Course Profile   Canadian History in the Twentieth Century, Grade 10, Academic, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Catholic District School Board Writing Teams – Canadian History in the Twentieth Century

 

Lead Board

York Catholic District School Board

Marc Keirstead, Manager

 

Course Profile Writing Team

Marion Austin, London Catholic District School Board

Colleen Chandler, Toronto Catholic District School Board

Teresa Foggia-Ceolin, York Catholic District School Board

Charles Leskun, Dufferin-Peel Catholic District School Board

Brian O’Sullivan, York Catholic District School Board

Tim Tobin, Dufferin-Peel Catholic District School Board

 

Internal Reviewers

James Cocchetto

Paul Devlin

Andrea Steele

 

The developers wish to thank the lead board, York Catholic District School Board, for its support and financial management. Special thanks go to Alan Mackey, Principal on Secondment and Jack Cronin, Associate Director.

 

Course Overview

Canadian History in the Twentieth Century, Grade 10, Academic

Identifying Information

Department:  History Department

Course Developer(s):  M. Austin, T. Foggia-Ceolin, C. Chandler, B. O’Sullivan, C. Leskun, T. Tobin

Reviewers:  Andrea Steele, Paul Devlin, James Cocchetto

District:  York Catholic

Course Title:  Canadian History in the Twentieth Century

Development Date:  Fall 1999

Grade:  10

Course Type:  Academic

Ministry Course Code:  CHC2D

Secondary Policy Document:  The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies

Credit Value:  1

Description/Rationale

This course explores Canadian participation in global events and traces our development as a nation through the changes in population, economy, and technology. Students analyse the elements that constitute Canadian identity, understand and interpret the stories of both individuals and communities, and study the evolution of political and social structures. Students examine differing interpretations of the past and come to understand the importance in historical studies of chronology and cause-and-effect relationships. They also learn to develop and support a thesis, conduct research and analysis, and effectively communicate the results of their inquiries.

How This Course Supports The Ontario Catholic School Graduate Expectations

One of the strongest themes found in the teachings of the Catholic Church concerns social justice. This theme refers to a number of issues raised in this course. The respect for human rights includes the respect for individual rights, Aboriginal rights, labour rights, feminist rights, and cultural group rights. The teachings of Christ concerning the need for community are reflected in Canada’s constant struggle to define that community. This course presents students with historic issues faced by Canadians and interprets them in light of the gospel teachings. Students recognize that there are certain gospel values such as social justice values that transcend history and are still relevant for the future. Students recognize that the story of Canada is not simply dates, events, and personalities but also the struggle to incorporate values in the face of rapid changes and challenges.

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  1900-1928: Birth of an Identity - Growth, Sacrifice, and Dreams of Peace

Time:  23 hours

Description

This opening unit introduces students to the study of twentieth-century Canadian history by looking at the period from 1900 to 1928. The unit is divided into five main areas: Canada at the Turn of the Century; World War I – The Course of Events; World War I – On the Homefront; Economic Development; and the Growth of Pressure Groups. Interwoven throughout the unit, students look at the development of both Canada’s autonomy from Britain and international relations. Students are called upon to demonstrate respect and appreciation for the rich historical and cultural heritage of Canadian society and to produce evidence of the dignity of the individual as a gift from God. In particular, students develop an awareness of the Catholic Church’s views on immigration, war, and labour unions. The unit culminates with the students creating a newspaper which reports the major events of the time period.

Ontario Catholic School Graduate Expectations:  CGE1c, 2a, 2b, 2d,3c, 4f, 5a, 5e, 5g, 7d, 7e, 7g.

Strand(s):  Communities: Local, National, and Global: Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry

Overall Expectations:  CGV.01, CGV.02, CGV.04, CCV.01, CCV.02, CCV.03, CHV.01, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

Specific Expectations:  CG2.01, CG2.03, CG3.02, CG4.01, CG4.02, CG4.03, CG4.04, CC1.01, CC1.04, CC2.01, CC2.02, CC2.06, CC3.01, CH1.01, CH1.02, CH2.01, SP1.01, SP1.02, SP1.03, SP1.05, SP2.01, MI1.01, MI2.01, MI2.02, MI2.03, MI3.01, MI4.03.

