About the course
This course examines current Canadian and international economic issues, developments,policies, and practices from diverse perspectives. Students will explore the decisions that individuals and institutions, including governments, make in response to economic issues such as globalization, trade agreements, economic inequalities, regulation, and public spending. Students will apply the concepts of economic thinking and the economic inquiry process, as well as economic models and theories, to investigate, and develop informed opinions about economic trade-offs, growth, and sustainability and related economic issues.
Analyzing Current Economic Issues
My Learning Oasis
Any university or university/college preparation course in Canadian and world studies, English, or
social sciences and humanities
Department Head & Contact Information
Viswanath Sharma (firstname.lastname@example.org)
Course Development Date
June 10th, 2021
Fundamentals of Economics
In this unit students will explore ‘Scarcity and Choice’ and the significance of the concept of scarcity and how it influences economic choices and decisions of various economic stakeholders. They will also look at ‘Supply and Demand’ and relevant models, including how to apply these models, and of factors that affect supply and demand. Students will also explore ‘Stability and Variability’- basically, “What factors tend to contribute to economic change and stability?” They will also delve into ‘Growth and Sustainability’ and will analyze aspects of economic growth/development, including its costs, benefits, and sustainability. They will then look at ‘Economic Thought and Decision Making’ and analyze how economic and political ideas and various sociocultural factors affect economic decision making.
Expected Hours of Instruction: 27 Hours
Firms, Markets, and Economic Stakeholders
In this unit, the student will explore “The Firm and Market Structures” and will look at markets and theories of the firm; “Economic Trade- Offs and Decisions” and analyze economic trade-offs from the perspective of different stakeholders, including those in different countries, and how trade-offs influence economic decisions; “The Role of Government in Redressing Imbalance” and inquire about the ways in which governments, both in Canada and internationally, intervene in the economy to help address social needs and economic imbalances.
Expected Hours of Instruction: 27 Hours
In this unit, students will explore “Macroeconomic Models and Measures”. They will look at various macroeconomic models and measures, including indicators used to measure economic inequalities, and assess their usefulness. They will delve into “ Fiscal Policy” and investigate how it is shaped and its impact. This unit concludes with a look at “Monetary Policy” and analyses its various aspects in Canada and their impact on the economy.
Expected Hours of Instruction: 27 Hours
Global Interdependence and Inequalities
In this unit students will study “Theories and Models of International Trade”. They will analyze various theories, models, and issues relating to international trade. Students will also delve into “International Economic Developments” and analyze the impact of some key international economic events and developments as well as various responses to them. This unit concludes with a look at “International Economic Power and Inequality”. Students will explore the main causes and effects of global economic disparities and assess the effectiveness of responses to these disparities
Expected Hours of Instruction: 27 Hours
This is a proctored exam worth 30% of your final grade.
Expected Hours of Instruction: 2 Hours
Total: 110 Hours
Note: This course does not require or rely on any textbook.
● Every student needs access to an electronic device to communicate with their teacher
● All class notes and assignments will be provided by teachers.
Overall Curriculum Expectations
A. Economic Inquiry and Skill Development
A1: use the economic inquiry process and the concepts of economic thinking when investigating current Canadian and international economic issues
A2: apply in everyday contexts skills developed through economic investigation, and identify various careers in which a background in economics might be an asset
B. Fundamentals of Economics
B1: demonstrate an understanding of the significance of the concept of scarcity and how it influences economic choices and decisions of various economic stakeholders
B2: demonstrate an understanding of supply and demand models, including how to apply these models, and of factors that affect supply and demand
B3: analyze aspects of economic growth/development, including its costs, benefits, and sustainability
B4: analyze how economic and political ideas and various sociocultural factors affect economic decision making
C. Firms, Markets, and Economic Stakeholders
C1: demonstrate an understanding of markets and theories of the firm
C2: analyze economic trade-offs from the perspective of different stakeholders, including those in different countries, and how trade-offs influence economic decisions
C3: explain ways in which governments, both in Canada and internationally, intervene in the economy to help address social needs and economic imbalances
D1: demonstrate an understanding of various macroeconomic models and measures, including indicators used to measure economic inequalities, and assess their usefulness
D2: demonstrate an understanding of fiscal policy in Canada, including how it is shaped and its impact
D3: analyze various aspects of monetary policy in Canada and their impact on the economy.
E. Global Interdependence and Inequalities
E1: analyze various theories, models, and issues relating to international trade
E2: analyze the impact of some key international economic events and developments as well as various responses to them
E3: explain the main causes and effects of global economic disparities and assess the effectiveness of responses to these disparities
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*).
It is likely that IEP for may or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples). For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Canadian and World Studies, 2015; Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other.
Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other. This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group.
The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members. This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself. Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations.
At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution. Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course
Final Exam 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%
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