Social Sciences and Humanities Archives - Sophio Academy https://www.sophio.ca/course_type/social-sciences-and-humanities/ Brilliant Minds for a Brighter Tomorrow Thu, 25 Jun 2020 14:37:05 +0000 en-CA hourly 1 https://wordpress.org/?v=6.6.2 172461353 World Cultures – HSC4M https://www.sophio.ca/courses/hsc4m/ https://www.sophio.ca/courses/hsc4m/#respond Fri, 11 Oct 2019 05:50:57 +0000 https://www.sophio.ca/?post_type=avada_portfolio&p=2961 This course examines the nature of culture; how cultural identities are acquired, maintained, and transformed; and theories used to analyse cultures...

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Course Description

This course examines the nature of culture; how cultural identities are acquired, maintained, and transformed; and theories used to analyse cultures. Students will explore world cultures, with an emphasis on the analysis of religious and spiritual beliefs, art forms, and philosophy. They will study the contributions and influence of a range of cultural groups and will critically analyse issues facing ethnocultural groups within Canada and around the world. Students will develop and apply research skills and will design and implement a social action initiative relating to cultural diversity.

Course Code: HSC4M

Course Name: World Cultures

Department: Social Science and Humanities

Hours: 110

Credit Value: 1.0

Pre-requisites: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies.

Curriculum Policy Documents: The Ontario Curriculum, Grade 9 to 12, Social Science and Humanities, 2013 (Revised)

Growing Success: Assessment evaluation and Reporting in Ontario School, First Edition Covering Grade 1-12

Development Date: August 2019

Developed By: Jimmy Chia, B.A.(Hons), M.Ed. BEd. (OCT)

Teacher:

Revised By: NA

Revision Date: NA

Apply Today

Overall Curriculum Expectations

  • A1. Exploring: explore topics related to human development, and formulate questions to guide their research.
  • A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods.
  • A3 .Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry.
  • A4 .Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

  • B1. Understanding Culture: demonstrate an understanding of the elements and functions of culture and of the nature of cultural influence.
  • B2. Cultural Dynamics: analyse how cultural identities are socially constructed, preserved, transmitted, and transformed.
  • B3. Theoretical Analysis of Culture: demonstrate an understanding of theories and concepts related to the study of culture, and apply these theories to analyse various cultures.

  • C1. Art, Philosophy, and Religion: demonstrate an understanding of artistic expressions, philosophies, and religious/spiritual beliefs found within specific cultures, and of how these expressions relate to various aspects of those cultures.
  • C2. Cultural Expressions in Context: analyse specific cultural expressions and a range of factors that can affect them.
  • C3. Contributions and Influences: assess the contributions to and influence on various cultures/societies, including Canada, of a diverse range of ethnocultural groups and individuals from those groups.

  • D1. Power Relations: demonstrate an understanding of the dynamics of power relations within specific cultural groups and between minority and majority cultures.
  • D2. Policies and Issues: demonstrate an understanding of past and present policies and issues affecting cultural diversity in Canada, and compare approaches to such policy in Canada with those in other countries.
  • D3. Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an issue related to cultural groups or promoting cultural diversity.
Apply Today

Course Content

Unit Unit Title Approx. Duration
Unit 1 Research Skills and Understanding Culture 25 hours
Unit 2 Cultural Dynamics 25 hours
Unit 3 Cultural Expressions 25 hours
Unit 4 Critical Cultural Issues 25 hours
Culminating Task and Exam 10 hours
TOTAL 110 hours

Unit Description

This unit establishes the framework for the study of world cultures.  Since this is a research-based course of study, the unit presents various disciplines and theoretical perspectives from which cultural behavior can be viewed.  We will explore the various definitions of culture and understand the differences and similarities.  The elements and functions of culture will also be investigated here.  Finally, the social-science research methods used in the study of culture and society will be described.

This unit looks at how culture is intimately connected to our identities. Specifically, students will understand the components of their identities which is profoundly affected by culture.  We will also examine how cultural identities are socially constructed, preserved and maintained in groups and in individuals.  Finally, we will look at how cultures are transmitted within groups and also outside of the social group.  This will also help us understand how our cultural identities are transformed in time.  The concepts learned here will be applied on various cultures throughout the unit.

In this unit, we explore the cultural expressions in art, philosophies and beliefs found in cultures of the world.  We will also look at how culture affects the expressions and range of factors that come into play.  Alternatively, we will also see how the expressions contribute to and influence the culture in turn.  The contributions and influences of various cultures on other cultures will be explored with a focus on Canada.  The concepts learned here will be applied on various cultures throughout the unit.

In this final unit, we will explore the critical issues in relation to culture affecting Canada and in other parts of the world today.  We will look at the power dynamics between minority and majority groups in various countries.  Students will demonstrate an understanding of how policies in the past and present affect cultural diversity in Canada and abroad.  Students will also work on developing and implementing a plan of action to address issues related to culture or that promotes cultural diversity in various arenas of society.  The concepts learned here will be applied on various cultures throughout the unit.

Teaching/Learning Strategies

  • Research project
  • Independent study
  • Oral Presentations
  • Debate
  • Case summary
  • Presentation
  • Graphic Organizers
  • Computer-Mediated Instruction
  • Lectures
  • Discussions
  • Reading
  • Pair Work
  • Role Play
  • Brainstorming
  • Group work

Unit Organization

Apply Today

Assessment Strategies

For Learning As Learning Of Learning
  • Diagnostic assessment
  • Debate
  • Classroom discussion
  • Role play
  • Reading aloud
  • Researching
  • Classroom discussion
  • Debate
  • Unit test
  • Research paper
  • Group Project
  • Presentations
  • Role play
  • Debate

Evaluation Strategies

Evaluation focuses on student’s achievement of the overall Expectations. Evaluation is basically collected from; observations, conversations, and student products.

Student Products include: tests, exams, rich performance tasks, projects, presentations and /or essays. Students submitting assignments that involved group work will be evaluated individually.

Before making a decision about a student’s final grade, the teacher will consider all the collected evidence of student products. The teacher will also consider that some evidence carries more weight than other evidence.

