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COURSE OUTLINE

Course Title: Canadian History Since World War I
Course Code: CHC2P
Grade: 10
Course Type: Applied
Credit Value: 1.0
Prerequisite: None
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 9 and 10, 2005, revised
Department: Canadian and World Studies
Course Developer: Mr. Ken Turner
Development Date: Winter 2008
Course Revised by: -
Revision Date: -

Course Description:

This course explores some of the pivotal events and experiences that have influenced the development of Canada's identity as a nation from World War I to the present. By examining how the country has responded to economic, social, and technological changes and how individuals and groups have contributed to Canadian culture and society during this period, students will develop their ability to make connections between historical and current events. Students will have opportunities to formulate questions, locate information, develop informed opinions, and present ideas about the central issues and events of the period.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	The Roaring Twenties, The Great Depression and WW II Our course begins in the 1920’s with a study of the rapid changes heralded in by this decade. The social issue of prohibition will be studied as well as Canada’s economic improvements and the foreign investments in our nation. Students will develop a good understanding of what life was like in the 1920’s before moving onto developing a basic understanding of the business cycle. This work will lay the foundation for understanding the stock market crash of 1929. Ultimately life in the 1930’s was a very difficult time in Canadian history. Students will examine how people managed (or not) in the Great Depression, what the government did to help (or not) and which political parties arose as a result. Turning our attention to the broader world stage, Germany’s instability and the rise of Adolph Hitler will capture students’ attention. Events like Normandy, D-Day, the Battle of the Atlantic and the Liberation of Europe will steer this study of WWII until we finish the unit with an investigation of the horrific holocaust.	19 hours
Unit 2	Canada - A Global Nation (1945-1967) Following WWII Canada experienced a period of real prosperity which is where this unit begins. The influence of the United States on all aspects of Canadian life will form the second significant topic in this unit. Canadian culture and what that is including the teen culture and counter culture of this time period will interest students. A case study of the Avro Arrow will be a fascinating look at colourful Canadian stories. With the arrival of our new flag and Expo ’67 Canada was becoming a nation unto itself. A study of the Cold War and Canada’s role as peacekeeper world wide will round out this unit.	32 hours
Unit 3	A Time of Rapid Change (1967-1983) The first half of this unit will delve into the tenure of Canada’s Prime Minister Pierre Elliot Trudeau and his vision of our nation as a “Just Society”. The second half of the unit will look at the Challenge of Quebec beginning with the October Crisis and the invocation of the War Measures Act. Students will think about the crisis of terrorism in the 21st century as it relates to these former events. We will trace the rise of the Parti Quebecois and the implementation of new language laws. The unit ends with a defining moment in Canadian history when our constitution was repatriated.	32 hours
Unit 4	Towards the Dawn of a New Millenium As the final unit moves us into the present day we begin in the first half with controversial pieces of legislation as we made our way as a nation including: Free Trade, Meech Lake, NAFTA and the Quebec Referendum. The second half of the unit examines our peacekeeping missions, some positive and some not, the effects on Canada and our relationship with the United States as a result of 9/11, the War in Iraq and the War in Afghanistan. The unit and course end with a search for what it means to be Canadian.	25 hours
	Final Evaluation The final assessment task is comprised of two parts: a project that is worth 15% of the final mark and a final exam which is worth 15% of the final mark. In the final project students will construct a comparison between Canada and another country and examine social, technological and economic changes that have shaped the two nations as well as compare two significant historical figures from each nation that have had a powerful impact on shaping their respective countries.	2 hours
	Total	110 hours

Teaching / Learning Strategies:

A wide range of teaching and learning strategies are employed including inductive reasoning exercises, reading text and articles, answering questions, completing graphic organizers, research and reporting, essay writing, research skills, interpreting data from tables, graphs, graphing, predicting, pursuing case studies, picture studies, test writing, creating power point presentations and finding and posting resources analyzing primary documents, critical analysis of arguments, comparing and contrasting opinions expressed in writing. In fact, the skills of history are taught and measured as seriously as the content of history throughout this course.

