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COURSE OUTLINE

Course Title: Canada: History, Identity, and Culture
Course Code: CHI4U
Grade: 12
Course Type: University Preparation
Credit Value: 1.0
Prerequisite: Any 3U or 3M level Canadian and World Studies, English or Social Studies and Humanities course
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11 and 12, Revised 2005
Department: Canadian and World Studies
Course Developer: Kevin Pecore and Deb Homuth
Development Date: Winter 2007
Course Revised by: -
Revision Date: -

Course Description:

This course explores the challenges associated with the formation of a Canadian national identity. Students will examine the social, political, and economic forces that have shaped Canada from the pre-contact period to the present and will investigate the historical roots of contemporary issues from a variety of perspectives. Students will use critical-thinking and communication skills to consider events and ideas in historical context, debate issues of culture and identity, and present their own views.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Early European Settlement of the North American Continent: 1532 – 1760 What were some of the conditions in Europe that led so many people to make that dangerous migration across the treacherous Atlantic Ocean during the 17th and 18th centuries? In this first unit students will tackle this question head-on focusing on the first European contact with Natives, and exploring the socio-cultural differences and similarities of Anglo-French colonial settlement. The topic highlights include: The First Nations, First Contact, The Rise and Fall of New France, The Fur Wars, The Conquest of Acadia and the Aftermath.	18 hours
Unit 2	The Canadas and Beyond: 1760-1864 The world wars of the 18 th and 19 th centuries will be examined in this unit, providing students with the economic context of those wars in North America while studying the processes by which English supremacy prevailed in North America by 1763. The impact of this period in Atlantic, Northwest and Pacific Canada will also be discussed. Topics include: Canada and the American Revolution, The War of 1812, The Rebellions of 1837, The Fight for Responsible Government.	18 hours
Unit 3	Building the New Dominion: 1864 – 1914 In this unit, students will identify the myriad of immediate and remote causes of British North America Confederation in 1867. What role did American and European geo-political events play in shaping this federation movement? How did the two party system of government evolve after 1867 and what are some of the traditional Conservative and Liberal policies and politics that built and shaped Canada after Confederation and into the 20th century? Heavy questions indeed. Topic Highlights: The Confederation Waltz, From Sea to Sea.	18 hours
Unit 4	The Impact of the Two World Wars and the Great Depression: 1914 – 1945 The two world wars are considered ‘catalysts of national development’. In this unit students will come to appreciate the exceptional role Canada played in the wars of the century. Students will be encouraged to reflect on the courage, valour and sacrifices that were made by Canadians in their passionate defense of Canadian values. The Great Depression will as well be examined and recognized as yet another tumultuous period in Canadian history. Topic Highlights: Borden and the Great War, On the Homefront, The Dirty Thirties, WWII, The Cold War.	18 hours
Unit 5	Modern Canada: 1945 – 2005 So this is how Canada came to be, eh? Now it’s all beginning to come together. In this final unit students will begin to wrap a bow around CHI4U drawing their own conclusions as to just how Canada has come to fruition. Students will consider Canada’s national policies during this time and how they affected and continue to affect all Canadians. Topic Highlights: The Battle for Quebec, Trudeaumania, Canada’s Charter of Rights and Freedoms, The Mulroney Years, The Chretien Era.	18 hours
	Final Evaluation 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 will take the form of an independent study project worth 15% of the final mark and a final examination which will be completed online under the supervision of a pre-approved proctor which is worth 15% of the student’s final mark in the course.	20 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 essay writing skills, interpreting data from tables, graphs, graphing, predicting, pursuing case studies, test writing, creating power point presentations and finding and posting resources.

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated 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. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.

Overall Expectations - CHI4U

Communities: Local, National, and Global
Overall Expectations
CCL.01	describe the characteristics of Aboriginal communities before and after contact with Europeans and analyse the significant effects of the interactions between Aboriginal communities and the colonizers;
CCL.02	analyse the principal characteristics of the French and English colonial experience in Canada;
CCL.03	assess the significance of successive waves of immigration in the development of regional, provincial, and national identities in Canada;
CCL.04	evaluate Canada’s changing role on the international stage.
Change and Continuity
Overall Expectations
CCC.01	analyse how Canada’s relationships with France, Britain, and the United States have influenced Canada’s identity and culture;
CCC.02	evaluate the role of east-west and north-south ties in the development of Canada;
CCC.03	assess changes in Canada’s rural-agricultural and urban-industrial communities;
CCC.04	analyse the relationship between major technological and social changes in Canada;
CCC.05	evaluate the extent to which Canada has been transformed into a pluralistic society.
Citizenship and Heritage
Overall Expectations
CCH.01	analyse the evolution of citizenship in Canada;;
CCH.02	analyse how various francophone communities have defined themselves and their place in Canada;
CCH.03	assess the role played by literature, the arts, and popular culture in the development of Canadian identity;
CCH.04	evaluate the claim that Canada is a just society, by examining issues related to human rights.
Social, Economic, and Political Structures
Overall Expectations
CSE.01	analyse changes in Canadian social programs and policies over time;
CSE.02	analyse the changing roles and contributions of women in Canada;
CSE.03	evaluate the impact of Canada’s national and international economic policies on Canadian identity and sovereignty;
CSE.04	describe the nature of the Canadian political system and the groups and individuals who have contributed to its development;
CSE.05	assess the efforts of popular movements to reform Canadian society.
Methods of Historical Inquiry and Communication
Overall Expectations
CMH.01	use methods of economic inquiry to locate, gather, evaluate, and organize different types of current economic information from a variety of sources;
CMH.02	interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry;
CMH.03	communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication.

The Final Grade:

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. A credit will be granted if the final percentage awarded is 50% or more. The final grade 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 will take the form of an independent study project worth 15% of the final mark and a final examination which will be completed online under the supervision of a pre-approved proctor which is worth 15% of the student’s final mark in the course.

The Report Card:

The report card will focus on two distinct but related components 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:

In addition to the lessons and activities found in this course, students are also referred to some external websites including one where the simulation activity is found.

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 creative part of our literary 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 writers. Just as Canadian and World Studies courses respond to the needs and demands of the greater world of work, Canadian and World Studies courses are largely shaped by the needs and demands of students who will all eventually end up in this greater 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. Detailed analysis of the parts of speech, vocabulary and sentence, paragraph and essay structure 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 backgrounds and language skills 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 Canadian and World Studies 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 English 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 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.