It is recommended that you download the "pdf" version of this Course Profile for printing and the "Word, Mac, or WordPerfect" versions for working with or adapting the Course Profile to meet your instructional needs.

Course Overview

Canadian History in the Twentieth Century, Grade 10, Academic

Identifying Information

Course Title: Canadian History in the Twentieth Century, Academic

Secondary Policy Document Publication Date: The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies, 1999.

Ministry Course Code: CHC2D

Credit Value: 1

Description/Rationale

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

Unit Titles (Time + Sequence)

The units for the Grade 10 Canadian History in Twentieth Century Academic courses have been scoped into five chronological units to meet the length requirements for course profiles stipulated by the Ministry. Teachers may choose to create shorter units or to combine units for ease of instruction and assessment in their course. The Profile Writing Team believes that the chronological approach is central to the discipline of history, however, some teachers may choose to combine a thematic and chronological approach to explore larger themes in Canadian history. The course culminating activity is designed to accommodate both a chronological and a thematic approach.

The units are organized to provide meaningful student evaluation based on the culminating activities recommended for each of the five units. The Teaching/Learning Strategies provide models of exemplary practice that teachers may adapt to their course of study. Unit 6 allows students and teachers to work towards significant performance activities that combine other complex tasks. This course Culminating Activity may form a key component of the 30% final evaluation(s) outlined by The Ontario Curriculum, Grades 9 and 10 Program Planning and Assessment, p. 11. The 10 hours required for Unit 6 may be organized in a block or divided across the term.

Unit 1	1900-1928 – Growth, Sacrifice and Dreams of Peace	24 hours
Unit 2	1929-1945 – Depression and the Horrors of War	19 hours
Unit 3	1946-1967 – Pursuit of Security, Prosperity and Unity	21 hours
Unit 4	1968-1983 – Conflicts and Economic Challenges	18 hours
Unit 5	1984 to the Present: North American Reality	18 hours
Unit 6	Defining Canada: Course Culminating Activity	10 hours

Unit 1 overlaps with the Grade 8 History program in the period 1900 to 1918. Under The Ontario Curriculum: Social Studies Grades 1-6, History and Geography Grades 7 and 8, Grade 8 History is a compact course with three compulsory units: Confederation, the Development of Western Canada, and Canada: A Changing Society (focussing on all of World War I). For this reason we designed Unit 1 of the Grade 10 course profile to build on some familiar content that will then link to the 1920s which were profoundly influenced by the First World War. Unit 1 will also allow teachers to reinforce historical skills and to introduce key learning and assessment strategies such as culminating performance tasks that will be important for the entire course. This periodization breaks the traditional link between the 1920s and 1930s, and reinforces the powerful casual link between the Great Depression and World War II. 1967 and 1983 were chosen as the end points of the next two units because they represented significant turning points in the social, political and economic history of the twentieth century.

Unit Descriptions

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

Time: 24 hours

In this unit students explore Canada's history in the first three decades of the twentieth century with emphasis on Canada's emerging identity. The unit begins with an exploration of events that shape a person and a nation, and moves to a study of Canada at the turn of the century with emphasis on immigration and immigration policy as a factor in Canadian identity. This element is followed by an exploration of the extent to which Great Britain and the United States influenced the young nation. Students then research the impact of World War I, on Canada. The final activity of the unit is an examination of the aftermath of war and the mood of the 1920s. Through the production of a radio show on the 1920s, a poster on World War I, writing in role, and drawing political cartoons; students explore events that helped define Canada socially, politically and economically from 1900 to 1928. Students review, are introduced to and given an opportunity to practise and apply the skills of historical research, detecting and presenting point of view in written and role playing activities, oral, written and visual presentations and argumentative defences leading to the Culminating Activity which will incorporate these in a summative performance. In Unit 1, students are introduced to the concept of "defining moment" which will be woven throughout the course and lead to the course Culminating Activity. As part of this process, students are to maintain a research folder called My Canada Folder in which they will keep their reflections, research material, resource lists, bibliography and any other material relevant to the Course Culminating Activity.