Achievement Level Percentage Mark Range
4+ 95-100
4 87-94
4- 80-86
3+ 77-79
3 73-76
3- 70-72
Achievement Level Percentage Mark Range
2+ 67-69
2 63-66
2- 60-62
1+ 57-59
1 53-56
1- 50-52

The final grade will be determines as follows:

  • 70% Seventy percent of the grade will be based on evaluation conducted throughout the course.
  • 30% Thirty per cent of the grade will be based on a final evaluation and the summative administered at or towards the end of the course.

Evaluation/Assessment Plan

Unit Unit Title Approx. Duration KICA % Application
Unit 1 Research Skills and Understanding Culture 25 hours 25/25/25/25
Unit 2 Cultural Dynamics 25 hours 25/25/25/25
Unit 3 Cultural Expressions 25 hours 25/25/25/25
Unit 4 Critical Cultural Issues 25 hours 25/25/25/25
Culminating Activities (ISU and Final Exam) 10 hours 25/25/25/25
   TOTAL   110 hours

Program Planning Considerations

This course will include a variety of instructional strategies to help students become independent, strategic and successful learners.  The key to student success is effective, accessible instruction in order to empower students to become lifelong learners. Students will be required to identify the main concepts and skills of the course, consider the context in which they will apply their learning and work toward meeting the stated learning goals.
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning. It is the student's responsibility to make the most of each learning opportunity provided and grow in their understanding and application of learning skills and strategies that will ensure success in this course and in life beyond.

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations.  The teacher will adapt the instructional program in order to facilitate the success of these students in their classes.
Appropriate adaptations and strategies for this course will include:
  • Modelling of expectations
  • Reference to and use of online ESL and subject-specific and dictionaries
  • Concrete examples and materials whenever possible
  • Use of a variety of learning resources including visual material and cues, , graphic organizers and visual
  • Materials that reflect cultural diversity
  • Pre-writing strategies
  • Previewing course readings / texts

When at all possible, this course will include opportunities to integrate environmental education into the material studied, encouraging the students to explore a range of environmental concerns using issue-based analysis and some of the following strategies:
  • Community Connections
  • Environmental Perspective
  • Simulation
  • Problem Solving
  • Surveys
  • Co-operative Learning
  • Inquiry-based learning
  • Cross-curricular connections
When appropriate, the students will have opportunities to analyse the environmental impact of the concepts being studied, such as the impact of Canadian and international political policies, Canadian and international laws, cultural and social differences, human rights legislation and the protection and stewardship of the Earth.

Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Antidiscrimination education encourages all students to:
  • think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active responsible citizenship.
  • work to high standards, as it affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image.
  • value and show respect for diversity.
The course content will use the following strategies to help create a healthy learning environment for all students.
  • Developing a learning environment where all students feel safe
  • Promotion of diversity and inclusivity in the classroom
  • Getting students involved within their school community
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussion
  • Case Study analysis

Classes taught within the Ontario curriculum seek to create an atmosphere of equity and inclusion based on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society.
The Ontario curriculum entrusts educators to create an environment based on the principles of inclusive education, where all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected.
During this course, the teacher will give students a variety of opportunities to learn about diversity and diverse perspectives.

Teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.  The teacher will support and encourage students to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, advancements, and global events.
During this course the teacher will provide support and oversight to students throughout the inquiry process, ensuring that students engaged in inquiry-based activities are aware of potential ethical concerns and address them in a respectful manner. If students are conducting surveys and/or interviews, teachers will supervise student activities to ensure that they respect the dignity, privacy, and confidentiality of their participants.
The teacher will thoroughly address the issue of plagiarism with students.  Students will be reminded of the ethical issues surrounding plagiarism, and the consequences of plagiarism will be clearly discussed before students engage in an inquiry.
The following strategies will be used to develop students’ understanding of ethics:
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Surveys and interviews
  • Model ethical behavior
  • Explore ethical standards
  • Explore ethical concerns
  • Inclusive practices
  • Foster positive relationships with others
  • Assist students in developing an understanding of ethical judgments
  • Assist students in understanding confidentiality standards

There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast-changing financial world.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills through a variety of activities in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues. Students will come to understand the social, environmental, and ethical implications of their own choices as consumers.  Strategies that will be used will include:
  • Community connections
  • Simulation
  • Problem Solving
  • Inquiry-based learning
  • Cross-curricular connections
  • Issue-based analysis
  • Critical literacy skills
  • Setting financial goals
  • Developing intra-personal skills

Literacy involves a range of critical-thinking skills and is essential for cross-curricular learning. It is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.  Students will be exposed to literacy skills relating to oral, written, and visual communication.  The following skills will be developed in this course:
  • Reading, interpreting, and analysing various texts, including diaries, letters, government legislation and policy documents, interviews, speeches, information from non-governmental organizations, news stories, and fiction and non-fiction books
  • Extracting information
  • Analysing various types of maps and digital representations, including charts, diagrams, pictures, etc.
  • Using appropriate and correct terminology, including that related to the concepts of disciplinary thinking
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Kinesthetic opportunities
  • Foster use of proper terminology
  • Inquiry and research skills
  • Help students to develop a language for literacy, inquiry and numeracy skills
  • Assist students with developing communication skills in areas of literacy, inquiry and numeracy

Central to successful education is the focus on experiential learning.  Planned learning experiences in the community, including job shadowing and job twinning, field trips, work experience, hands-on experiences and cooperative education, will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.  Planned learning experiences in this course will include:
  • Experiential Learning: Library visits, Guest Speaker, Role Playing, mock trials, writing anthology, author visits, writers reading, theatre workshops

As part of every course, students must be made aware that health and safety in the classroom are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times and communicate safety requirements to students.  Health and safety issues not usually associated with a particular course may be important when the learning involves field trips and field studies. Teachers will preview and plan these activities carefully to ensure students’ health and safety.

Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills.

Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and in preparation for their post-secondary studies. Students are expected to properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting. As plagiarism is a serious offence that can have significant consequences, Sophio Academy is committed to instilling the values of honesty and hard work within our students which involves the proper acknowledgement of other's ideas and work.
Apply Today

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]]> https://www.sophio.ca/courses/hsc4m/feed/ 0 2961 Challenge and Change in Society – HSB4U https://www.sophio.ca/courses/hsb4u/ https://www.sophio.ca/courses/hsb4u/#respond Fri, 11 Oct 2019 05:22:52 +0000 https://www.sophio.ca/?post_type=avada_portfolio&p=2941 This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes...