Unit 2:  1929 - 1945: Values Tested – Depression and the Horrors of War

Time:  20 hours

Description

In this unit, students learn how the world economy collapsed after the Stock Market Crash of 1929, and how different nations reacted, adapted, and survived the Great Depression. Subsequently, students examine the growth of fascism, the causes and events of World War II. Students examine Canada’s evolution politically, socially, and economically in dealing with World War II. Students’ knowledge of their Catholic is be enhanced through an examination of social justice issues in the 1930s and human rights issues at home and overseas during World War II. This unit culminates with students producing a diary that follows the experiences of Canadians from the Stock Market Crash, the Great Depression, Canada’s entry into World War II, and D-Day to the surrender of the Axis Powers.

Ontario Catholic School Graduate Expectations:  CGE1e, 1h, 2a, 2b, 2c, 2d, 3d, 3e, 4a, 4f, 5a, 5b, 5e, 5f, 7b.

Strand(s):  Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Economic and Political Structures; Methods of Historical Inquiry

Overall Expectations:  CGV.02, CGV.03, CGV.04, CCV.03, CHV.01, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

Specific Expectations:  CG2.01, CG2.03, CG2.06, CG2.07, CG3.02, CG4.01, CG4.02, CG4.03, CG4.04, CC2.03, CC3.01, CC3.04, CH1.01, CH1.04, CH2.02, CH2.03, SP1.02, SP1.06, SP2.02, SP2.03, SP2.04, SP2.05, SP2.07, MI1.01, MI1.02, MI2.01, MI2.02, MI2.03, MI2.04, MI3.02, MI3.04, MI4.01, MI4.02, MI4.03.

Unit 3:  1946-1963: Reforging the Nation – Pursuit of Prosperity and Security

Time:  18 hours

Description

This unit examines the ways in which both external and internal forces helped redefine Canada’s identity. Students observe how the post war economic boom, fueled by the auto industry, helped fund the creation of the welfare state. In light of the changing face of Canada, students study the expanding and changing nature of Black Culture. The development of Canada’s status as a middle power and Canada’s decision to join NATO are linked to Canada’s part in the Cold War. Canada’s role as an international peacekeeper in Korea and peacemaker in the Suez Crisis are evaluated in light of the Sermon on the Mount. This unit culminates with a mock Parliamentary debate focussing on John Diefenbaker’s Cold War defense policy and the Bomarc missile issue.

Ontario Catholic Graduate Expectations:  CGE1 c, e, g, h, 2 b, c, d, e, 3 a, c, d, f, 4 a, e, g, 5 a, c, 6a-e, 7 a, d, e, i, j.

Strand(s):  Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures

Overall Expectations:  CGV.01, CGV.02, CGV.04, CCV.02, CCV.03, CHV.01, CHV.02, SPV.01, MIV.01, MIV.02, MIV.03.

Specific Expectations:  CG1.02, CG2.01, CG2.03, CG2.04, CG2.05, CG2.08, CG4.07, CG4.08, CC 1.04, CC2.03, CC3.02, CC3.04, CH2.03, SP.1.04, SP 1.05, SP 2.04, SP 2.06, MI1.01, MI2.01, MI2.02, MI3.01, MI4.01, MI4.03.

Unit 4:  1964-1983: Troubles in the Family – Canada’s Identity in Crisis

Time:  17 hours

Description

In this unit, students examine events that challenged Canada’s concept of nationhood. Students study Canada’s cultural and economic transition from a British orientation to a North American one. Demographically Canada changed as well. Students examine how the Baby Boom generation and Canada’s growing cultural mosaic challenged the traditional values of society. In light of these challenges, students examine the timelessness of Gospel values such as acceptance and toleration. The backdrop to this unit is the national unity issue. In light of the forces released in Quebec as a result of the Quiet Revolution, the unit culminates in oral presentations that call on students to predict whether Canada will be preserved in its entirety.

Ontario Catholic School Graduate Expectations:  CGE 1d, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3f, 4a, 4d, 4e, 4f, 5a, 5b.

Strand(s):  Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures

Overall Expectations:  CGV.01, CGV.02, CGV.03, CCV.01, CHV.01, CHV.02, SPV.02, MIV.01, MIV.02, MIV.03.