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

Time: 19 hours

This unit deals with Canadian history between the years 1929 to 1945. Within this time period Canadians experienced two major traumatic events: The Great Depression and World War II. Students investigate aspects of these two events, and consider how Canada became involved in these historical events, the impact and significance of these events on Canadians and on Canada. Students practise a variety of historical skills in the process.

Unit 3: 1946-1967 - Pursuit of Prosperity, Security and Unity

Time: 21 hours

This unit explores the changes that took place in Canada in the two decades after World War II. Students use concepts familiar in their own lives such as security and change as the basis for an understanding of Canada’s social, political, and economic changes domestically as well as the connections the country had with the world. The unit culminates in a series of debates on issues related to those changes.

Unit 4: 1968-1983 - Conflicts and Economic Challenges

Time: 18 hours

In this unit, students examine the conflicts and economic challenges that Canadians faced in the period 1968-1983. Examining primary and secondary sources and further developing a variety of historical skills that were introduced in earlier units introduce students introduced to the key events that have shaped modern Canada as we enter the twenty-first century.

Unit 5: 1984-Present - North American Reality

Time: 18 hours

In this unit, students examine key issues that Canadians have faced from 1984 to the present. Students investigate issues from a regional perspective that is established in Activity 1 and build to a culminating activity where students create a national newspaper. The newspaper focuses on: federal-provincial relations, individual versus collective rights, NAFTA, the impact of modern technology, Canada’s foreign policy, and Canadian identity in a North American culture. Students complete this unit by practising the historical process of selecting the ‘most important’ events/issues to impact on the development of Canadian identity since 1984 from the perspective of a region. Students are then reorganized into home groups to create a national newspaper for the unit culminating activity. The activities and skills developed in this unit build towards the Course Culminating Activity.

Unit 6: Defining Canada: Significant Events in the Twentieth Century

Time: 10 hours

In this unit, students perform the culminating tasks of the course by writing a formal argumentative essay and producing a dramatization of a “Canadian Defining Moment.” Students demonstrate an understanding of significant events in 20^th Century Canadian History. Students also demonstrate the effective use of methods of historical inquiry.

Course Notes

History is a subject that inspires people to great acts of creativity, compassion and, all too often, conflict. People discuss, debate, and sometimes deny, their history. For these reasons it is important for Canadian students to study the history of their own country in the light of the major events of the twentieth century.

The five strands in The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies invite students to explore the interaction among the different forces that shape history. They examine their communities at the local, regional, national, and global levels and consider which factors contribute to change and which maintain the status quo. Students examine the events that have defined Canadian citizenship and continue to shape our heritage. Students gain an understanding of the social, economic, and political structures that form Canadian society and the ways that individual and group actions have modified these institutions for private and public benefit. History is the story of the actions of the simple and the great, and the collective effect of these actions on the society around them.

There are no final answers in History. Everything cannot be known about the human story. At times we are too distant from events to reconstruct them in an accurate way; at other times we are too close to events and our personal experiences cloud our judgement. Students must learn the skills of historical inquiry highlighted in the fifth strand that will allow them to investigate the past in a logical, balanced, and creative fashion. History is a dynamic subject, which requires the research and communication skills of the detective, the journalist and the archivist/librarian. Students are invited to research defining moments in twentieth century Canadian History and to draw and defend conclusions based on their research. Students learn that their conclusions are tentative and must remain open to revision based on the discovery of new evidence. History is alive, changing, and controversial.

Students in elementary school are introduced to the study of the past in Grades 1 to 6. In Grades 7 and 8, History is introduced as a formal discipline and students study the early years of Canadian History to the end of World War I. They are introduced to the inquiry process and develop skills in research and communication that are important for their success in Grade 10 history and civics.