The post Challenge and Change in Society – HSB4U appeared first on Sophio Academy.

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Course Description

This course focuses on the use of social science theories, perspectives, and methodologies to investigate and explain shifts in knowledge, attitudes, beliefs, and behaviour and their impact on society. Students will critically analyze how and why cultural, social, and behavioural patterns change over time. They will explore the ideas of social theorists and use those ideas to analyze causes of and responses to challenges such as technological change, deviance, and global inequalities. Students will explore ways in which social science research methods can be used to study social change.

Course Code: HSB4U

Course Name: Challenge and Change in Society

Department: Social Science and Humanities

Hours: 110

Credit Value: 1.0

Pre-requisites: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies.

Curriculum Policy Documents: The Ontario Curriculum, Grade 9 to 12, Social Science and Humanities, 2013 (Revised)

Growing Success: Assessment evaluation and Reporting in Ontario School, First Edition Covering Grade 1-12

Development Date: August 2019

Developed By: Jimmy Chia, B.A.(Hons), M.Ed. B.Ed. (OCT)

Teacher:

Revised By: NA

Revision Date: NA

Apply Today

Overall Curriculum Expectations

  • A1. Exploring: explore topics related to human development, and formulate questions to guide their research.
  • A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods.
  • A3 .Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry.
  • A4 .Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

  • B1. Foundations for the Study of Social Change: demonstrate an understanding of the major theories, perspectives, and methodologies related to social change.
  • B2. Causes and Effects of Social Change: demonstrate an understanding of the causes and effects of social change.
  • B3. Technological Change: demonstrate an understanding of patterns and effects of technological change from a social science perspective.

  • C1. Demographics: demonstrate an understanding of the importance of demographics as a tool for studying social patterns and trends, both nationally and globally.
  • C2. Forces That Shape Social Trends: demonstrate an understanding of how forces influence and shape social patterns and trends.
  • C3. Social Deviance: demonstrate an understanding of social science theories about social deviance, and of how various responses to deviance affect individuals and society.

  • D1. Global Inequalities: demonstrate an understanding of how various social structures and conditions support or limit global inequalities.
  • D2. Globalization: assess the impact of globalization on individuals and groups.
  • D3. Exploitation: analyse the impact of unfair or unjust exploitation of people or resources, locally and globally.
Apply Today

Course Content

Unit Unit Title Approx. Duration
Unit 1 Challenge and Change Close to Home 35 hours
Unit 2 Challenge and Change in Canadian Society 20 hours
Unit 3 Social Justice and Inequality: Change and Challenges 25 hours
Unit 4 Science and Technology: Challenge of Change 15 hours
Unit 5 Global Challenge and Change 15 hours
Culminating Task and Exam 10 hours
TOTAL 110 hours

Unit Description

In this unit, you will learn how social scientists study forces that shape and influence an individual’s behavior in the early stages of socialization and into adolescence, as well as changes in the individual and how those changes affect the social values and attitudes at large.  You will also develop research and inquiry skills to conduct research about the challenges faced by young Canadians close to home.  At the end of the unit, you will have the opportunity to choose an issue you are interested in and develop a campaign to raise awareness about it.

In this unit, you will examine the impact of behaviour, and how ideas are constructed within a Canadian context.  Current trends in Canadian society will be examined through different theoretical perspectives. You will also develop research and inquiry skills to organize and record data in order to conduct social science research. At the end of the unit, you will learn about the ways you can become politically active in your school and community.

In this unit, you will learn about the systems of social stratification and the social science theories on social inequality in Canada, as well as the Canadian criminal justice system and social justice movements throughout the world.  You will also develop your research and inquiry skills to evaluate and cite social science sources related to social justice and inequality.  At the end of the unit you will learn about volunteer opportunities and ways you can work toward social justice.

In this unit, you will investigate the foundations of social change and examine significant technological forces that influence these changes, their impact on society, and how Canadians have created – and are affected by – these changes.  You will also develop research and inquiry skills to interpret, synthesize, and analyse research and apply these skills to your findings. At the end of the unit, you will learn how to use social media to advocate for an issue or cause you care about.

In this unit, you will study cultural, economic, and political globalization and the ways in which the changes relate to globalization are felt in Canada.  You will see how social change, and the associated challenges are felt internationally and compare those challenges to those Canadians face.  Multinational corporations, human rights, and global and cultural trends – and how social theorists view global social change – are among the topics you will study.  You will also develop research and inquiry skills to communicate the results of social science research.  At the end of the unit, you will communicate, in written or visual form, about a global issue that is important to you.

Descriptions taken from:

De Coeur, T., Christopher Rawes and Patricia Warecki. (2012). Challenge and Change: Patterns, Trends, and Shifts in Society. Toronto: McGraw-Hill Ryerson.

Teaching/Learning Strategies

  • Research project
  • Independent study
  • Oral Presentations
  • Debate
  • Case summary
  • Presentation
  • Graphic Organizers
  • Computer-Mediated Instruction
  • Lectures
  • Discussions
  • Reading
  • Pair Work
  • Role Play
  • Brainstorming
  • Group work

Unit Organization

Apply Today

Assessment Strategies

For Learning As Learning Of Learning
  • Diagnostic assessment
  • Debate
  • Classroom discussion
  • Role play
  • Reading aloud
  • Researching
  • Classroom discussion
  • Debate
  • Unit test
  • Research paper
  • Group Project
  • Presentations
  • Role play
  • Debate

Evaluation Strategies

Evaluation focuses on student’s achievement of the overall Expectations. Evaluation is basically collected from; observations, conversations, and student products.

Student Products include: tests, exams, rich performance tasks, projects, presentations and /or essays. Students submitting assignments that involved group work will be evaluated individually.

Before making a decision about a student’s final grade, the teacher will consider all the collected evidence of student products. The teacher will also consider that some evidence carries more weight than other evidence.

Achievement Level Percentage Mark Range
4+ 95-100
4 87-94
4- 80-86
3+ 77-79
3 73-76
3- 70-72
Achievement Level Percentage Mark Range
2+ 67-69
2 63-66
2- 60-62
1+ 57-59
1 53-56
1- 50-52

The final grade will be determines as follows:

  • 70% Seventy percent of the grade will be based on evaluation conducted throughout the course.
  • 30% Thirty per cent of the grade will be based on a final evaluation and the summative administered at or towards the end of the course.

