Page 11 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

THE IMPORTANCE OF THE CANADIAN AND WORLD STUDIES CURRICULUM
In Canadian and world studies, students develop skills, knowledge and understanding, and attitudes that will serve them both inside and outside the classroom, including in the world of work and as responsible citizens in the various communities to which they belong. The focus of teaching and learning in the Canadian and world studies curriculum is the development of ways of thinking and of transferable skills that students need in order
to acquire and apply knowledge and understanding. Students apply these concepts of thinking and skills in a variety of contexts to examine information critically; to assess
the significance of events, developments, and processes; to develop an understanding
of and respect for different points of view; to reach supportable conclusions; and to propose solutions to, and courses of actions to address, real problems.
Citizenship Education in the Canadian and World Studies Curriculum The responsible, active citizen participates in the community for the common good. Citizenship education provides “ways in which young people are prepared and consequently ready and able to undertake their roles as citizens”.
Julian Fraillon and Wolfram Schulz, “Concept and Design of the International Civic and Citizenship Study” (2008)
Citizenship education is an important facet of students’ overall education. In every grade and course in the Grade 9 and 10 Canadian and world studies curriculum, and particularly in Civics and Citizenship in Grade 10, students are given opportunities to learn about what it means to be a responsible, active citizen in the community of the classroom and the diverse communities to which they belong within and outside the school. It is important for students to understand that they belong to many communities and that, ultimately, they are all citizens of the global community.
The diagram on page 10 presents a framework for citizenship education. In this figure:
• the outer circle lists the four main elements of citizenship education – active participation, identity, attributes, and structures – and describes each element;
• the second circle outlines ways in which students may develop the knowledge, skills, and attitudes associated with responsible citizenship. Teachers should ensure that students have opportunities to develop these attitudes, understandings, and practices as they work to achieve the expectations in the subjects that make up the Canadian and world studies curriculum (and those in other subjects as well);
• the innermost circle lists various terms and topics that are related to citizenship education. Teachers may focus on these terms/topics when making connections between citizenship education and expectations in the Canadian and world studies curriculum as well as those in other curriculum documents. In the figure, each term/topic in the innermost circle is connected to a specific element within the framework. However, it is important to note that, in practice, a term can be applied to more than one element – as the dotted lines imply – and that a number of terms may be woven together in a unit that incorporates citizenship education.
INTRODUCTION
9