- info@ontarioopenschool.com
- 647-494-4499
-
Unit 100 - 29 Gervais Drive, North York, ON.
M3C 1Y9
Copyright 2024 Ontario Open School Inc. All Rights Reserved.
This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.
Unit Order | Unit Name | Suggested Time |
---|---|---|
Unit 1 | 1914-1918: First World War This unit discusses Canada’s role in the First World War, and how it contributed to Canadian identity. It will address the issues of Canadian sovereignty, French- English relations, and the Aboriginal contribution to the war effort. The unit will also examine how, during this period and because of the war, the economy, the status of women, and immigration policy all changed. | 16 hours |
Unit 2 | 1918-1928: The Roaring Twenties? This unit will address the following questions: How did Canada exert and gain sovereignty during this period? Why is it significant that Canada’s sovereignty was recognized by other nations? How did the political climate of Canada change during this period of time? Why were these changes significant? How did the economic state of regions of Canada, Canada as a whole, and the world, influence events and attitudes in Canada during this time? How have Canadian attitudes towards human rights changed since the 1920s? | 14 hours |
Unit 3 | 1929-1938: The Great Depression This unit examines the ways in which the Great Depression affected Canadians’ daily lives, as well as the changes in Canadian domestic and international policies. This period marks the rise of Socialism, the Cooperative Commonwealth Federation, and new social welfare policies. In keeping with the course’s larger themes, this unit also addresses the issue of Canadian identity and sovereignty with the introduction of the Statute of Westminster (1931). | 14 hours |
Unit 4 | 1939-1945: Second World War The Second World War was a major turning point in Canadian (and World) history. WWII was the deadliest conflict in human history. This, in addition to the mass slaughter of civilians during this time, led to massive social, political, and economic changes in Canada, and throughout the world. International organizations were implemented to make sure atrocities, such as the Holocaust, would never occur again. Citizens felt entitled to more rights and a higher standard of living after what they had contributed to their country. This led to the formation of many human rights organizations, and the implementation of new social welfare policies. | 16 hours |
Unit 5 | 1946-1967: Challenge and Change This unit examines in greater depth the social, political and cultural themes from the previous unit. During this era, racist policies were removed from immigration orders, the fight for equal pay for women began in earnest, and status Aboriginals were finally given the right to vote without having to give up being status Aboriginals. Refugees, once turned away from Canada’s borders, entered by the hundreds of thousands. However, despite these improvements to human rights, conflict continued. The Cold War started immediately after WWII between western capitalist democracies and eastern communist dictatorships, both sides testing nuclear bombs in Korea, Vietnam and elsewhere. | 14 hours |
Unit 6 | 1968-1983: Canadian Identity This unit deals with the era in Canada that spans Trudeau’s time as Prime Minister (with an interlude in 1979 of Joe Clark’s premiership). It was a time when Québec nationalism turned to sovereignties, when the West’s wealth grew rich through hard work in the oil fields, and when Acadians fought for access to the same services as their English compatriots. Canada was forever changed directly by Trudeau’s changes, like his policies on bilingualism, multiculturalism and environmentalism. The Charter of Rights and Freedoms, which Canadians celebrate and enjoy to this day, is also a legacy of Trudeau’s government. On the other hand, much of modern history can be seen as a reaction to Trudeau’s policies. The Québec referenda in 1980 and 1995 were held partly in response to Trudeau’s hard-line federalism. Civil rights groups still debate his response to terrorism in 1970, and financial analysts still debate his attitude towards the country’s money. | 14 hours |
Final Evaluation 30% | Final Project Final Exam | 6 hours 2 hours |
Total | 110 Hours |
A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These strategies include, but are not limited to:
Course Specific | Language | Collaborative |
Direct teaching Teaching notes Work and tasks sheets Homework Independent reading Independent study Problem solving Research Portfolio Reflection Presentation Decision making Group Assignments Brainstorming Diagrams Problem-based learning Self-evaluation |
Oral presentation
Class Discussion Small group discussion Teacher-student conferencing Peer-evaluation Personal response notes Reading and answering questions Socratic Dialogue Information Analysis
|
Cooperative learning Peer-evaluation Brainstorming Group discussion Student-teacher conferencing Peer-evaluation
|
Purpose
The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course.
A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.
Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through:
Assessment for Learning – we provide feedback and coaching. Assessment FOR Learning is the process of seeking and interpreting evidence for the use of learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to go there.
Assessment as Learning – we help students monitor progress, set goals, reflect on their learning
Assessment AS Learning is the process of the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modeling external, structured opportunities for students to assess themselves.
