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COURSE OUTLINE

Course Title: Canadian History Since World War I
Course Code: CHC2D
Grade: 10
Course Type: Academic
Credit Value: 1
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: July 2002
Course Revised by: Various
Revision Date: August 2005

Course Description:

This course explores the local, national, and global forces that have shaped Canada's national identity from World War I to the present. Students will investigate the challenges presented by economic, social, and technological changes and explore the contributions of individuals and groups to Canadian culture and society during this period. Students will use critical-thinking and communication skills to evaluate various interpretations of the issues and events of the period and to present their own points of view.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Growing Pains This unit will set the stage for the study of Canada since World War I. topics to be pursued in this introductory unit include: social change, inventions and technological innovations, life style changes, the role of women and the war to end all wars, World War One.	14 hours
Unit 2	Roaring Twenties to World War II The second unit of the course will focus on the economic prosperity that Canada experienced in the 1920's and how this all changed with the Stock Market Crash in 1929. The years to come were desperate for the nation's people. Students will get a sense of life during that time and about the hardships that people had to endure. They will also have the chance to learn about the role Canada played in W.W.II.	25 hours
Unit 3	A New Global Nation This unit looks into the role of Canada in North America, the country's political climate and Canada in the global view. Within North America, the economic situation was changing quickly with the formation of the labour movement. Students will continue to learn about the changes taking place in Canada's political climate as a new province and flag are introduced and they will learn about the global involvement that Canada begins to become known for: Peacekeeping.	25 hours
Unit 4	Rapid Change This time period was a time of many economic and politic changes. Students will learn about Pierre Trudeau and the involvement of his government in the lives of Canadians of this time. One province which experienced strong political changes was Quebec.	20 hours
Unit 5	The New Millennium The final unit in this course takes you through the changes in the Canadian economy including the Free Trade agreement, the Charlottetown Accord and the Meech Lake Accord. A more in-depth look into the role of Canadian peace keeping and the evolution of our relationship with the United States and the rest of the world after 9/11 will form a key part of the unit.	18 hours/TD>
	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.	8 hours
	Total	110 hours

Teaching / Learning Strategies:

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 - CHC2D

Communities: Local, National, and Global
Overall Expectations
CLN.01	explain how local, national, and global influences have helped shape Canadian identity;
CLN.02	analyse the impact of external forces and events on Canada and its policies since 1914;
CLN.03	analyse the development of French-English relations in Canada, with reference to key individuals,issues, and events;
CLN.04	assess Canada’s participation in war and contributions to peacekeeping and security.
Change and Continuity
Overall Expectations
CAC.01	analyse changing demographic patterns and their impact on Canadian society since 1914;
CAC.02	analyse the impact of scientific and technological developments on Canadians;
CAC.03	explain how and why Canada’s international status and foreign policy have changed since 1914.
Citizenship and Heritage
Overall Expectations
CAN.01	analyse the contributions of various social and political movements in Canada since 1914;
CAH.02	assess how individual Canadians have contributed to the development of Canada and the country’s emerging sense of identity.
Social, Economic, and Political Structures
Overall Expectations
SEP.01	analyse how changing economic and social conditions have affected Canadians since 1914;
SEP.02	analyse the changing responses of the federal and provincial governments to social and economic pressures 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 evaluations conducted 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 more recent evidence of achievement.



• 30% of the grade will be based on a final assessment administered at the end of the course. 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.

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:

• CHC2D online course of study
• various primary and source documents
• atlas
• visuals
• videos
• dictionary
• various internet websites

Reference Texts:

• Canada: A Nation Unfolding, Ontario Edition; Garfield Newman; McGraw-Hill Ryerson, 2000
• Canada: Face of a Nation; Angelo Bolotta, Charles Hawkes, Fred Jarman, Marc Keirstead, Jennifer Watt; Gage Learning Corporation, 2000
• CANADA: Our Century, Our Story; John Fielding, Rosemary Evans; Nelson Thomson Learning, 2000
• Canadian History: 1900-2000; Ian Hundey, Michael Magarrey, Norma Pettit; Irwin Publishing, 2000
• Making History - The Story of Canada in the Twentieth Century; Colin Bain, Dennis DesRivieres, Peter Flaherty, Donna Goodman, Elma Schemenauer, Angus Scully; Pearson Education Canada, 2000
• Spotlight Canada, Fourth Edition; J. Bradley Cruxton, W. Douglas Wilson; Oxford University Press Canada, 2000

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.