About the course
This course explores issues and challenges facing the Canadian economy as well as the implications of various responses to them. Students will explore the economic role of firms, workers and government as well as their own role as individual consumers and contributors, and how all of these roles affect stability and change in the Canadian economy. Students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic issues and decisions at the individual, regional, and national level.
The Individual and the Economy
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
Canadian History since World War I, Grade 10, Academic (CHC2D)
Course Code
Department Head & Contact Information
CIE3M
Ravi Sharma (ravi@mylearningoasis.com)
Course Type
University/College
Grade Level
Grade 11
Course Development Date
June 10th, 2021
Course Outline
Introduction to Economics
In this unit, students will explore the importance of the study of economics.This will scaffold the discussion to begin exploring issues in Canada that can be addressed by economic inquiry and economic thinking. Students will investigate various models that can be used in decision making and apply them to the concept of scarcity and choice. Students will explore the role that government and political entities play in making economic decisions about Canada and the world as a whole.
Estimated Hours of Instructions: 20 hours
The Canadian Labour Market
In this unit, students will evaluate the typical market systems and draw parallels with the Canadian system. They will look at organized and unorganized workers in Canada and their pros and cons towards the success of an industry. Students will also look at employment patterns and trends, and the typical causes of economic inequality and draw parallels with Canada. They will explore and develop transferable skills and continue to develop. Students will engage in discussions about current affairs in economics and the labour sector.
Estimated Hours of Instructions: 24 hours
Financial Management and Business Organization
In this unit students will make connections to their personal financial decision-making and their knowledge of economic decision making discussed in the course so far. They will delve into “cost-benefit” analyses and how that can be incorporated into their personal financial management schema.
Estimated Hours of Instructions: 24 hours
Economic Stability in Canada
In this unit, students will look at the impact that the role of the Canadian government has on producers and consumers in the Canadian context. They will explore how the Canadian governmental laws affect the economy and explain the roles, perspectives, and influence of the various economic citizens in Canada.
Estimated Hours of Instructions: 22 hours
Canada and the Global Economy
In this unit, students will explore the impact that scarcity and sustainability can have on any economy then draw parallels with the Canadian economy in particular. Certain decisions have trade-offs. In this unit students will explore those trade-offs when making the individual or governments make decisions in the context of economics. Students will make connections between what they have learnt thus far as apply it to globalization, international trade, and the Canadian economy.
Estimated Hours of Instructions: 18 hours
Exam
This is a proctored exam worth 30% of your final grade.
Estimated Hours of Instructions: 2 hours
Total 110 hours
Resources
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 economic issues in Canada
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 analyse the relationship between scarcity and choice and how these considerations affect economic decision making
B2 apply economic models to analyse economic choices and issues affecting Canada and Canadians
B3 analyse how different political and economic systems and entities, including governments in Canada, make economic decisions
B4 demonstrate an understanding of key considerations related to personal financial planning, and use economic data to analyse the costs and benefits of personal financial decisions
C . Economic Challenges and Responses
C1 analyse how various factors, including the practices of different stakeholders, affect markets and the value of goods
C2 explain the main roles, practices, and concerns of workers, both organized and unorganized, in Canada
C3 analyse patterns and trends related to employment and unemployment in Canada, their causes, and their impact on individuals and society
C4 analyse causes and measures of, as well as responses to, economic inequality in Canada
D. Interrelationships among Economic Citizens
D1 analyse ways in which producers and consumers participate in the Canadian economy and some ways in which governments affect this participation
D2 analyse various ways in which governments in Canada intervene in the economy as well as factors that influence this intervention
D3 explain the roles, perspectives, and influence of various economic citizens in Canada
E. Economic Interdependence
E1 analyse competing perspectives on scarcity and sustainability in Canada and assess their significance
E2 explain the criteria that governments and firms in Canada use to weigh trade-offs and make economic choices
E3 assess the impact of globalization, including international trade and investment, on the Canadian economy
Special Accommodations
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.
Teaching/Learning Strategy
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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