The Achievement Chart in The Ontario Curriculum, Social Studies Grades 1 to 6, History and Geography, Grades 7 and 8 provides a guide to the performance standards for teachers, students and parents. The same four Achievement Categories appear in The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies. Together the Achievement Charts, categories and levels of performance form the basis for the development of assessment and evaluation tools for teachers that will clearly indicate the steps that students need to take to improve their performance.

The Academic course provides students with many opportunities to experience history and express their understandings in varied ways. Students become skilled readers and writers, and have numerous opportunities to research, construct, model, display, explain and apply the products of their investigations. Student tasks combine research, visual representations, written work, and oral explanations of their work. These complex tasks draw from all categories of the Achievement Charts. Critical thinking skills such as analysing, evaluating and applying historical knowledge are a focus of the course. The writing of an historical research paper is an important skill that Grade 10 students of history will complete.

There are important links between the expectations in the grade 10 History courses and the grade 10 Civics and English courses. The History and Civics courses provide students with different approaches to the study of government, politics, citizenship, and global connections and will reinforce student learning in important ways during their second year in secondary school. The Literature and Reading, Writing, Language, and Media Studies strands and many of the specific expectations in The Ontario Curriculum, Grades 9 and 10, English, compliment and reinforce the work of students in History. The importance of asking questions, reading, critical thinking, writing, and communicating effectively are apparent in these courses.

Teaching/Learning Strategies

This course provides students the opportunity to explore, analyse and reflect on History through diverse teaching and learning strategies. Critical thinking skills such as formulating a thesis, identifying bias and viewpoint, debating, analysing primary sources, and problem solving are a focus of many activities. Focussed inquiry, data analysis, note-taking and guided Internet searches are examples of the research skills that students practise. Students have multiple opportunities to hone their skills in communication through formal presentations, role playing, response journals, writing in role and persuasive paragraph writing. Co-operative group learning is another important active learning strategy fundamental to many activities in this profile. Tasks are designed to develop skills and concepts through a range of student learning styles. Each unit overview states specific Teaching/Learning Strategies as well as the skills development and assessment/evaluation. Many important skills are developed in the activities in the units. Students are asked to demonstrate a synthesis of their learning in the course by participating in the Course Culminating Activity in Unit 6.

The subject discipline of History has its own particular ways in which language is used to express concepts. In order to help all students, but especially ESL/ELD students, teaching and learning strategies should show formative attention to the following aspects of language in written and oral forms:

· specialized vocabulary/idioms

· wide range of tense use, active, and passive voice

· words, phrases, and clausal structures that indicate

· sequence/chronology

· cause/effect relationships

· contrast/comparatives/superlatives

· statements of opinion, interpretation, inference

· statements of speculation/hypothesis/prediction

· statements of belief, intent, necessity, persuasion, evaluation, definition

· explanations of reason

· formation of questions for formal and informal circumstances, oral or written

· active listening skills, for example, phrases, and syntax that express encouragement, requests for repetition, clarification, and restatement

· activities such as reading/listening tasks (case-study/video-viewing) need a specific and concrete product expected of students

· completion of a graphic organizer/re-enactment or structured oral response

· note-taking/summarizing

· non-verbal communication skills, of particular importance to presentation tasks

Language development and the expression of concepts taught are greatly facilitated if written tasks are reinforced by oral tasks, and vice versa. All learners with difficulties benefit greatly if models or scaffolds for oral and written expressive communicative functions are initially provided for them by their teachers.

Assessment/Evaluation

The Achievement Chart, which is the basis for assessment and evaluation in this course, is found on p. 58 of The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies. The chart identifies four major categories of knowledge and skills – Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. These categories encompass the curriculum expectations in all courses in Canadian and World Studies. The descriptions at Level 3 represent the provincial standard for student achievement.