Specific Expectations:  CG2.03, CG3.01, CG3.03, CG3.04, CG4.06, CC1.01, CC1.02, CC1.05, CC2.05, CC3.03, CC3.04, CH1.03, CH2.02, CH2.03, SP1.02, SP1.07, SP2.02, SP2.07, MI1.01, MI2.01, MI2.02, MI3.01, MI3.02, MI4.03.

Unit 5:  1984-1999: Reassessing Values - The North American Reality

Time:  18 hours

Description

In this unit, students examine how the federal government has tried to promote a common Canadian identity in an era when many of the defining national institutions have been weakened and national unity has been challenged. There have been significant national changes affecting women, labour, and Aboriginal peoples. Students also examine the impact of globalization on the Canadian economy and Canada’s increased responsibilities as a UN peacekeeper and supporter of democracy movements around the world. In this unit, the social teachings of the Canadian Catholic Bishops and Pope John Paul II highlight a Catholic perspective on these topics. The culminating activity of this unit is a brief research paper on the globalization of the Canadian economy using the Internet and electronic databases as fundamental resources.

Ontario Catholic School Graduate Expectations:  CGE1d, 2e, 3b, 3d, 3f, 4d, 5d, 7e.

Strand(s):  Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry

Overall Expectations:  CGV.01, CGV.02, CGV.03, CGV.04, CCV.01, CCV.02, CCV.03, CHV.01, CHV.02, SPV.01, SPV.02, MIV.01, MIV,02, MIV.03, MIV.04.

Specific Expectations:  CG1.04, CG2.02, CG3.03, CG3.04, CG4.06, CG4.08, CC1.06, CH1.01, CH1.03, SP1.05, SP1.06, SP2.02, SP2.06, SP2.07, MI2.01, MI2.02, MI2.03, MI2.04, MI3.02, MI3.04, MI4.02, MI4.03.

Unit 6:  The Canadian Identity

Time:  14 hours

Description

In this unit students identify and analyse the characteristics of Canada’s evolving identity. Students will explain the historical importance of various individuals, groups, events, forces, and Catholic social values that have helped constitute the complex and multifaceted Canadian identity. The culminating activity involves concluding the historical inquiry process with the completion of a formal essay which is presented creatively and effectively. Information from previous units is synthesized into a time capsule illustrating Canada’s identity in the twentieth century and hypothesizing its future development.

Ontario Catholic School Graduate Expectations:  CGE1f, 2b, 3c, 4f, 5a, 5b, 5e, 7f, 7g.

Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Methods of Historical Inquiry

Overall Expectations:  CGV.01, CCV.01, CCV.02, CCV.03, CHV.01, CHV.02, MIV.01, MIV.02,

MIV.03, MIV.04.

Specific Expectations:  CG1.01, CG1.02, CG1.03, CG1.04, CC1.01, CC1.02, CC1.03, CC2.05, CH1.03, CH2.02, MI1.03, MI2.01, MI2.02, MI2.03, MI2.04, MI2.05, MI3.01, MI3.02, MI3.04, MI4.02, MI4.03, MI4.04.

Teaching/Learning Strategies

Brainstorming – group generation of initial ideas expressed without analysis.

Case Study – investigating a real or simulated problem.

Co-operative Learning – small group investigation or problem solving.

Conferencing – student-to-student or student-to-teacher discussion.

Computer-assisted learning – use of a computer to learn or reinforce material.

Diagramming – synthesizing concept information into visual illustration.

Discussion/Debate – exchange of ideas on an issue for clarification of views.

Graphing – visual tool for problem solving.

Guest Speakers – experts in the field.

Lectures – dissemination of information by speakers or teachers.

Mapping – representing physical, demographic, and numerical data through visual forms.

Note Making – summarizing text.

Organizers – an organized outline, based on a pattern, provided as a direction to be followed leading to a desired product.

Poster Making – synthesizing information or concepts to deliver a message or advertisement.

Presentation/Report – oral, written, and visual presentation of researched topic to a specified audience or person.

Reading – periodicals, articles, journals, newspapers, magazines, or scripture for information on a selected topic or issue.

Researching – use of a variety of historical sources to support a thesis.

Scenario Writing – describes a situation

Games – team quizzes

Seminars – presentation of an opinion or thesis through the use of historical evidence.

Resources

Approved textbooks

The Beaver Magazine.

