Collaborative online discussions
- Peer feedback and critiques
- Independent written assignments
- Written final examination
Online & Offline Components
The design of this course is intended to offer a rich balance between online and offline elements. The following is a summary of the course components and their delivery format. Please refer to the individual unit outlines for specific details. Course content & instruction: online Communication between teacher and students: online & offline Collaboration between students: online Assessment & evaluation: online & offline
Assessment & Evaluation for Student Achievement
The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:
- Address both what students learn and how well they learn;
- Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
- Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
- Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
- Are fair to all students;
- Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
- Accommodate the needs of students who are learning the language of instruction;
- Ensure that each student is given clear directions for improvement;
- Promote students’ ability to assess their own learning and to set specific goals
- Include the use of samples of students’ work that provide evidence of their achievement;
- Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.
The achievement chart for Canadian and World Studies outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking and investigation, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. The 70% will be distributed in the following achievement chart categories: 20% knowledge and understanding, 20% application, 15% communication, 15% thinking. Student work will be assessed and evaluated in a balanced manner with respect to the four categories within each unit throughout the course.
- Thirty percent of the grade will be based on a final evaluation in the form of a written examination written towards the end of the course.
All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning must be identified in his or her Individual Education Plan (IEP). Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners. Examples of accommodations (but not limited to) include:
- Adjustment and or extension of time required to complete assignments or summative tasks
- Providing alternative assignments or summative tasks
- Use of scribes and/or other assistive technologies
- Simplifying the language of instruction
Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to a variety of readings required for this course but can be substituted for any relevant and approved text.
Presentation on theme: "Annotated Bibliography CLN4U. General Information Definition – An annotated bibliography is a list of sources Each entry consists of two parts: – a. citation."— Presentation transcript:
1 Annotated Bibliography CLN4U
2 General Information Definition – An annotated bibliography is a list of sources Each entry consists of two parts: – a. citation gives the exact information – b. annotation is a brief paragraph
3 While a bibliography provides readers with the basic details of a source (i.e. author, title, publication date), an annotated bibliography adds a summary, or annotation, below each source The summary includes phrases about the work and provides enough information so readers will understand the source’s purpose, context and value within the paper.
4 The Function of an Annotated Bibliography Describe the source content, purpose or central theme Note the relevance of the information and the authority or background of the author Indicate the general audience Explain anything that makes this source unique Make readers aware of any weakness or bias
5 Style and Stance Writing style – The annotation is normally written in formal paragraph style using complete sentences. Stance – The annotation can take any of the following stances Descriptive - is a summary of the source Evaluative – determines the usefulness of the source Applicable – explains why the source is relevant to your essay Combination – is a combination of the three
6 Example Adams, Scott. Dilbert and the Way of the Weasel. New York: Harper, 2002. Print. Adams’s “Dilbert” cartoons are known for satirizing everyday workplace issues. The cartoon on page 106 illustrates how rampant Internet use in the workplace has become and suggests that both employers and employees are well aware of the practice. The cartoon points out the difficulty employers face in trying to restrict employee Internet use.
7 Selecting your Sources
8 Sources Locate the sources you intend to use – Make sure each source follows specific guidelines established in class – do not include: Encyclopaedia sources Textbook sources, unless it is a direct quote from a credible author (see below) Website sources that I have not approved any internet source that includes an author whose credibility cannot be verified (see below)
9 Sources (cont) evaluate each source based on the following process: – Physical Evaluation 1. the author by examining his/her credentials 2. the source by examining its date of publication 3. the source by determining if you are using a later edition 4. the source by reviewing its publisher or journal title
10 Sources (cont) Content Evaluation – 1. If the source is a book review preface, foreword, introduction Look over the table of contents – If the source is a periodical Review summary and bibliography – 2. Read chapters or articles specifically pertaining to your topic – 3. Determine type of audience the work addresses – 4. Is the work organized effectively – 5. Determine if reviews of source are available