The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment outlines the philosophy and guiding principles concerning assessment and evaluation for Ontario teachers. At some point boards may require teachers to report using the achievement level categories. If boards require teachers to report using the achievement level categories some flexibility is possible. One model is for boards and schools to grant 20% to each of the four achievement level categories and then decide how to distribute the remaining 20% to one or more of the categories according to local priorities. This distribution allows for differentiation between the applied and academic courses. Teachers will have to develop an alternative framework for collecting and measuring data to report on student achievement based on the achievement levels. Weighting for any particular assignment will depend on what the teacher wishes to assess as well as the tool or tools they use for assessment.

Activities in this course profile suggest formative assessment, including diagnostic, and summative evaluation strategies and tools. Sample rubrics are provided for some of the major activities and for the unit culminating activity. The Course Culminating Activity is designed to be a “work in progress” for all students of Canadian History. The teacher should introduce the concept and the topic of a culminating activity at the beginning of the course. A skills summary is present in each of the units, that is meant to acknowledge the fact that students require practice in order to gain competency in the many discreet skills involved in researching and writing an historical essay and making a presentation of Canadian defining moments (e.g., inquiry and research skills, analysing sources, oral communication). The specific skill and time allotment for direct instruction of that skill is stated in the Unit 6 overview. Only after this development should students be asked to demonstrate both the knowledge and skills that they have learned in the final Course Culminating Activity, Canadian Defining Moment.

Unit	Culminating Activity
Unit 1 1900-28.	Radio Show Students in expert groups investigate aspects of the 1920s and in home groups script and present a radio program before a live audience and tape recorder. Following the show all students submit a paragraph stating their thesis and main arguments in response to the question, “Did the 20s roar?”
Unit 2 1929-45	Dear Prime Minister King, September 1945 Students create a role and write a letter to the Prime Minister assessing personal and world events of the previous sixteen years, the performance of Canadian governments, politicians, and political parties, and whom they will vote for in the coming election and why.
Unit 3 1946-67	Centenary Debates Students in teams research, prepare, and present arguments for or against one of the resolutions examining the extent of Canada’s success at its centenary and write a reflective response on Canada’s first 100 years.
Unit 4 1968-83	Dramatic Moments Students create a tableaux with dramatic dialogue and a second tableaux on a key event and submit a journal reflection on the defining moments in the unit based on all the tableaux presentations. These journal entries represent a personal written position supported with concrete evidence.
Unit 5 1984-Present	Our Contemporary Canadian Identity in the Press Students in expert groups research regional newspapers and in home groups create ‘national newspapers’ that reflect regional and historical perspectives on contemporary issues.
Unit 6	Defining Moments Students research and write an argumentative essay defending their interpretation of the four most significant defining moments in 20^th-century Canadian history. In groups students select, script, and perform a “defining moment” for submission to Heritage Minutes and History Television.

The activities and performance tasks in this profile are examples of some strategies that teachers may use with their own classes. The following are some generic suggestions for assessment and evaluation techniques in History courses:

· provide opportunities for student learning to improve by using formative assessment tools in each unit (e.g., visual organizers, practice quiz, self and peer editing of written work, teacher feedback);

· model the skill that you want the students to master (e.g., formulating a thesis, note-taking, report writing);

· share with your students clearly developed criteria for their assessment and evaluation (e.g., checklists, rubrics). Developing these tools with students helps to clarify how and why they are being assessed or evaluated.

· accommodate a variety of learning styles and special needs through the modifications suggested in the activities and how they may improve their performance;

· use assessment tools that are appropriate for the expectations being addressed and that relate to the categories on the achievement charts;

· ensure that criteria used for assessment match expectations in culminating activities that involve performance assessment;

· ensure that in performance tasks involving group work that these tasks build in positive interdependence and individual accountability;

· rubrics should make it clear to students why they scored as they did and what steps they need to take to improve;

· match the assessment/evaluation strategy to the teaching/learning strategy.