Canada and the World Atlas Resource. Scarborough: Prentice Hall Ginn, 1996.

Canadian Oxford School Atlas 7th ed.

Canadian Encyclopedia.

Christian Justice. Minnesota: St. Mary’s Press, 1995.

Do Justice! Toronto: CCB, 1987.

Henriot, Peter, Edward DeBerri, and Michael Schultheis. Catholic Social Teaching: Our Best Kept Secret.

Jerusalem Bible.

Love Kindness. Toronto: CCB.

Newspaper and Magazines

Proclaiming Justice and Peace, Papal Documents from Rerum Novarum through Centesisnus Annus.

Computer Software

Web Sites Cited

Canadiana Encyclopedia. CD-ROM.

Audio Visual

Canada Emerges. Veterans’ Affairs.

CBC News in Review

Heritage Minutes

Assessment/Evaluation Techniques

Throughout this course a variety of assessment methods, techniques, and instruments are employed. The chart below can assist teachers in selecting a variety of appropriate assessment strategies.

Evaluation of Student Achievement

Knowledge/Understanding

Thinking/Inquiry/Problem Solving

Communication

Application/Making Connections

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Summary of Activity Assignments Per Category

 

* To reflect the academic nature of this course, student assessment strategies place more emphasis on theoretical learning than on applications.

Additional Information

Course Notes

This course has been designed to follow a chronological format but teachers are encouraged to examine themes within those timelines. It is important that as themes are presented they are placed within a proper historical context. Each unit concludes with a culminating activity that incorporates the content and skills stressed in the activities. The timelines suggested are meant to be flexible and teachers use them as a guide depending on the composition of the class.

At the end of the course a summative final assignment in the form of a written essay and oral presentation is submitted. This final assignment is ongoing from the beginning of the course. For this reason, it is crucial that teachers become familiar with Unit 6 at the beginning of the course. The essay is researched and written using the historical inquiry process.

The methods of historical inquiry have been integrated throughout the five units of study. Wherever activities call for collaborative rubric creation between the teacher and students, the Achievement Chart model should be used as the model resource.

Teachers must be aware of special needs students who have IEPs. Teachers should become familiar with the students’ strengths, needs, social skills, and instructional strategies that have been effective in the past by reading students’ IEPs. Teachers should consult with appropriate itinerant or support staff for specific accommodations for students with IEPs. Refer to Appendix A for an overview of suggested accommodations and modifications for special learners in secondary schools. The Ministry-prepared “A Special Education Guide” is an excellent resource to consult for specific recommendations for assisting pupils with identified difficulties.

Many of the activities in this profile require students to conduct research using the Internet. The teacher must assess the students’ skill level in using the Internet as a research tool and the availability of Internet access. The teacher must familiarize the students with the local board’s policy regarding the safe use of the Internet and obtain the necessary parental permission forms. The students must be aware of what to do if they become exposed to inappropriate sites. Students must use the Internet in a manner which reflects the local board’s Catholic Mission Statements.

OSS Policy Applications

This course gives consideration to integrating technology across the curriculum, career education, students with special needs, community as a resource, and using the school Library/Resource Centre.

Course Evaluation

It is recommended that teachers keep a reflection log after each activity as a tool for making adjustments to future delivery of the course. Teachers ensure that all expectations for the course have been delivered using a tracking checklist. It is recommended that students be involved in the evaluation of the course in the form of periodic short checklists and a more detailed summative evaluation at the end of the course.

 

Appendix A

Suggested Accommodations and Modifications for Special Learners in the Secondary Schools

A. Reading Difficulties

·       Teach how to underline or highlight important points.

·       Use clear photocopies and highlight notes.

·       Describe using diagrams, charts, and graphs. Reinforce verbally.

·       Read orally or tape record texts: provide adapted versions of texts.

·       Encourage reading for pleasure. Have interesting and relevant books and articles available.

·       Teach how to use the text.

·       Modify reading and reading requirements.

·       Read questions first.

·       Use Read, Stop, Write Strategy and/or SQ3R (Survey, Question, Read, Recite, Review) Strategy.

·       Use reading partners.

·       Choose less difficult reading materials.

·       Pre-teach vocabulary and concepts. Discuss new vocabulary.

·       Teach note making (e.g., mind, maps outline) and use of index cards.