Evaluation/Assessment Plan

Unit Unit Title Approx. Duration KICA % Application
Unit 1 Challenge and Change Close to Home 30 hours 25/25/25/25
Unit 2 Challenge and Change in Canadian Society 20 hours 25/25/25/25
Unit 3 Social Justice and Inequality: Change and Challenges 20 hours 25/25/25/25
Unit 4 Science and Technology: Challenge of Change 18 hours 25/25/25/25
Unit 5 Global Challenge and Change 12 hours 25/25/25/25
Culminating Activities (Task and Final Exam) 10 hours 25/25/25/25
   TOTAL   110 hours

Resources

De Coeur, T., Christopher Rawes and Patricia Warecki. (2012). Challenge and Change: Patterns, Trends, and Shifts in Society..Toronto: McGraw-Hill Ryerson.

Program Planning Considerations

This course will include a variety of instructional strategies to help students become independent, strategic and successful learners.  The key to student success is effective, accessible instruction in order to empower students to become lifelong learners. Students will be required to identify the main concepts and skills of the course, consider the context in which they will apply their learning and work toward meeting the stated learning goals.
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning. It is the student's responsibility to make the most of each learning opportunity provided and grow in their understanding and application of learning skills and strategies that will ensure success in this course and in life beyond.

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations.  The teacher will adapt the instructional program in order to facilitate the success of these students in their classes.
Appropriate adaptations and strategies for this course will include:
  • Modelling of expectations
  • Reference to and use of online ESL and subject-specific and dictionaries
  • Concrete examples and materials whenever possible
  • Use of a variety of learning resources including visual material and cues, , graphic organizers and visual
  • Materials that reflect cultural diversity
  • Pre-writing strategies
  • Previewing course readings / texts

When at all possible, this course will include opportunities to integrate environmental education into the material studied, encouraging the students to explore a range of environmental concerns using issue-based analysis and some of the following strategies:
  • Community Connections
  • Environmental Perspective
  • Simulation
  • Problem Solving
  • Surveys
  • Co-operative Learning
  • Inquiry-based learning
  • Cross-curricular connections
When appropriate, the students will have opportunities to analyse the environmental impact of the concepts being studied, such as the impact of Canadian and international political policies, Canadian and international laws, cultural and social differences, human rights legislation and the protection and stewardship of the Earth.

Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Antidiscrimination education encourages all students to:
  • think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active responsible citizenship.
  • work to high standards, as it affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image.
  • value and show respect for diversity.
The course content will use the following strategies to help create a healthy learning environment for all students.
  • Developing a learning environment where all students feel safe
  • Promotion of diversity and inclusivity in the classroom
  • Getting students involved within their school community
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussion
  • Case Study analysis

Classes taught within the Ontario curriculum seek to create an atmosphere of equity and inclusion based on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society.
The Ontario curriculum entrusts educators to create an environment based on the principles of inclusive education, where all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected.
During this course, the teacher will give students a variety of opportunities to learn about diversity and diverse perspectives.

Teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.  The teacher will support and encourage students to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, advancements, and global events.
During this course the teacher will provide support and oversight to students throughout the inquiry process, ensuring that students engaged in inquiry-based activities are aware of potential ethical concerns and address them in a respectful manner. If students are conducting surveys and/or interviews, teachers will supervise student activities to ensure that they respect the dignity, privacy, and confidentiality of their participants.
The teacher will thoroughly address the issue of plagiarism with students.  Students will be reminded of the ethical issues surrounding plagiarism, and the consequences of plagiarism will be clearly discussed before students engage in an inquiry.
The following strategies will be used to develop students’ understanding of ethics:
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Surveys and interviews
  • Model ethical behavior
  • Explore ethical standards
  • Explore ethical concerns
  • Inclusive practices
  • Foster positive relationships with others
  • Assist students in developing an understanding of ethical judgments
  • Assist students in understanding confidentiality standards

There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast-changing financial world.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills through a variety of activities in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues. Students will come to understand the social, environmental, and ethical implications of their own choices as consumers.  Strategies that will be used will include:
  • Community connections
  • Simulation
  • Problem Solving
  • Inquiry-based learning
  • Cross-curricular connections
  • Issue-based analysis
  • Critical literacy skills
  • Setting financial goals
  • Developing intra-personal skills

Literacy involves a range of critical-thinking skills and is essential for cross-curricular learning. It is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.  Students will be exposed to literacy skills relating to oral, written, and visual communication.  The following skills will be developed in this course:
  • Reading, interpreting, and analysing various texts, including diaries, letters, government legislation and policy documents, interviews, speeches, information from non-governmental organizations, news stories, and fiction and non-fiction books
  • Extracting information
  • Analysing various types of maps and digital representations, including charts, diagrams, pictures, etc.
  • Using appropriate and correct terminology, including that related to the concepts of disciplinary thinking
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Kinesthetic opportunities
  • Foster use of proper terminology
  • Inquiry and research skills
  • Help students to develop a language for literacy, inquiry and numeracy skills
  • Assist students with developing communication skills in areas of literacy, inquiry and numeracy

Central to successful education is the focus on experiential learning.  Planned learning experiences in the community, including job shadowing and job twinning, field trips, work experience, hands-on experiences and cooperative education, will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.  Planned learning experiences in this course will include:
  • Experiential Learning: Library visits, Guest Speaker, Role Playing, mock trials, writing anthology, author visits, writers reading, theatre workshops

As part of every course, students must be made aware that health and safety in the classroom are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times and communicate safety requirements to students.  Health and safety issues not usually associated with a particular course may be important when the learning involves field trips and field studies. Teachers will preview and plan these activities carefully to ensure students’ health and safety.

Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills.

Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and in preparation for their post-secondary studies. Students are expected to properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting. As plagiarism is a serious offence that can have significant consequences, Sophio Academy is committed to instilling the values of honesty and hard work within our students which involves the proper acknowledgement of other's ideas and work.
Apply Today

The post Challenge and Change in Society – HSB4U appeared first on Sophio Academy.