To prepare for senior level courses, some post secondary opportunities, and the world of work, students who are enrolled in academic courses may be evaluated more heavily in the Thinking/Inquiry criteria found in the achievement level chart. Students should become competent researchers and writers through the activities suggested in this profile. They will also practise and demonstrate a variety of written and verbal communication tasks.

Accommodation

Every effort is made to assist all students in achieving success in their History course. Specific adaptations and accommodations are recommended with each activity. Individual Education Plans for special needs students provide teachers with specific learning strategies that work best with individual students. As well the proficiency levels outlined in The Ontario Curriculum, Grades 9 and 10, English As a Second Language and English Literacy Development, provide teachers and school administrators with a guide to receiving and accommodating these learners in the regular classroom. Students who have completed Level 2 courses in ESL/ELD and are currently enrolled in level three or higher courses have the greatest chance of success in meeting the minimum requirements for a credit with modifications.

There are a variety of strategies that can be used for those students with special needs. History teachers are encouraged to work with the Special Education teacher to review students’ IEPs (Individual Education Plans) to decide the best course of action to assist them in meeting the expectations of the Grade 10 History course. Students with specific learning difficulties require specific modifications to meet their particular needs in terms of learning, communication, and expression strengths and weaknesses. Students with attention deficit and behavioural challenges need to have opportunities for active learning and interaction within a controlled environment. The variety of learning strategies and student performance tasks provide teachers with some guidance, but each individual student’s program will require appropriate modifications based on the assessment and suggestions included in the Individual Education Plan. There are many enrichment opportunities for gifted students who may explore the issues, personalities, literature, and arts in greater depth or from different perspectives. For example, motivated students could benefit from reading Lawrence Hill’s Any Know Blood, Toronto: Harper Collins, 1997 which examines race relations in Canada and the United States over the past two centuries in a powerful, intimate and personal way as they explore the meaning of a “Just Society” for Canadians.

When planning adaptation(s) of the Canadian and World Studies, Grade 10, Academic courses for ESL students, teachers should recognize and reflect on all aspects of language development. The academic needs of the newly arrived student to Ontario who is an English language learner can be met with a program and activities that encourage cognitive skill development through language skills development. Dovetail the specific and overall expectations of The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies with those of the English as a Second Language/English Literacy Development Curriculum Policy document.

Adaptation(s) of the course for ESL students should reflect the knowledge that although most immigrant students are proficient users of their own languages, many arrive in Ontario with little or no previous experience with English. Some have had limited access to schooling and may not have developed literacy skills in their first language. Students who arrive with little or no previous schooling need extra support to acquire basic literacy skills and academic concepts. In addition to ESL/ELD support, first language assistance may also be provided, where resources are available, by teachers, trained and supervised tutors, or volunteers. In such situations, skills and knowledge acquired through the first language can be transferred into English and can promote the acquisition of English. ESL/ELD learners benefit greatly if models or scaffolds for all the above oral and written expressive communicative functions are initially provided for them by their teacher. Teachers should select resources that relate to the ESL/ELD Curriculum Policy Document Strand’s expectations: Reading, Writing, Oral and Visual Communication and Social and Cultural Competence. Use a wide variety of print and illustrative material. ESL/ELD students should be encouraged to use bilingual dictionaries, if necessary, and to use their first language to plan, organize, write a first draft of either written or performance product.

No assumption can be made of ESL/ELD learners’ prior knowledge and skill levels as described by the Ontario Ministry of Education and Training’s History Curriculum for Grades 1-8; much Canadian historical and cultural background knowledge may still be needed to be taught in the CHC2D/P and CHV2O courses.