·       Provide near-point copying (student should not copy from the board or the overhead).

B. Written Language Difficulties

·       Vary assignments and adjust number of assignments.

·       Give explicit instructions.

·       Modify number of copying tasks.

·       Allow point-form notes.

·       Use peer editing.

·       Teach outlining.

·       Copy key words only.

·       Give more time to complete written work (copying from the board, proofreading).

·       Encourage the use of computers. Have student use a word processor and spell-checker.

·       Give several short assignments rather than one long one.

·       Let another student copy notes using NCR paper.

·       Check notebook consistently.

·       Provide overhead copies before the class and photocopied notes.

·       Modify the number of copying tasks.

·       Provide text in a different format. (e.g., oral presentations)

C. Memory Difficulties

·       Teach students to verbalize concepts.

·       Have students repeat instructions and insist students write things down.

·       Provide lists and flow charts.

·       Avoid recall questions.

·       Encourage daily review; check that daily assignments are recorded in planner.

·       Give visual clues and demonstrations.

·       Use Mind Mapping.

·       Teach Mnemonics and visualization.

·       Use chunking.

Appendix A  (Continued)

 

 

Coded Expectations, Canadian History in the Twentieth Century, CHC2D

Communities: Local, National, and Global

Overall Expectations

CGV.01

– demonstrate an understanding of the elements of Canadian identity;

CGV.02

– demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies;

CGV.03

– demonstrate an understanding of the main steps in the development of French-English relations;

CGV.04

– demonstrate an understanding of Canada’s participation in war, peace, and security.

Specific Expectations

Canadian Identity

CG1.01

– explain to what extent certain national symbols (e.g., national anthem, Mounties, Canadian flag, provincial flags and their symbols, Order of Canada, Governor General’s Awards) represent all Canada and Canadians;

CG1.02

– produce an evaluation of the contributions to Canadian society by its regional, linguistic, ethnocultural, and religious communities (e.g., Aboriginal nations, Franco-Ontarians, Métis, Doukhobors, Black Canadians);

CG1.03

– demonstrate an understanding of how artistic expression reflects the Canadian identity (e.g., works of Ozias Leduc, Group of Seven, Joy Kogawa, Farley Mowat, Michael Ondaatje, Karen Kain, Susan Aglukark, Miyuki Tanobe);

CG1.04

– explain how and why the federal government has tried to promote a common Canadian identity through various agencies (e.g., Canadian Broadcasting Corporation, National Film Board, Heritage Canada, Canadian Radio-television and Telecommunications Commission) and assess the effectiveness of these efforts.

External Forces Shaping Canada’s Policies

CG2.01

– produce research reports on the ways in which and the extent to which American culture and lifestyle have influenced Canadian identity from 1900 to the present;

CG2.03

– summarize Canada’s changing relationship with the United States from 1900 to the present;

CG2.04

– evaluate the influence of Great Britain and Europe on Canadian policies from 1900 to the present;

CG2.05

– identify post-World War II economic developments that have led to the globalization of the Canadian economy (e.g., Auto Pact, General Agreement on Tariffs and Trade, North American Free Trade Agreement) and produce a report, video, or dramatic presentation illustrating the impact of those developments on Canadians;

CG2.06

– produce a timeline that charts and identifies significant historical events related to the Holocaust and World War II (e.g., anti-semitism, rise of Nazism, Kristallnacht, establishment of ghettos, concentration camps, and death camps) and analyse Canada’s response to those events;

CG2.07

– analyse Canada’s response to the Holocaust and the subsequent policy development dealing with hate crimes and Nazi war criminals in Canada;

CG2.08

– evaluate the effects of international political trends and events (e.g., end of Cold War; economic globalization; advent of world telecommunications) on Canada’s current political challenges.

French-English Relations

CG3.01

– identify the major events that contribute to the growth of Québec nationalism and the separatist movement in Québec from 1900 to the present;

CG3.02

– describe how the conscription crises of World Wars I and II created tensions between English Canada and Québec;

CG3.03

– assess the changing relationship between English Canada and Québec (e.g., bilingualism and biculturalism, October Crisis, two referenda, Meech Lake and Charlottetown accords, Calgary Declaration);

CG3.04

– identify the major groups of French Canadians outside Québec (e.g., Franco-Ontarians, Franco-Manitobans, Acadians) and describe their struggle for recognition.