]]> https://www.sophio.ca/courses/hsb4u/feed/ 0 2941 Families in Canada – HHS4U https://www.sophio.ca/courses/hhs4u/ https://www.sophio.ca/courses/hhs4u/#respond Thu, 10 Oct 2019 14:42:35 +0000 https://www.sophio.ca/?post_type=avada_portfolio&p=2916 This course enables students to draw on sociological, psychological, and anthropological theories and research to analyse the development of individuals...

The post Families in Canada – HHS4U appeared first on Sophio Academy.

]]>

Course Description

This course enables students to draw on sociological, psychological, and anthropological theories and research to analyse the development of individuals, intimate relationships, and family and parent-child relationships. Students will focus on issues and challenges facing individuals and families in Canada diverse society. They will develop analytical tools that enable them to assess various factors affecting families and to consider policies and practices intended to support families in Canada. They will develop the investigative skills required to conduct and communicate the results of research on individuals, intimate relationships, and parent-child relationships.

Course Code: HHS4U

Course Name: Families in Canada

Department: Social Science and Humanities

Hours: 110

Credit Value: 1.0

Pre-requisites: Any university or university/college preparation course in social sciences and humanities, English, or Canadian and world studies.

Curriculum Policy Documents:

The Ontario Curriculum, Grade 9 to 12, Social Science and Humanities, 2013 (Revised)

Assessment evaluation and Reporting in Ontario School, First Edition Covering Grade 1-12

Development Date: August 2019

Developed By: Jimmy Chia, B.A.(Hons), M.Ed. B.Ed. (OCT)

Revised By: NA

Revision Date: NA

Apply Today

Overall Curriculum Expectations

  • A1. Exploring: explore topics related to human development, and formulate questions to guide their research.
  • A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods.
  • A3 .Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry.
  • A4 .Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

  • B1. Individual Development: demonstrate an understanding of theoretical perspectives and research on various aspects of individual development.
  • B2. The Development of Intimate Relationships: demonstrate an understanding of theoretical perspectives and research on the development of intimate relationships.
  • B3. The Development of Family and Parent-Child Relationships: demonstrate an understanding of theoretical perspectives and research on the development of family and parent-child relationships.

  • C1. The Effects on Individuals: demonstrate an understanding of the impact of norms, roles, and social institutions on individuals throughout the lifespan.
  • C2. The Effects on Intimate Relationships: demonstrate an understanding of the impact of norms, roles, and social institutions on intimate relationships.
  • C3. The Effects on Family and Parent-Child Relationships: demonstrate an understanding of factors that can affect decisions about whether to have and how to care for children, and of the impact of norms, roles, and social institutions on family and parent-child relationships.

  • D1. Trends and Challenges for Individuals: demonstrate an understanding of demographic trends related to the lives of individuals and of the impact of social issues and challenges on individual development.
  • D2. Trends and Challenges in Intimate Relationships: demonstrate an understanding of demographic and social trends and issues related to intimate relationships and of strategies for responding to challenges in those relationships.
  • D3. Trends and Challenges in the Family and in Parent-Child Relationships: demonstrate an understanding of demographic trends related to the family and to parent-child relationships and of the impact of social issues and challenges on family development.
Apply Today

Course Content

Unit Unit Title Approx. Duration
Unit 1 All in the Family 20 hours
Unit 2 Emerging Adulthood 20 hours
Unit 3 Couple Relationships 20 hours
Unit 4 Expanding Families 20 hours
Unit 5 Middle and Later Life 20 hours
Culminating Task and Exam 10 hours
TOTAL 110 hours

Unit Description

Descriptions taken from:

Holloway, M. Garth Holloway and Jane Witte. (2010). Individuals and Families: Diverse Perspectives. Toronto: McGraw-Hill.

This unit establishes the framework for the study of individuals and families in Canada’s diverse society. The purposes of families within all societies will be explained first. The diversity of families and the roles of individuals within their families throughout history will be described next. Since this is a research-based study, the unit presents various disciplines and theoretical perspectives from which individual and family behavior can be viewed. Finally, the social-science research methods used in the study of individuals and families will be described.

This unit looks at the transition into adulthood for young Canadians in the 21st century.  Because people are living longer and because our society is more complex than it used to be, becoming independent individuals takes longer than it did for previous generations.  In Unit 2, sociological research will be examined to determine when and how Canadians leave home to live independently, finish their education, and find jobs.  Psychological research that explain how emerging adults manage the transition, and how relationships within the family and with other support this transition, will also be explored.  Finally, some of the issues that are currently affecting how your generation will become adults will be investigated.

In this unit, the conjugal couple relationships of Canadians, including marriage and alternatve relationships, will be examined. To determine the role that marriage and other couple relationships play in Canadian society, the history of marriage and couple relationships will be traced first.  Then, the diversity of conjugal relationships will be determined.  Next, the psychology of attraction, courtship, mate selection, and the factors that contribute to satisfying relationships for men and women will be examined.  Finally, several specific topics that are influencing the formation and development of marriage and other couple relationships will be explored.

In this unit, expanding families will be explore through an analysis of related theories and research.  The history of childbearing, socialization in parent-child relationships, and the roles of children and parents in Canada will be traced.  The trends in Canada today will be evaluated, including a look at childbearing in Canada today.  The role of parent-child relationships in individual and family development will be examined.  The parental and caregiver role expectations will be explored, including the division of responsibility for child rearing and socialization.  Finally, issues that have had an impact on expanding families can be selected for in-depth study.

In this unit, the lives of individuals in middle and late adulthood, and their families, will be examined first.  First, adulthood and aging will be traced from a historical and an ethnocultural perspective.  To determine the role that adults of all ages play in Canadian society, the age transitions of adulthood, midlife, retirement, and old age will be outlined from a sociological and demographic perspective.  Next, the psychology of aging, and the factors that contribute to satisfaction at each stage of life for men and women, will be examined.  Finally, you will be able to select for in-depth study specific issues related to the development of an individual in Canadian society.

Teaching/Learning Strategies

  • Research project
  • Independent study
  • Oral Presentations
  • Debate
  • Case summary
  • Presentation
  • Graphic Organizers
  • Computer-Mediated Instruction
  • Lectures
  • Discussions
  • Reading
  • Pair Work
  • Role Play
  • Brainstorming
  • Group work

Unit Organization

Apply Today

Assessment Strategies

For Learning As Learning Of Learning
  • Diagnostic assessment
  • Debate
  • Classroom discussion
  • Role play
  • Reading aloud
  • Researching
  • Classroom discussion
  • Debate
  • Unit test
  • Research paper
  • Group Project
  • Presentations
  • Role play
  • Debate

Evaluation Strategies

Evaluation focuses on student’s achievement of the overall Expectations. Evaluation is basically collected from; observations, conversations, and student products.