ESL/ELD learners, like all learners, have different learning styles; therefore a wide variety of Teaching/Learning Strategies and assessment/evaluation techniques should be used in any classroom. Many assessment tools for ESL/ELD students will be formative, both in the assessment of understanding of concepts and the acquisition and practise of the specifically identified language forms necessary to express those concepts. The ESL/ELD learners’ self esteem and motivation to learn benefits greatly when courses allow expression of their individual skills, interests, and varied life experiences in the family, communities, and countries of origin; sensitivity to the diversity of cultural, ethnic, religious beliefs and customs, socio-economic levels, and family structures of our newcomer students entails accommodations to the structuring of learning experiences and resources. Subject content should be introduced/presented in ways that focus on its relevance to ESL/ELD students needs, be they communicative/ language, acculturation, survival day-to-day, social, physical, emotional, or cognitive.

Resources

Print

Teachers may use a variety of texts to provide the background information for students. The following resources provide support for teachers and students:

Alexander, Ken and Avis Glaze. Towards Freedom: The African Canadian Experience. Toronto: Umbrella Press, 1996.

Aliphat, Susan, et al. Canada 21: History. Toronto: Prentice Hall Ginn, 1996.
A series of eight books on various aspects of the twentieth century.

Backhouse, Constance. Colour Coded: A Legal History of Racism in Canada, 1900-1950. Toronto: University of Toronto Press, 2000.

Bain, Colin, Dennis DesRivieres, Graham Jarvis, and Angus Scully. Foundations: Structure and Function of Government. Scarborough: Prentice Hall Ginn Canada, 1996.

Borovilos, John, ed. Images: Canada Through Literature. Toronto: Prentice Hall Ginn, 1996.

Canadiana Scrapbook Series. Toronto: Prentice Hall Ginn.
A series of highly visual booklets with many primary documents.

Canadians in the Global Community. CRB Foundation. Distributed by Prentice Hall Canada, Toronto, 1997.
This kit contains four units with resources for student centered learning. The two units most useful for the Canadian History course are “Images of Canada” and “War, Peace and Security.”

Drew, Jackie, et al. Labour Unions in the Workplace. Toronto: The Metropolitan Toronto School Board, 1994.

Francis, D.R., et al. Destinies: Canadian History Since Confederation (3^rd ed.). Toronto: Holt Reinhart & Winston, 1996.

Granatstein, J. L., et al. Nation: Canada Since Confederation (4th ed.). Toronto: McGraw Hill Ryerson, 1990.

Henry, Frances, Mattis Winston, Tim Rees, and Carol Tator. The Colour of Democracy: Racism in Canadian Society. Toronto: Harcourt Brace and Co., 1995.

Heritage of Struggle: Canadian Labour History Workbook. Toronto: Metro Labour Education Centre, 1996.

Quinlan, Don, ed. Canadian Challenges. Toronto: Oxford University Press.
This series includes four books published from 1997-9 that look at historical and contemporary issues in Canadian history and civics. Government: Participating in Canada. Aboriginal People: Building for the Future. Women: Changing Canada. World Affairs: Defining Canada’s Role.

We are Canadians. CRB Foundation. Distributed by Prentice Hall Canada.
This kit is appropriate for the following topics “First Peoples”, “People for the Prairies” and “Changing Patterns” (recent studies on immigrants).

Women: Changing Canada. Toronto: Oxford University Press

World Affairs: Defining Canada’s Role. Toronto: Oxford University Press

Non-print

A Scattering of Seeds: The Creation of Canada. White Pine Pictures.
Social history videos with a focus on the immigration experience in Canada's history.

Act 2 - Hymn to Freedom. International Tele-film.
Videos that describe Black experiences in Canada.

Act 4 - The Black Battalion, 1916-1920 Canada’s Best Kept Military Secret by Calvin Ruck.

African-Canadian History: A Virtual Journey. A CD-ROM by Interactive Multimedia.

Canada: Growth and Change Video Series. Toronto: Prentice Hall Ginn.
This series includes five one-hour programs on major topics in Canadian History such as immigration, Quebec, and the economy.