Canada’s Participation in War, Peace, and Security

CG4.01

– explain how Canada became involved in World War I and World War II, after researching the causes of the two wars;

CG4.02

– demonstrate a knowledge of Canada’s military contributions in World War I and World War II (e.g.,Ypres, Somme, Dieppe, D-Day, Sicily);

CG4.03

– evaluate Canada’s role in the Allied victories of World War I and World War II (e.g., Vimy Ridge, D-Day, liberation of Holland, release of prisoners from Nazi concentration camps);

CG4.04

– describe how Canadians of various ethnocultural backgrounds, individually and as communities, contributed at home and overseas to the war effort during World War I and World War II;

CG4.05

– demonstrate knowledge of how Canada’s foreign and domestic policies in the 1930s contributed to the development of new policies after World War II (e.g., the closed-door policy for Jewish refugees fleeing Europe between 1933 and 1939; the current refugee immigration laws);

CG4.06

– explain the influence on Canadian society from 1914 to the present of pacifists, the human rights movement, and the civil rights movement (e.g., Hutterites, Mennonites, Canadian Civil Liberties Union, Elizabeth Fry Society, John Howard Society, Amnesty International);

CG4.07

– produce an analysis of Canada’s role in Cold War activities (e.g., espionage, Korean War, nuclear arms race, North American Aerospace Defence Command, North Atlantic Treaty Organization);

CG4.08

– describe the roles and functions carried out by the Canadian armed forces since 1945 (e.g., maintaining collective security, asserting national sovereignty, providing aid to civil powers, peacekeeping, peacemaking) and assess their success in performing these tasks.

Change and Continuity

Overall Expectations

CCV.01

– demonstrate an understanding of the changing demographic patterns within Canada since 1900;

CCV.02

– demonstrate an understanding of the impact of technological developments on Canadians;

CCV.03

– explain how and why Canada’s international status and foreign policy have changed since 1914.

Specific Expectations

Demographic Patterns

CC1.01

– identify the major groups that have immigrated to Canada from 1900 to the present and describe the circumstances (e.g., push and pull factors) that led to their immigration;

CC1.02

– explain how immigrants, individually and as communities, have participated in and contributed to the development of Canada;

CC1.03

– analyse the similarities and differences between contemporary immigration patterns and historical immigration patterns;

CC1.04

– evaluate the impact on Canadian society of post–World War I urbanization and post-World War II population shifts to the suburbs;

CC1.05

– describe the impact of the baby boom generation on Canadian society since the 1960s;

CC1.06

– evaluate the impact of social and demographic change on Aboriginal communities (e.g., relocation, urbanization, education, pressures to assimilate).

Scientific and Technological Impact

CC2.01

 – explain how and why developments in transportation and communication technology (e.g., cars, airplanes, telephone, radio) affected life during the twentieth century;

CC2.02

– demonstrate an understanding of the relationship between invention and the economy (e.g., the invention of the car and its effect on transportation);

CC2.03

– examine the relationship between war and inventions and explain how and why the technologies developed during and immediately after World War II (e.g., television, radar, nuclear power, plastics) changed life in the 1950s and 1960s;

CC2.04

– produce an analysis of how and why recent innovations in telecommunications (e.g., computers, Internet) are changing life today;

CC2.05

– assess the scientific and technological innovations discovered or created by Canadian scientists and inventors (e.g., Joseph Bombardier, Sir Frederick Banting, National Research Council scientists, Sir Charles Saunders, Eli Burton);

CC2.06

– compare how Canadians worked during the industrial era with how they work in the post-industrial era.

Canada’s International Status and Foreign Policy

CC3.01

– summarize the early evolution of Canadian political autonomy from Great Britain for the period from World War I to the present (e.g., Treaty of Versailles, Balfour Report, Statute of Westminster, patriation of Constitution);

CC3.02

– explain the significance of Canada’s contribution to the United Nations (e.g., Universal Declaration of Human Rights, treaty on land mines, children’s rights);

CC3.03

– demonstrate an understanding of how the experience and memory of the Holocaust helped shape Canada’s role as a world leader in human rights (e.g., drafting of Declaration of Human Rights for the United Nations; introduction of Ontario Human Rights Code (1962) and Canadian Human Rights Act (1977); the work of Louise Arbour in Bosnia);

CC3.04

– summarize Canada’s changing relationship with the United States (e.g., Alaska Boundary Dispute, Lend-Lease Act, St. Lawrence Seaway Agreement, Auto Pact, voyage of Manhattan, Foreign Investment Review Agency).