Student Products include: tests, exams, rich performance tasks, projects, presentations and /or essays. Students submitting assignments that involved group work will be evaluated individually.

Before making a decision about a student’s final grade, the teacher will consider all the collected evidence of student products. The teacher will also consider that some evidence carries more weight than other evidence.

Achievement Level Percentage Mark Range
4+ 95-100
4 87-94
4- 80-86
3+ 77-79
3 73-76
3- 70-72
Achievement Level Percentage Mark Range
2+ 67-69
2 63-66
2- 60-62
1+ 57-59
1 53-56
1- 50-52

The final grade will be determines as follows:

  • 70% Seventy percent of the grade will be based on evaluation conducted throughout the course.
  • 30% Thirty per cent of the grade will be based on a final evaluation and the summative administered at or towards the end of the course.

Evaluation/Assessment Plan

Unit Unit Title Approx. Duration KICA % Application
Unit 1 All in the Family 20 hours 25/25/25/25
Unit 2 Emerging Adulthood 20 hours 25/25/25/25
Unit 3 Couple Relationships 20 hours 25/25/25/25
Unit 4 Expanding Families 20 hours 25/25/25/25
Unit 5 Middle and Later Life 20 hours 25/25/25/25
Culminating Activities (ISU and Final Exam) 10 hours 25/25/25/25
   TOTAL   110 hours

Resources

Holloway, M. Garth Holloway and Jane Witte. (2010). Individuals and Families: Diverse Perspectives. Toronto: McGraw-Hill.

Program Planning Considerations

This course will include a variety of instructional strategies to help students become independent, strategic and successful learners.  The key to student success is effective, accessible instruction in order to empower students to become lifelong learners. Students will be required to identify the main concepts and skills of the course, consider the context in which they will apply their learning and work toward meeting the stated learning goals.
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning. It is the student's responsibility to make the most of each learning opportunity provided and grow in their understanding and application of learning skills and strategies that will ensure success in this course and in life beyond.

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations.  The teacher will adapt the instructional program in order to facilitate the success of these students in their classes.
Appropriate adaptations and strategies for this course will include:
  • Modelling of expectations
  • Reference to and use of online ESL and subject-specific and dictionaries
  • Concrete examples and materials whenever possible
  • Use of a variety of learning resources including visual material and cues, , graphic organizers and visual
  • Materials that reflect cultural diversity
  • Pre-writing strategies
  • Previewing course readings / texts

When at all possible, this course will include opportunities to integrate environmental education into the material studied, encouraging the students to explore a range of environmental concerns using issue-based analysis and some of the following strategies:
  • Community Connections
  • Environmental Perspective
  • Simulation
  • Problem Solving
  • Surveys
  • Co-operative Learning
  • Inquiry-based learning
  • Cross-curricular connections
When appropriate, the students will have opportunities to analyse the environmental impact of the concepts being studied, such as the impact of Canadian and international political policies, Canadian and international laws, cultural and social differences, human rights legislation and the protection and stewardship of the Earth.

Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Antidiscrimination education encourages all students to:
  • think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active responsible citizenship.
  • work to high standards, as it affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image.
  • value and show respect for diversity.
The course content will use the following strategies to help create a healthy learning environment for all students.
  • Developing a learning environment where all students feel safe
  • Promotion of diversity and inclusivity in the classroom
  • Getting students involved within their school community
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussion
  • Case Study analysis

Classes taught within the Ontario curriculum seek to create an atmosphere of equity and inclusion based on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society.
The Ontario curriculum entrusts educators to create an environment based on the principles of inclusive education, where all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected.
During this course, the teacher will give students a variety of opportunities to learn about diversity and diverse perspectives.

Teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.  The teacher will support and encourage students to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, advancements, and global events.
During this course the teacher will provide support and oversight to students throughout the inquiry process, ensuring that students engaged in inquiry-based activities are aware of potential ethical concerns and address them in a respectful manner. If students are conducting surveys and/or interviews, teachers will supervise student activities to ensure that they respect the dignity, privacy, and confidentiality of their participants.
The teacher will thoroughly address the issue of plagiarism with students.  Students will be reminded of the ethical issues surrounding plagiarism, and the consequences of plagiarism will be clearly discussed before students engage in an inquiry.
The following strategies will be used to develop students’ understanding of ethics:
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Surveys and interviews
  • Model ethical behavior
  • Explore ethical standards
  • Explore ethical concerns
  • Inclusive practices
  • Foster positive relationships with others
  • Assist students in developing an understanding of ethical judgments
  • Assist students in understanding confidentiality standards

There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast-changing financial world.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills through a variety of activities in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues. Students will come to understand the social, environmental, and ethical implications of their own choices as consumers.  Strategies that will be used will include:
  • Community connections
  • Simulation
  • Problem Solving
  • Inquiry-based learning
  • Cross-curricular connections
  • Issue-based analysis
  • Critical literacy skills
  • Setting financial goals
  • Developing intra-personal skills

Literacy involves a range of critical-thinking skills and is essential for cross-curricular learning. It is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.  Students will be exposed to literacy skills relating to oral, written, and visual communication.  The following skills will be developed in this course:
  • Reading, interpreting, and analysing various texts, including diaries, letters, government legislation and policy documents, interviews, speeches, information from non-governmental organizations, news stories, and fiction and non-fiction books
  • Extracting information
  • Analysing various types of maps and digital representations, including charts, diagrams, pictures, etc.
  • Using appropriate and correct terminology, including that related to the concepts of disciplinary thinking
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Kinesthetic opportunities
  • Foster use of proper terminology
  • Inquiry and research skills
  • Help students to develop a language for literacy, inquiry and numeracy skills
  • Assist students with developing communication skills in areas of literacy, inquiry and numeracy

Central to successful education is the focus on experiential learning.  Planned learning experiences in the community, including job shadowing and job twinning, field trips, work experience, hands-on experiences and cooperative education, will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.  Planned learning experiences in this course will include:
  • Experiential Learning: Library visits, Guest Speaker, Role Playing, mock trials, writing anthology, author visits, writers reading, theatre workshops

As part of every course, students must be made aware that health and safety in the classroom are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times and communicate safety requirements to students.  Health and safety issues not usually associated with a particular course may be important when the learning involves field trips and field studies. Teachers will preview and plan these activities carefully to ensure students’ health and safety.

Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills.

Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and in preparation for their post-secondary studies. Students are expected to properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting. As plagiarism is a serious offence that can have significant consequences, Sophio Academy is committed to instilling the values of honesty and hard work within our students which involves the proper acknowledgement of other's ideas and work.
Apply Today

The post Families in Canada – HHS4U appeared first on Sophio Academy.

]]> https://www.sophio.ca/courses/hhs4u/feed/ 0 2916 International Business – BBB4M https://www.sophio.ca/courses/bbb4m/ Thu, 10 Oct 2019 08:03:50 +0000 https://www.sophio.ca/?post_type=avada_portfolio&p=2725 This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence...

The post International Business – BBB4M appeared first on Sophio Academy.

]]>

Course Description

This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for postsecondary programs in business, including international business, marketing, and management.

Course Code: BBB4M

Course Name: International Business

Department: Business

Hours: 110

Credit Value: 1.0

Pre-requisites: None

Curriculum Policy Documents: The Ontario Curriculum, Business Studies, Grades 11 & 12. English, 2006 (Revised)

Growing Success: Assessment, Evaluation, and Reporting in Ontario School. 2010.

Development Date: August 2019

Developed By: Jimmy Chia

Teacher’s Name: Jennifer Crozier

Apply Today

Overall Curriculum Expectations

  • OE1 demonstrate an understanding of terminology, concepts, and basic business communication practices related to international business.
  • OE2 analyse the impact of international business activity on Canada’s economy.
  • OE3 demonstrate an understanding of how international business and economic activities increase the interdependence of nations.

  • OE4 analyse ways in which Canadian businesses have been affected by globalization.
  • OE5  demonstrate an understanding of the factors that influence a country’s ability to participate in international business.
  • OE6 assess the effects of current trends in global business activity and economic conditions.

  • OE7 analyse the ways in which cultural factors influence international business methods and operations.
  • OE8 assess the ways in which political, economic, and geographic factors influence international business methods and operations.
  • OE9 identify and describe common mistakes made by businesses in international markets.
  • OE10 evaluate the factors currently affecting the international competitiveness of Canadian businesses.

  • OE11 assess the challenges facing a business that wants to market a product internationally.
  • OE12 compare the approaches taken by various companies to market their products internationally.
  • OE13 demonstrate an understanding of the logistics of, and challenges associated with, distribution to local, national, and international markets.

  • OE14 analyse the ways in which ethical considerations affect international business decisions.
  • OE15 assess the working environment in international markets.
  • OE16 demonstrate an understanding of the process for crossing international borders as it relates to international business.
Apply Today

Course Content

Unit Unit Title Approx. Duration
Unit 1 Business Trade and Economy 24 hours
Unit 2 Global Environment for Business 24 hours
Unit 3 Factors Influencing Success in International Markets 24 hours
Unit 4 Marketing Challenges and Approaches, and Distribution 15 hours
Unit 5 Working in International Markets 12 hours
Unit 6 Culminating Activities (ISU and Final Exam) 11 hours
TOTAL 110 hours

Unit Description

In this unit, students will be looking at international business from a historical perspective.  Also, through case studies, students will come to understand the advantages and disadvantages of international trade.  Students will also look at the barriers that businesses must overcome in order to conduct trade successfully.  Additionally, we will look at the importance of international business for Canada and also how Canadians can prepare for the international marketplace.  We need to be thinking about how we can achieve competitive advantage and be looking at how we can maintain a high level of productivity and quality.

In this unit, we first look at the constant of change in business and how business can maintain an edge in the continually changing marketplace.   Then, we will be looking at the major international organizations that facilitate and regulate international trade in various ways, indirectly and directly.  Finally, the students will be studying the trends and opportunities that factor into how business must engage the marketplace.

In this unit, we look at the various factors that come into play when conducting business on an international level.  First, we will be look at cases that teaches us about avoiding common mistakes and problems.  We will try to understand the varied nature of the international marketplace with regards to culture and business practices.  Finally, the political and economic factors has a strong affect on businesses and we will learn about what the political and economic climate could mean to international businesses.

In this unit, we will be looking at marketing strategies and challenges.  We look in particular at how doing business internationally affects the we way companies must market themselves and their products.  Then, students will understand the challenges of logistics and distribution when conducting business at a global level.

In this final unit, we will strive to understand that despite the inherent goal of making a profit in business, we have priorities that stand above this goal.  Students will need to understand the ethics of doing business at a global level and in Canada.  Students will also learn about and acquire a sense of social responsibility when conducting business in general.

Students will submit the summative in this unit.  They were given the summative at the beginning of the term.  They will have completed their international business portfolio for their chosen country with all parts completed.  Students will also do their final exam that covers the entire course.

Teaching/Learning Strategies

  • Research project
  • Independent study
  • Oral Presentations
  • Debate
  • Case summary
  • Presentation
  • Graphic Organizers
  • Computer-Mediated Instruction
  • Lectures
  • Discussions
  • Reading
  • Pair Work
  • Role Play
  • Brainstorming
  • Group work

Unit Organization

Apply Today

Assessment Strategies

For Learning As Learning Of Learning
  • Diagnostic assessment
  • Debate
  • Classroom discussion
  • Role play
  • Reading aloud
  • Researching
  • Classroom discussion
  • Debate
  • Unit test
  • Research paper
  • Group Project
  • Presentations
  • Role play
  • Debate

Evaluation Strategies

Evaluation focuses on student’s achievement of the overall Expectations. Evaluation is basically collected from; observations, conversations, and student products.

Student Products include: tests, exams, rich performance tasks, projects, presentations and /or essays. Students submitting assignments that involved group work will be evaluated individually.

Before making a decision about a student’s final grade, the teacher will consider all the collected evidence of student products. The teacher will also consider that some evidence carries more weight than other evidence.

