Canadian and World Studies

“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)

“Economic problems are an ever-present and inherent part of our lives: the existence of high 3 levels of unemployment, global competition in world markets, arguments about the wisdom of free trade agreements, the merits of alternative pollution control policies, and the Bank of Canada’s forceful endeavours to restrain inflation. While many issues are fundamentally economic in nature, there are many other social, political and environmental problems that have important economic consequences. … Economics is our attempt to analyze and understand these and many other problems.”

-Queen’s University Economics Department, Why Study Economics?

“Our daily lives are interwoven with geography. Each of us lives in a unique place and in constant interaction with our surroundings. Geographic knowledge and skills are essential for us to understand the activities and patterns of our lives and the lives of others. “

-Gilbert M. Grosvenor Center for Geographic Education, Why Geography Is Important (2007)

“Competent historical thinkers understand both the vast differences that separate us from our ancestors and the ties that bind us to them; they can analyze historical artifacts and documents, which can give them some of the best understandings of times gone by; they can assess the validity and relevance of historical accounts, when they are used to support entry into a war, voting for a candidate, or any of the myriad decisions knowledgeable citizens in a democracy must make. All this requires “knowing the facts”, but “knowing the facts” is not enough. Historical thinking does not replace historical knowledge: the two are related and interdependent.”

-Peter Seixas, Scaling Up the Benchmarks of Historical Thinking (2008)

“Injustice anywhere is a threat to justice everywhere.”

-Martin Luther King Jr

“The global project of the twenty-first century is political: to engage citizens in and out of government … in responding to [serious global] challenges.… We need a way of understanding politics that embraces citizens both inside and outside of government since each have work that only they can do.”

-Harold H. Saunders, Politics Is About Relationship: A Blueprint for the Citizen’s Century (2005)

Welcome to the Canadian and World Studies department at BRAA which, to most students, ‘translates’ to courses in Geography, History, Law, Politics and Economics. The Ministry of Education has set out a vision and a set of goals for the Canadian and World Studies courses.

The Vision
The Canadian and World Studies programs will enable students to become responsible, active citizens within the diverse communities to which they belong. As well as becoming critically thoughtful and informed citizens who value an inclusive society, students will gain the skills they need to solve problems and communicate ideas and decisions about significant developments, events, and issues.

Tools and Strategies to Help Achieve the Vision of the Program
The following tools and strategies have been incorporated into the curriculum to help students achieve the vision for learning in the Canadian and World Studies curriculum:

  • The citizenship education framework
  • The concepts of disciplinary thinking
  • The inquiry process
  • Big ideas
  • Framing questions
  • Spatial skills

Our Goals
In Canadian and World Studies, students realize the vision for the program as they.

  • Develop the ability to use the “concepts of disciplinary thinking” to investigate issues, events, and developments;
  • Develop the ability to determine and apply appropriate criteria to evaluate information and evidence and to make judgements;
  • Develop skills and personal attributes that are needed for discipline-specific inquiry and that can be transferred to other areas in life;
  • Build collaborative and cooperative working relationships;
  • Use appropriate technology as a tool to help them gather and analyse information, solve problems, and communicate.

Chris Thornborrow

B.Mus, M.Mus, D.M.A.
History Teacher
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Angela Watson

B.A.H., B.Ed., O.C.T
Geography Teacher
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Nupi Gokhale

B.A.H, B.Ed, M.Ed, OCT
History Teacher
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