Citizenship and Heritage

Overall Expectations

CHV.01

– demonstrate an understanding of the contributions of various social and political movements

to Canadian history during the twentieth century;

CHV.02

– demonstrate an understanding of how individual Canadians have contributed to the

development of Canada and an emerging sense of Canadian identity.

Specific Expectations

Social and Political Movements

CH1.01

– assess the contributions of the women’s movement (e.g., suffrage, access to employment, equal pay for work of equal value);

CH1.02

– research and evaluate the role of the labour movement (e.g., One Big Union, Canadian Labour Congress) in Canadian society;

CH1.03

– describe the contributions of Aboriginal peoples in forming national organizations (e.g., National Indian Advisory Council, National Indian Brotherhood, Assembly of First Nations) to gain recognition and rights for Aboriginal peoples;

CH1.04

– evaluate the role of movements that resulted in the founding of political parties, such as Social Credit, Union Nationale, Co-operative Commonwealth Federation.

Individual Canadians and Canadian Identity

CH2.01

– explain how significant individuals (e.g., Robert Borden, Henri Bourassa, Nellie McClung, Billy Bishop, Max Aitken, Arthur Currie) contributed to the growing sense of Canadian identity during World War I;

CH2.02

– assess the contributions of selected individuals to the development of Canadian identity since World War I (e.g., Thérèse Casgrain, Georges and Pauline Vanier, Marshall McLuhan, Chief Dan George, Oscar Peterson, Max Ward, Rosemary Brown);

CH2.03

– assess the backgrounds, careers, and contributions of twentieth-century Canadian prime ministers, in both formal and anecdotal reports.

Social, Economical, and Political Structures

Overall Expectations

SPV.01

– evaluate how and why changing economic conditions and patterns have affected Canadians;

SPV.02

– demonstrate an understanding of the changing role of Canadian governments from World War I to the present, including the evolution of Canada’s social support programs.

Specific Expectations

Economic Conditions and Structures

SP1.01

– assess Canada’s economic growth at the start of the twentieth century (e.g., mergers and development of corporations, resource development);

SP1.02

– describe the founding of the Canadian Manufacturing Association and assess its contribution to the Canadian economy;

SP1.03

– compare economic conditions of the 1920s and 1930s, and describe the impact of those conditions on Canadians, individually and collectively;

SP1.04

– explain how and why the Canadian economy developed and became more diversified as a result of World War II;

SP1.05

– compare the advantages and disadvantages of American participation in the Canadian economy (e.g., reciprocity issue and election of 1911, branch plants, Foreign Investment Review Agency, Free Trade Agreement, fisheries disputes);

SP1.06

– produce an analysis of the historic roots of economic disparity between the regions of Canada and assess the success of government policies in redressing the inequities;

SP1.07

– assess the contributions made by Canadian industrialists to the development of the Canadian economy (e.g., K.C. Irving, Edward Rogers, George Weston, Frank Stronach, Samuel Bronfman).

Changing Role of Government

SP2.01

– research and describe the role of early twentieth-century pressure groups in promoting social support programs (e.g., Woman’s Christian Temperance Union, veterans’ and various ethnocultural associations);

SP2.02

– explain how and why social support programs (e.g., old age pensions, unemployment insurance, family allowance, medicare) were designed, and assess their effectiveness in meeting the needs of various segments of society;

SP2.03

– demonstrate an understanding of the role of government in wartime and explain why the government acted as it did (e.g., implementing centralized planning, rationing, censorship);

SP2.04

– explain how and why the Canadian government restricted certain rights and freedoms in wartime, and describe the impact, both short- and long-term, of these restrictions on the general population and on various groups within the Canadian population;

SP2.05

– produce an analysis of how Canadian governments, at various levels, reacted to the economic conditions of the Depression in the 1930s;

SP2.06

– explain and evaluate the role of government in promoting economic opportunity in post-World War II Canada (e.g., developing infrastructure, negotiating international economic treaties, promoting resource development, protecting freedom of information);

SP2.07

– explain how the government has promoted Canada’s cultural distinctiveness (e.g., through the Canadian Radio-television and Telecommunications Commission; through opposition to split-run magazines).