Since the over-riding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Interpreting News Articles	Independent Research	Directed Reading Activities
Visuals	Direct Instruction	Writing to Learn
Independent Study	Writing Processes	Multimedia Productions
Newspaper Writing Simulations	Interpreting Pictures	Analyzing Immigrant Accounts
Scenario Writing	Chart Analysis	Expressing Points of View
Interviews	Guided Internet Research	Guided Writing
Historical Dilemma Analysis	Independent Reading	Terms
Writing to Learn	Media Analysis	Research Projects
Brainstorming	Map Analysis	Analysis of Symbols
Case Studies	Role Playing	Issue Based Analysis
Primary Document Analysis	Investigations

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

Strategy	Purpose	Who	Assessment Tool
Discussion Postings	Diagnostic	Teacher	Anecdotal records
News Report	Assessment	Peer/teacher	Anecdotal records
Creative Scenario Writing	Assessment	Self/peer/teacher	Anecdotal records
Internet Research - Multimedia Presentation	Assessment	Peer/teacher	Rating scale
Research Project	Assessment	Peer/Teacher	Anecdotal records
Creative Writing	Assessment	Teacher	Checklist
Issue Based Analysis	Assessment	Teacher	Checklist
Simulation	Assessment	Teacher	Anecdotal records
Interpreting Primary Documents	Assessment	Teacher	Marking scheme
Interpreting Pictures	Evaluation	Teacher	Rating scale
Immigrant Account Analysis	Evaluation	Teacher	Rating Scale
Research	Evaluation	Teacher	Anecdotal records
Data Analysis	Evaluation	Teacher	Marking scheme
Article Analysis	Evaluation	Teacher	Anecdotal records
Creative Writing - Dilemma Alternatives	Evaluation	Teacher	Anecdotal records
Research Paper	Evaluation	Teacher	Rubric
Terms	Evaluation	Teacher	Marking scheme
Analyzing Documents	Evaluation	Teacher	Marking scheme
Investigations	Evaluation	Teacher	Marking scheme
Unit Tests	Evaluation	Teacher	Checklist
Final Exam	Evaluation	Teacher	Checklist / Marking Scheme

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

Overall Expectations - CHC2P

Communities: Local, National, and Global
Overall Expectations
CLN.01	describe some of the major local, national, and global forces and events that have influenced Canada’s policies and Canadian identity since 1914;
CLN.02	explain the significance of some key individuals and events in the evolution of French- English relations in Canada since 1914;
CLN.03	evaluate Canada’s participation in war and contributions to peacekeeping and security.
Change and Continuity
Overall Expectations
CAC.01	explain some major ways in which Canada’s population has changed since 1914;
CAC.02	evaluate the impact of some technological developments on Canadians in different periods;
CAC.03	describe changes in Canada’s international status and its role in the world since 1914.
Citizenship and Heritage
Overall Expectations
CAN.01	describe the impact of significant social and political movements on Canadian society;
CAH.02	describe how individual Canadians have contributed to the development of Canada and its emerging sense of identity.
Social, Economic, and Political Structures
Overall Expectations
SEP.01	explain changing economic conditions and patterns and how they have affected Canadians;
SEP.02	assess the changing role and power of the federal and provincial governments in Canada since 1914.
Methods of Historical Inquiry and Communication
Overall Expectations
MHI.01	formulate questions on topics and issues in the history of Canada since 1914, and use appropriate methods of historical research to locate, gather, evaluate, and organize relevant information from a variety of sources;
MHI.02	interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry;
MHI.03	communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon assessment tasks completed throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to the most recent evidence of achievement.



• 30% of the grade will be based on a final assessment task that occurs at or near the end of the course. In the case of this course, this final assessment task has two parts: a final project and a final examination which will be completed online under the supervision of a pre-approved proctor. Each of these two tasks is worth 15% of the student’s final mark in this course.