Canada’s Coming of Age, 1939-1945. CD-ROM. Veterans Affairs Canada. Lambert Multimedia Inc. Distributed by L.M. Media Marketing Services, Markham, Ontario, 1997.
Rich resource of primary sources and video clips built around a fictional family. Best computer resource for a History unit.

Canada's Visual History. CD-ROM, National Film Board.

CBC: News in Review - current events from a historical perspective, produced monthly

First Nations, The Circle Unbroken. National Film Board. 1998.

Heritage Minutes. CRB Foundation, Kingston.

The Canadian History Series, 1945-1995. Epoch Multimedia Inc., 1999.
This is a new series of six one-half hour documentary films.

The Canadians: Biographies of a Nation. Magic Lantern. History Television.
Original biographies on the lives of significant yet "little known" Canadians.

Can/Pix Gallery - extensive collection of pictures and primary sources on Canadian history
www.nelson.com/nelson/school/discovery/images/ncddimag.htm

Canadian Museum of Civilization
http://www.civilization.ca/

Canadian Parliamentary Channel
www.cpac.ca

The Dominion Institute
www.dominion.ca

History of African Canadians
http://citd.scar.utoronto.ca/Multi_history/Blacks/Blacks_TOC.html

Holocaust Museum
www.ushmm.org/index.html
http://broadcast-live.com/newspapers/canadian.html

Indigenous Education Network (OISE/UT) – links to other important sites
www.oise.utoronto.ca/IEN/ienpage.html

National Archives of Canada
http://www.archives

National Library of Canada
www.nlc-bnc.ca/

NATO Home page
www.nato.int/

Royal Ontario Museum
www.rom.on.ca

Stats Canada
www.statcan.ca

United Nations Home page
www.un.org/

Veterans Affairs
www.vac-acc.gc.ca/

Women in Canadian History
http://library.usask.ca/herstory/herstory.html

Community

Speakers from local museum, archives, legions, Canadian armed forces, UN, NGOs, community groups, civil servants, elected officials.

OSS Policy Applications

This course profile is designed to assist teachers in the implementation of compulsory Canadian History credit based on The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies, pp. 36-45. This course is listed as one of the 18 compulsory credits required for an Ontario Secondary School Diploma in section 3.1.1 (p. 8) and Appendix 5 (p. 75) of Ontario Secondary Schools Grades 9-12: Program and Diploma Requirements 1999. Expectations for teacher accommodations and modifications of regular programs for students with special education needs are summarized in section 7.12 (pp. 56-58) of Ontario Secondary Schools Grades 9-12. The foundation for assessment, evaluation and reporting practices are outlined on pp. 9-11 of The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment.

Assessment and Evaluation of Program

Students will succeed in this program when they are able to identify the historical roots of contemporary Canadian issues, search for historically valid evidence from a wide range of sources, read historical and contemporary materials critically, assess the point of view of presenters, and use evidence to develop and defend conclusions about past events. Teachers may evaluate their courses based on the active feedback of students and colleagues and should review their program annually in light of the expectations set out in the policy documents. Adjustment of teaching practices in the light of classroom experiences is standard professional procedure.

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 Naziism, 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

CC2.0

– 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.

Acknowledgments

Identifying Information

Description/Rationale

Unit Titles (Time + Sequence)

Unit Descriptions

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

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

Unit 3: 1946-1967 - Pursuit of Prosperity, Security and Unity

Unit 4: 1968-1983 - Conflicts and Economic Challenges

Unit 6: Defining Canada: Significant Events in the Twentieth Century

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation

Accommodation

Resources

Print

Non-print

Community

OSS Policy Applications

Assessment and Evaluation of Program

Communities: Local, National, and Global

Specific Expectations

Change and Continuity

Specific Expectations

Citizenship and Heritage

Specific Expectations

Social, Economical, and Political Structures

Specific Expectations

Methods of Historical Inquiry

Specific Expectations