Assessment of Learning – we use assessments to provide evaluative statements about student achievement. Assessment OF Learning is the assessment that becomes public and results in statements of symbols
(marks/grades/levels of achievement) about how well students are learning. It often contributes to pivotal decisions that will affect students’ future.
ASSESSMENT TOOLS
Strategies for Assessment and Evaluation of Student Performance
Units | Duration | Expectation | AFL | AAL | AOL | Assessed Categories | ||||
K
25% |
I
25% |
C
25% |
A 25% |
|||||||
70%
|
A | 20 hours | A1-A2 | Homework/ worksheet
|
Historical Thinking Journal
|
Historical Thinking Diagram
|
x | x | x | x |
B | 25 hours | B1-B3 | Assigned Questions
Discussion
|
Class Discussion
|
Letter from the Trenches
Internet Scavenger Hunt
|
x | x | x | x | |
C | 25 hours | C1-C4 | Discussion
Worksheet |
Reflecting on Cause and Consequence
|
Unit Test | x | x | x | x | |
D | 20 hours | D1-D3 | Homework
Discussion
|
Why Study History Response Journal | Icons and Images of Cultural Icons in Canadian Society – Short Essay | x | x | x | x | |
E | 20 hours | E1-E3 | Discussion | Self- Assessment | Museum Exhibit
|
x | x | x | x | |
30% | Final Evaluation | A1-E3 | Final Project & Final Exam | x | x | x | x |
Resources
Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010)
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
Canadian War Museum:
http://www.warmuseum.ca/firstworldwar/introduction/key-canadian-events/?anchor=37;
Newfoundland and Labrador-
The First World War:
http://www.heritage.nf.ca/first-world-war/articles/beaumont-hamel-en.php;
Vimy Foundation:
http://www.vimyfoundation.ca/significance-of-vimy-ridge/;
End of WW1:
http://www.bbc.co.uk/schools/0/ww1/25403869
The Treaty of Versailles
http://www.history.com/topics/world-war-i/treaty-of-versailles
Indian Act and Residential Schools
http://www.thecanadianencyclopedia.ca/en/article/residential-schools/
The Famous Five:
https://www.youtube.com/watch?v=if_pyx5dm9Y
Immigration Act 1919
http://www.pier21.ca/research/immigration-history/immigration-act-amendment-1919
The Roaring 20’s
http://www.canadahistoryproject.ca/1920s/
The Winnipeg General Strike
http://www.cpha.ca/en/programs/history/achievements/10-sw/winnipeg.aspx
The Group of Seven
http://www.mcmichael.com/paintingcanada/tomthomsonandthegroupofseven.html
Canada in the 1930’s
https://vimeo.com/channels/799444/99212657
Lead-up to WWII
http://www.history.com/topics/world-war-ii/world-war-ii-history
Joseph Stalin
http://www.history.com/topics/joseph-stalin
Adolf Hitler
http://www.history.com/topics/world-war-ii/adolf-hitler
Canada Remembers the War
http://www.veterans.gc.ca/eng/remembrance/history/historical-sheets/material
Courage Remembered, by Kingsley Ward and Major Edwin Gibson.
A Brief History of Canada and the Holocaust
http://www.cic.gc.ca/english/multiculturalism/holocaust/history.asp
Japanese Internment
http://www.cbc.ca/history/EPISCONTENTSE1EP14CH3PA3LE.html
Women at War
https://www.veterans.gc.ca/pdf/cr/pi-sheets/women.pdf
Essay Writing Help:
Writing Ninjas: How To Write A Strong Thesis Statement
https://www.youtube.com/watch?v=6n0f_bR5aoc
History Writing 101– How to Write a Thesis Driven Essay
https://www.youtube.com/watch?v=O-0qw88MWj8
How to Write an Essay – Basic Essay Structure in 3 Minutes
https://www.youtube.com/watch?v=p1KbANXoWlo
APA format Help:
APA video:
https://www.youtube.com/watch?v=sE574ZnC770
Grading
Weighting of categories
Knowledge/Understanding | Thinking/Inquiry | Communication | Application |
25% | 25% | 25% | 25% |
Course Grade | Grade 10 |
---|---|
Course Code | CHC2D |
Course Category | Canadian and World Studies |
Course Type | Open |
Course Delivery | Online |
Course Duration | 110h |
Course Credit | 1.00 |
Copyright 2024 Ontario Open School Inc. All Rights Reserved.