Canadian History since World War I – CHC2D

Course Prerequisite

None

Description

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.  

Course Info

Course Outline & Units

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
Learning Strategies

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  

  

Course FAQ
The course duration is 110 hours, delivered in an online school format.   
No, there are no prerequisites for this course.
The course fee is based on the selected option of Online Instructor-Class Credit For detailed information and pricing, please check our website.
Assessment & Resources

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:  

  • Products 
  • Observations 
  • Conversations 

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/99010053 

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

Course Final Grade & Report Card

Grading   

  • The final grade is based on performance in 3 areas: products, observations, conversations. 
  • 70% of the grade is based on evaluations conducted throughout the course. 
  • 30% is based on a final evaluation. 

Weighting of categories 

Knowledge/Understanding  Thinking/Inquiry  Communication  Application 
25%  25%  25%  25% 

 

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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
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