Course Outline

Course Name: The Individual and the


Course Code: CIE3M 
Credit Value: 1 credit

Instructor: Mrs. Kirupa 


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


Curriculum Policy:


1.      The Ontario Curriculum, Grades 11 & 12: Canadian and World    Studies: 2015 (Revised)


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


Department: Canadian and World Studies



Course Description:


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 contribute to 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.


Overall Curriculum Expectations


Economic Inquiry and Skill Development:

A1. Economic Inquiry: use the economic inquiry process and the concepts of economic thinking when investigating current economic issues in Canada;

A2. Developing Transferable Skills: apply in everyday contexts skills developed through economic investigations, and identify various careers in which a background in economics might be an asset.


Fundamentals of Economics:

B1. Scarcity and Choice: analyse the relationship between scarcity and choice and how these considerations affect economic decision making

B2. Economic Models: apply economic models to analyse economic choices and issues affecting Canada and Canadians

B3. Political and Economic Systems: analyse how different political and economic systems and entities, including governments in Canada, make economic decisions

B4. Financial Planning: 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


Economic Challenges and Responses:

C1. Market Systems: analyse how various factors, including the practices of different stakeholders, affect markets and the value of goods

C2. Workers in Canada: explain the main roles, practices, and concerns of workers, both organized and unorganized, in Canada  

C3. Employment Patterns and Trends: analyse patterns and trends related to employment and unemployment in Canada, their causes, and their impact on individuals and society  

C4. Economic Inequality: analyse causes and measures of, as well as responses to, economic inequality in Canada


Interrelationships among Economic Citizens :

D1. Producers and Consumers: analyse ways in which producers and consumers participate in the Canadian economy and some ways in which governments affect this participation

D2. Government Intervention: analyse various ways in which governments in Canada intervene in the economy as well as factors that influence this intervention

D3. Economic Citizenship: explain the roles, perspectives, and influence of various economic citizens in Canada


Economic Interdependence:

E1. Perspectives on Scarcity and Sustainability: analyse competing perspectives on scarcity and sustainability in Canada and assess their significance

E2. Weighing Trade-offs, Making Choices: explain the criteria that governments and firms in Canada use to weigh trade-offs and make economic choices

E3. Economic Globalization: assess the impact of globalization, including international trade and investment, on the Canadian economy


Outline of Course Content:




Unit 1

Introduction to Economics

20 hours

Unit 2

Microeconomics (Price Determination in the Marketplace, Consumer Demand, Budgeting and Entrepreneurship)

40 hours

Unit 3


20 hours

Unit 4

Economic Stability and Stabilization


10 hours

Unit 5


10 hours


Final Project

Final Evaluation

10 hours



Teaching/Learning Strategies

Strategies will include (but not limited to):

·         Brainstorming                           

·         Graphic Organizers       

·         Interview           

·         Quizzes                                   

·         Oral Presentations                    

·         Role Play                                             

·         Peer Assessments                   

·         Case Studies                

·         Teacher-Student Conferencing    

·         Socratic teaching                      

·         Structured discussion                

·         YouTube                      

·         Self- Assessments                    

·         Peer Teaching              

·         Reflection/Journal Exercises     


Assessment and Evaluation

The tools highlighted in yellow will be used for the three different types of assessments:

Assessment as Learning

Assessment for Learning

Assessment of Learning

Student Product

·                     Journals/Letters/Emails (checklist)

·                     Self-Assessments

·                     Learning Logs (anecdotal)

·                     Entrance tickets

·                     Exit tickets


Student  Product

·                     Assignment

·                     Journals/Letters/Emails (checklist)

·                     Pre-tests (scale/rubric)

·                     Quizzes (scale/rubric)

·                     Rough drafts (rubric)

·                     Portfolios (rubric)

·                     Posters (rubric/scale)

·                     Graphic organizers (scale)

·                     Peer feedback (anecdotal)

·                     Reports (rubric)

·                     Essays (rubric)

·                     Webbing/Mapping (rubric/scale)

·                     Entrance ticket

·                     Vocabulary notebooks (anecdotal)

·                     Visual Thinking Networks (rubric)

Student  Product

·                     Assignment (checklist/rubric)

·                     Journals/Letters/Emails /Memos (checklist/rubric)

·                     Tests (scale/rubric)

·                     Posters (rubric/scale)

·                     Graphic organizers (scale)

·                     Reports (rubric)

·                     Case Studies (rubric)

·                     Essays (rubric)

·                     Visual Thinking Networks (rubric)

·                     Portfolio (rubric)

·                     Exam



·                     Whole class discussions (anecdotal)

·                     Self-proofreading (checklist)



·                     Class discussions (anecdotal)

·                     Debate (rubric)

·                     PowerPoint presentations (rubric)

·                     Performance  tasks (anecdotal)


·                     Debate (rubric)

·                     PowerPoint presentations (rubric)

·                     Performance  tasks (anecdotal/scale)


·                     Student teacher conferences (checklist)

·                     Small Group Discussions (checklist)

·                     Pair work (checklist)

·                     Debate (rubric)



·                     Student teacher conferences    


·                     Small group discussions   (checklist)

·                     Pair work (anecdotal)

·                     Peer-feedback (anecdotal)

·                     Peer-editing (anecdotal)

·                     Oral pre-tests (scale/rubric)

·                     Oral quizzes (scale/rubric)


·                     Student teacher conferences (checklist)

·                     Question and Answer Session (checklist)

·                     Oral tests (scale/rubric)

·                     Oral presentation (scale/rubric)

·                     Debate (rubric)


The Final Grade:    


Percentage of Final Mark

Categories of Mark Breakdown


Assessment of Learning Tasks Throughout the Term


Final Project

Final Exam

The balance of the weighting of the categories of the achievement chart throughout the course is:


Knowledge:               25%                                         Communication: 15%

Thinking/Inquiry:         25%                                        Application:         25%

                                                                            Participation       10%


Late Assignment/Make-up Policy

Assignments must be submitted at the beginning of class on the due date. If the student cannot be in class due to a predetermined event the assignment must be submitted before the due date. An extension may be granted to the student, at the teacher’s discretion.

Program Planning Considerations



Introduction of new vocabulary:

·         definition and pronunciation of the new word

·         examples of using the word in context

·         use of visual cues to help identify the word and it’s meaning in context

·         students create their own sentence using the new word

·         students have access to Chinese/English dictionaries


Additional Study Time:

·         students attend a mandatory review (3:30-4pm), for one week prior to all unit tests




·         Extra time may be given to complete an assignment or test

·         One-on-one consultation and assistance with the Spec. Ed. Department

·         Personalized Education plans that cater to our students specific academic and social needs

·         Consultation with parents, in order to improve their studies at home and to create a team-based learning atmosphere




·         Students are encouraged to use laptops as a word processor during class time

·         Multimedia, databases, websites and digital cameras may be used depending on the scope of the course

·         Students are required to use the internet for developing effective research skills and are encouraged to use PPT, Prezi and projectors in the delivery of their formative assessments

·         Access to the library’s media devices will be provided for daily class work and unit assignments

The Environment

Students are encouraged to think about fairness, equity, social justive and citizenship in global society. The opportunity is presented to explore environmental issues and support the development of environmental literacy. Students acquire knowledge, skills and perspectives that foster understanding of their fundamental connections to each other, to the world around them and to all living things.

Financial Literacy

Students have the opportunity to improve their financial literacy in order to have the knowledge and skills needed in the real world.