Achievement Level Percentage Mark Range
4+ 95-100
4 87-94
4- 80-86
3+ 77-79
3 73-76
3- 70-72
Achievement Level Percentage Mark Range
2+ 67-69
2 63-66
2- 60-62
1+ 57-59
1 53-56
1- 50-52

The final grade will be determines as follows:

  • 70% Seventy percent of the grade will be based on evaluation conducted throughout the course.
  • 30% Thirty per cent of the grade will be based on a final evaluation and the summative administered at or towards the end of the course.

Evaluation/Assessment Plan

Unit Unit Title Approx. Duration KICA % Application
Unit 1 Business Trade and Economy 24 hours 25/25/25/25
Unit 2 Global Environment for Business 24 hours 25/25/25/25
Unit 3 Factors Influencing Success in International Markets 24 hours 25/25/25/25
Unit 4 Marketing Challenges and Approaches, and Distribution 15 hours 25/25/25/25
Unit 5 Working in International Markets 12 hours 25/25/25/25
Unit 6 Culminating Activities (ISU and Final Exam) 11 hours 25/25/25/25
   TOTAL   110 hours

Resources

Shultz, M. David Notman and Ruth Hernder. (2003). International Business, Canada and Global Trade Nelson Canada.

Program Planning Considerations

This course will include a variety of instructional strategies to help students become independent, strategic and successful learners.  The key to student success is effective, accessible instruction in order to empower students to become lifelong learners. Students will be required to identify the main concepts and skills of the course, consider the context in which they will apply their learning and work toward meeting the stated learning goals.
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning. It is the student's responsibility to make the most of each learning opportunity provided and grow in their understanding and application of learning skills and strategies that will ensure success in this course and in life beyond.

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations.  The teacher will adapt the instructional program in order to facilitate the success of these students in their classes.
Appropriate adaptations and strategies for this course will include:
  • Modelling of expectations
  • Reference to and use of online ESL and subject-specific and dictionaries
  • Concrete examples and materials whenever possible
  • Use of a variety of learning resources including visual material and cues, , graphic organizers and visual
  • Materials that reflect cultural diversity
  • Pre-writing strategies
  • Previewing course readings / texts

When at all possible, this course will include opportunities to integrate environmental education into the material studied, encouraging the students to explore a range of environmental concerns using issue-based analysis and some of the following strategies:
  • Community Connections
  • Environmental Perspective
  • Simulation
  • Problem Solving
  • Surveys
  • Co-operative Learning
  • Inquiry-based learning
  • Cross-curricular connections
When appropriate, the students will have opportunities to analyse the environmental impact of the concepts being studied, such as the impact of Canadian and international political policies, Canadian and international laws, cultural and social differences, human rights legislation and the protection and stewardship of the Earth.

Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Antidiscrimination education encourages all students to:
  • think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active responsible citizenship.
  • work to high standards, as it affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image.
  • value and show respect for diversity.
The course content will use the following strategies to help create a healthy learning environment for all students.
  • Developing a learning environment where all students feel safe
  • Promotion of diversity and inclusivity in the classroom
  • Getting students involved within their school community
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussion
  • Case Study analysis

Classes taught within the Ontario curriculum seek to create an atmosphere of equity and inclusion based on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society.
The Ontario curriculum entrusts educators to create an environment based on the principles of inclusive education, where all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected.
During this course, the teacher will give students a variety of opportunities to learn about diversity and diverse perspectives.

Teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.  The teacher will support and encourage students to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, advancements, and global events.
During this course the teacher will provide support and oversight to students throughout the inquiry process, ensuring that students engaged in inquiry-based activities are aware of potential ethical concerns and address them in a respectful manner. If students are conducting surveys and/or interviews, teachers will supervise student activities to ensure that they respect the dignity, privacy, and confidentiality of their participants.
The teacher will thoroughly address the issue of plagiarism with students.  Students will be reminded of the ethical issues surrounding plagiarism, and the consequences of plagiarism will be clearly discussed before students engage in an inquiry.
The following strategies will be used to develop students’ understanding of ethics:
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Surveys and interviews
  • Model ethical behavior
  • Explore ethical standards
  • Explore ethical concerns
  • Inclusive practices
  • Foster positive relationships with others
  • Assist students in developing an understanding of ethical judgments
  • Assist students in understanding confidentiality standards

There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast-changing financial world.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills through a variety of activities in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues. Students will come to understand the social, environmental, and ethical implications of their own choices as consumers.  Strategies that will be used will include:
  • Community connections
  • Simulation
  • Problem Solving
  • Inquiry-based learning
  • Cross-curricular connections
  • Issue-based analysis
  • Critical literacy skills
  • Setting financial goals
  • Developing intra-personal skills

Literacy involves a range of critical-thinking skills and is essential for cross-curricular learning. It is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.  Students will be exposed to literacy skills relating to oral, written, and visual communication.  The following skills will be developed in this course:
  • Reading, interpreting, and analysing various texts, including diaries, letters, government legislation and policy documents, interviews, speeches, information from non-governmental organizations, news stories, and fiction and non-fiction books
  • Extracting information
  • Analysing various types of maps and digital representations, including charts, diagrams, pictures, etc.
  • Using appropriate and correct terminology, including that related to the concepts of disciplinary thinking
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Kinesthetic opportunities
  • Foster use of proper terminology
  • Inquiry and research skills
  • Help students to develop a language for literacy, inquiry and numeracy skills
  • Assist students with developing communication skills in areas of literacy, inquiry and numeracy

Central to successful education is the focus on experiential learning.  Planned learning experiences in the community, including job shadowing and job twinning, field trips, work experience, hands-on experiences and cooperative education, will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.  Planned learning experiences in this course will include:
  • Experiential Learning: Library visits, Guest Speaker, Role Playing, mock trials, writing anthology, author visits, writers reading, theatre workshops

As part of every course, students must be made aware that health and safety in the classroom are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times and communicate safety requirements to students.  Health and safety issues not usually associated with a particular course may be important when the learning involves field trips and field studies. Teachers will preview and plan these activities carefully to ensure students’ health and safety.

Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills.

Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and in preparation for their post-secondary studies. Students are expected to properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting. As plagiarism is a serious offence that can have significant consequences, Sophio Academy is committed to instilling the values of honesty and hard work within our students which involves the proper acknowledgement of other's ideas and work.
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