Academy of Distance Education


Grade 10 Civics Course Outline



School Name: Academy of Distance Education

Department: Department of Canadian and World Studies


Curriculum Policy Document: The Ontario Curriculum Grades 9 and 10, “Canadian and

World Studies” , (Revised), 2005.


Course Developer: Department of Canadian & World Studies

Course Development Date: April 2011


Course Title: Civics


Course Type: Open



Course Level: Grade 10


Course Code: CHV20



Credit Value: 0.5


Duration: 55 hours


Perquisite:                      None











Course Origin

This Course was developed by the Academy of Distance Education’s department of  Canadian and World Studies using the document, “The Ontario Curriculum Grades 9 and 10, Civics, (Revised), 2005.


Course Rationale/Description

This course explores what it means to be an informed, participating citizen in a democratic society. Students will learn about the elements of democracy in local, national, and global contexts, about political reactions to social change, and about political decision-making processes in Canada. They will explore their own and others’ ideas about civics questions and learn how to think critically about public issues and react responsibly to them.






The units of study for this course are made up of three interconnected curricular strands;informed Citizenship, Purposeful Citizenship,  and Active Citizenship.

Strand 1:                                               Informed Citizenship

Overall Expectations

By the end of this course, students will:
  • demonstrate an understanding of the need for democratic decision making;
  • explain the legal rights and responsibilities associated with Canadian citizenship;
  • describe the main structures and functions of municipal, provincial, and federal governments in Canada;
  • explain what it means to be a “global citizen” and why it is important to be one. .


Strand 2:                                              Purposeful Citizenship 
Overall Expectations
By the end of this course, students will:
  • demonstrate an understanding of the beliefs and values underlying democratic citizenship and explain how they guide citizens’ actions;
  • describe the diversity of beliefs and values of various individuals and groups in Canadian society;
  • analyse responses, at the local, national, and international levels, to civic issues that involve multiple perspectives and differing civic purposes.
Strand 3:                                                  Active Citizenship 
Overall Expectations
By the end of this course, students will: 

• apply appropriate inquiry skills to the research of questions and issues of civic importance;
• demonstrate an understanding of the various ways in which decisions are made and conflicts
resolved in matters of civic importance, and the various ways in which individual citizens
participate in these processes.


Course Content

The units of study for this course are made up of three interconnected curricular strands;informed Citizenship, Purposeful Citizenship, and Active Citizenship:

Unit 1

The Individual as Citizen

21 hours

Unit 2

The Citizen at the Provincial and National Level

10 hours

Unit 3

The Global Citizen

12 hours

Unit 4

The Active Citizen

12 hours

Total Hours 55 hours


Teaching and Learning Strategies and Tools

Teaching/Learning Strategies:


Teaching strategies that will be used extensively in this course will be frequent use of the apparatus of Canadian Government archives and the collections that are readily available in the national capital Region’s offices. The location of the school in the neighbourhood of the Canadian capital will particularly make offering this course of special interest and intellectual inspiration for the students of the Academy of Distance Education as the national Capital is where the headquarters of the school is. Students will be assessed partly on assignments to visit the government offices, heritage centres, parliament hill, museums and other destinations pertinent to the course requirements and analyse relevant topics at the different sites.  It is also a convenience for residents elsewhere as the school can easily tape events as they unfold and will then deliver to them electronically by the different means available.. Visits to the parliament hill and the office of the local MP, John Baird, will be part of the schedule as will be visits to museums and archives of Canadian governance over the centuries. Among others, the following will be the pool to select different strategies at different times pursuant to the need at the time of delivery whether practically going to the locations or using synchronous or asynchronous means to deliver to students anywhere in Ontario:


  • Lectures/handouts/note taking
  • Case Studies
  • Brainstorming
  • Worksheets
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Demonstrations/ Presentations
  • Guest speakers
  • Portfolio
  • Educational field trips/workshops
  • Small/large group discussions
  • Multimedia presentations
  • Role playing/skits
  • Jigsaw/expert groups

Teaching/Learning Tools:

  • Overhead projector, screen, and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles


Assessment & Evaluation

Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.


Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course.  Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Formative assessment is the one regularly and most often used as well. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories.


Assessment Methods: The means or strategies through which student learning may be assessed are divided into three types; written, spoken, or hands-on activities. In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts).


Assessment Strategies: The process used to assess student learning and/or product used to demonstrate student learning (e.g. journal). Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes
  • Assignments
  • Research Projects/Reports
  • Case Studies/Scenarios
  • Graphic Organizers
  • Multimedia Presentations
  • Reflection Journals
  • Skits/Role Playing
  • Interviews/Conferences
  • Examinations
  • Pen pal writing


In the 2010/201 academic year, all assessments will be based on the newly introduced ministry of education documents: “Education Policy and Program Update April 2010” ; “ Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010” the “ Ontario Student Record, 2010”;  the  “ Ontario Student transcript, 2010” and a host of other documents including many Policy/Program memoranda




Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics  (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,


Course Evaluation

In this course, two parts make up the evaluation of student achievement through the different assessment strategies mentioned above.

a)      The term work accounts for 70% of the overall grade for the course. Assessments for this portion are spread throughout the course and will terminate approximately 3-4 weeks before the end of the study term.

b)      The final evaluation will account for 30% of the overall grade for the course.  It is a comprehensive assessment that will commence within approximately the last 3-4 weeks of the study term. It will be in the form of a final examination encompassing the concepts and skills taught throughout the year with emphasis on the latter portions of the course.


Term Work = 70%

Unit 1: The Individual as Citizen

Tests                            4.0%

Quizzes                       4.0%

Assignments                8.0%

Presentations               4.0%

Total:                          20%


Unit 2: The Citizen at the Provincial and National Level

Tests                            4.0%

Quizzes                       2.0%

Assignments                6.0%

Presentations               4.0%

Total:                          16%


Unit 3: The Global Citizen

Tests                            4.0%

Quizzes                       2.0%

Assignments                8.0%

Presentations               4.0%

Total:                          17%


Unit 4: The Active Citizen

Tests                            4.0%

Quizzes                       2.0%

Assignments                8.0%

Presentations               3.0%

Total:                          17%




Final Evaluation   = 30%


Final Examination 10%

Performance task 20%


Final Grade = Term Work + Final Evaluation = 70% + 30% = 100%



Main Resources

  1. Online teacher resources
  2. Ottawa Public Libraries
  3. Carleton University & Ottawa University
  4. Internet related sites, software, animations, videos tapes
  5. Qur’aan Lab & Computer Lab