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart: Canadian and World Studies, Grades 9-12

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
Knowledge of content (e.g., facts, terms, definitions)	demonstrates limited knowledge of content	demonstrates some knowledge of content	demonstrates considerable knowledge of content	demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, ideas, theories, procedures, processes, methodologies, and/or technologies)	demonstrates limited understanding of content	demonstrates some understanding of content	demonstrates considerable understanding of content	demonstrates thorough and insightful understanding of content
Thinking - The use of critical and creative thinking skills and/or processes
	The student:
Use of planning skills (e.g., focusing research, gathering information, organizing an inquiry, asking questions, setting goals)	uses planning skills with limited effectiveness	uses planning skills with moderate effectiveness	uses planning skills with considerable effectiveness	uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., inquiry process, problem-solving process, decision-making process, research process)	uses processing skills with limited effectiveness	uses processing skills with some effectiveness	uses processing skills with considerable effectiveness	uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processess (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process)	uses critical / creative thinking processes with limited effectiveness	uses critical / creative thinking processes with some effectiveness	uses critical / creative thinking processes with considerable effectiveness	uses critical / creative thinking processes with a high degree of effectiveness
Communication - The conveying of meaning through various forms
	The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms	expresses and organizes ideas and information with limited effectiveness	expresses and organizes ideas and information with some effectiveness	expresses and organizes ideas and information with considerable effectiveness	expresses and organizes ideas and information with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform,to persuade) in oral, written, and visual forms	communicates for different audiences and purposes with limited effectiveness	communicates for different audiences and purposes with some effectiveness	communicates for different audiences and purposes with considerable effectiveness	communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions (e.g., conventions of form, map conventions), vocabulary, and terminology of the discipline in oral, written, and visual forms	uses conventions, vocabulary, and terminology of the discipline with limited effectiveness	uses conventions, vocabulary, and terminology of the discipline with some effectiveness	uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness	uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
Application of knowledge and skills (e.g., concepts, procedures, processes, and/or technologies) in familiar contexts	applies knowledge and skills in familiar contexts with limited effectiveness	applies knowledge and skills in familiar contexts with some effectiveness	applies knowledge and skills in familiar contexts with considerable effectiveness	applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., concepts, procedures, methodologies, technologies) to new contexts	transfers knowledge and skills to new contexts with limited effectiveness	transfers knowledge and skills to new contexts with some effectiveness	transfers knowledge and skills to new contexts with considerable effectiveness	transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., past, present, and future; environmental; social; cultural; spatial; personal; multidisciplinary)	makes connections within and between various contexts with limited effectiveness	makes connections within and between various contexts with some effectiveness	makes connections within and between various contexts with considerable effectiveness	makes connections within and between various contexts with a high degree of effectiveness

Resources:

The key resources used in creating this course have been identified in each unit. No further resources other than related internet sites are needed on the part of the student.

Program Planning Considerations for Canadian and World Studies:

Teachers who are planning a program in Canadian and World Studies must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• health and safety

Considerations relating to the areas listed above that have particular relevance for program planning in Canadian and World Studies are noted here.

Education for Exceptional Students. In planning courses in Canadian and World Studies, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. Canadian and World Studies courses reflect the real world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as historians, politicians, political analysts, etc. Canadian and World Studies responds to the needs and demands of the real Canadian world.

The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by Canadian and World Studies students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any business environment.

English As a Second Language and English Literacy Development (ESL/ELD). This Canadian and World Studies course can provide a wide range of options to address the needs of ESL/ELD students. Assessment and evaluation exercises will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how their own historical backgrounds can contribute to their success in the larger world.

Career Education. Canadian and World Studies definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity would be an overall intention of this Canadian and World Studies course, as it helps students prepare for success in their working lives.

Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of Canadian and World Studies should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Health and Safety. The Canadian and World Studies program provides the reading and analytical skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.