Methods of Historical Inquiry

Overall Expectations

MIV.01

– ask questions, identify problems, and effectively use historical research methods to investigate topics and issues in history;

MIV.02

– use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize this information in a meaningful way;

MIV.03

– analyse and evaluate information when researching historical topics or issues;

MIV.04

– communicate effectively the results of research in presentations, and demonstrate an ability to apply insights from history to other situations.

Specific Expectations

Investigating Historical Topics and Issues

MI1.01

– use terms related to historical organization and inquiry correctly (e.g., chronology, cause and effect, short- and long-term consequences, interpretation);

MI1.02

– formulate different types of questions (e.g., factual, definitional, comparative, causal, decision-making, speculative) to focus their historical research;

MI1.03

– formulate a thesis statement and effectively use it to research an historical topic.

Researching, Recording, and Organizing Information

MI2.01

– use school and public libraries, resource centres, museums, historic sites, and community and government resources effectively to gather information on Canadian history;

MI2.02

– use computer-stored information and the Internet effectively to research Canadian history topics;

MI2.03

– record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps;

MI2.04

– use computer-based systems effectively to organize information for research and report preparation;

MI2.05

– use notation methods (e.g., footnotes, endnotes, parentheses) and bibliographic formats to acknowledge sources of information in reports and essays appropriately.

Analysing and Evaluating Information

MI3.01

– identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;

MI3.02

– distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research;

MI3.03

– distinguish between fact and inference in primary and secondary sources (e.g., artifacts, visuals, articles);

MI3.04

– use relevant and adequate supporting evidence to draw conclusions.

Communicating Research Results and Applying Insights

MI4.01

– make reasoned generalizations or appropriate predictions based on research;

MI4.02

– demonstrate competence in research and writing (e.g., gathering information, building an argument, supporting the argument with evidence, writing clearly, editing);

MI4.03

– express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays;

MI4.04

– demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations and decisions.

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

 

CGE1a   -illustrates a basic understanding of the saving story of our Christian faith;

           

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

           

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d   -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e   -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f    -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g   -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

           

CGE1h   -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i    -integrates faith with life;

           

CGE1j    -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

 

An Effective Communicator   who

 

CGE2a   -listens actively and critically to understand and learn in light of gospel values;

           

CGE2b   -reads, understands and uses written materials effectively;

           

CGE2c   -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d   -writes and speaks fluently one or both of Canada’s official languages;

           

CGE2e   -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

 

CGE3a   -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

           

CGE3b   -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c   -thinks reflectively and creatively to evaluate situations and solve problems;

           

CGE3d   -makes decisions in light of gospel values with an informed moral conscience;

           

CGE3e   -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f    -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

 

CGE4a   -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

           

CGE4b   -demonstrates flexibility and adaptability;

           

CGE4c   -takes initiative and demonstrates Christian leadership;

 

CGE4d   -responds to, manages and constructively influences change in a discerning manner;

           

CGE4e   -sets appropriate goals and priorities in school, work and personal life;

           

CGE4f    -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g   -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

           

CGE4h   -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

 

CGE5a   -works effectively as an interdependent team member;

           

CGE5b   -thinks critically about the meaning and purpose of work;

           

CGE5c   -develops one’s God-given potential and makes a meaningful contribution to society;

 

CGE5d   -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

 

CGE5e   -respects the rights, responsibilities and contributions of self and others;

           

CGE5f    -exercises Christian leadership in the achievement of individual and group goals;

           

CGE5g   -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h   -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

 

CGE6a   -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b   -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

           

CGE6c   -values and honours the important role of the family in society;

           

CGE6d   -values and nurtures opportunities for family prayer;   

           

CGE6e   -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

 

CGE7a   -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b   -accepts accountability for one’s own actions;

 

CGE7c   -seeks and grants forgiveness;

 

CGE7d   -promotes the sacredness of life;

 

CGE7e   -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f    -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g   -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h   -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i    -respects the environment and uses resources wisely;

 

CGE7j    -contributes to the common good

 

 

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