Course Profile   Canadian History in the Twentieth Century, Grade 10, Applied, 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

Marc Keirstead, York Catholic District School Board

Elena Piezzo, York Catholic District School Board

Elizabeth Polihronidis, Toronto District School Board

John Ruyers, London Catholic District School Board

Greg Wilkinson, Toronto Catholic District School Board

Vicky Zeltins, Toronto Catholic District School Board

 

Internal Reviewers

James Cocchetto

Paul Devlin

Andrea Steele

Course Overview

Canadian History in the Twentieth Century, Grade 10, Applied

Identifying Information

Department:  Social Sciences

Course Developer(s):  V. Zeltins, E. Piezzo, G. Wilkinson, L. Polihronidis, J. Ruypers, M. Keirstead

Reviewers:  Andrea Steele, Paul Devlin, James Cocchetto

Course Title:  Canadian History in the Twentieth Century

Grade:  10

Course Type:  Applied

Ministry Course Code:  CHC2P

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

Credit Value:  1

Description/Rationale

This course traces Canadian history from Wilfrid Laurier’s pronouncement that the twentieth century belongs to Canada to the United Nations’s recognition of Canada as one of the best countries in which to live. Students learn about various expressions of Canadian identity, the stories of individuals and communities, and changes in political and social structures. Students discover the importance in historical studies of chronology and cause-and-effect relationships. As well, they are given opportunities to formulate appropriate questions, develop informed opinions, and present information in a variety of ways. The combination of content and skills allows students to be citizens who can apply these skills in their everyday lives and who are aware of the historical importance of contemporary events.

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 relates to a number of issues raised in this course. The respect for human rights includes the respect for individual rights, aboriginal rights, labour rights, women’s 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 events faced by Canadians and interprets them in the light of the gospel teachings such as social justice and toleration. Students recognize that there are certain 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 in the nation. That struggle reminds students of their call to individual responsibility.

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  1900-1928 – Forming an Identity in a New Century

Time:  20 hours

Description

In this unit, students are introduced to the methods of historical inquiry and to some of the major challenges Canada faced in the period 1900-1928. Students examine the development of a Canadian identity through the contributions of various individuals and groups, inside and outside Canada. Issues such as immigration, technological change, French-English relations, conscription, the role of women in society, and the role of labour in the economy are studied and discussed. Students respond to moral issues in the light of Gospel values such as tolerance, peace, and social justice. A student- created scrapbook on the period 1900-1928 is the unit's culminating activity.

Ontario Catholic School Graduate Expectations:  CGE1d, 1h, 1i, 2c, 2e, 3b, 3d, 3f, 4a, 4f, 5a, 5e, 7f, 7g, 7h.

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.02, CCV.03, CHV.01, CHV.02, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

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

Unit 2:  1929-1945 – Values Tested: Crash, Depression, and War

Time:  20 hours

Description

This unit focusses on Canada’s responses to the forces of change, both domestic and international. Students understand the causes of the Crash of 1929, the Depression of the 1930s, and World War II. They assess the social, political, economic, and cultural impact of these profound events on Canada, and investigate the contributions of Canadian men and women to the Allied victory. This unit also sets the stage for students’ understanding of Canada’s role as a middle power in the world. Students’ knowledge of their Catholic faith is enhanced through an examination of social justice issues in the 1930s and human rights issues at home and overseas during World War II. In the culminating activity, students research developments from 1929 through 1945; create and film a series of vignettes based on the social, political, economic, and cultural developments of the period; and prepare individual reports.

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, CG2.05, CG2.06, 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, 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 - The Pursuit of Prosperity, Security, and Unity

Time:  18 hours

Description

In this unit, students examine the economic, technological, cultural, social, and political changes that occurred in Canada immediately after World War II and continued into the 1960s. They also discover the growth of Canada as a middle-power on the international stage. The activities in this unit help the students to recognize the importance of certain themes in Canadian history such as Canadian and American relations. To develop skills used in historical inquiries students create a scrapbook that documents the significant economic, social, and political changes that occurred in Canada during the "baby boom" years. In this unit, students are expected to recognize the need to foster a society that is focussed on social justice and personal responsibility.

Ontario Catholic School Graduate Expectations:  CGE1d, 1e, 1h, 2a, 2b, 2c, 2d, 3d, 3e, 3f, 4a, 4f, 5a, 5e, 7b, 7e, 7f, 7g.

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

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

Specific Expectations:  CG2.01, CG2.02, CG2.03, CG2.07, CG3.01, CG3.03, CG4.06, CG4.07, CC1.01, CC1.02, CC1.03, CC1.05, CC2.01, CC2.02, CC2.03, CC3.02, CC3.03, CC3.04, SP2.02, SP2.06, MI1.01, MI1.02, MI2.01, MI2.02, MI2.03, MI2.04, MI3.01, M13.04, MI4.01, MI4.02, MI4.03, MI4.04.

Unit 4:  1963-1984 - The Challenge for Justice in Canada

Time:  18 hours

Description

This unit focusses on the challenges that faced Canada as the nation witnessed the transition from the minority government of Lester Pearson to the Just Society of Pierre Trudeau. The activities help students understand the response of the Federal government and the Canadian people to the separatist movement in Quebec. They analyse the changing social and demographic patterns in Canada with specific reference to its Aboriginal communities and major immigrant groups. They summarize Canada’s efforts to protect the human rights of all Canadians. Students use the Catholic faith tradition to analyse American popular culture’s impact on Canada as well as the claim of a Just Society. The culminating activity requires students to research and evaluate information on prime ministers Pearson and Trudeau from a variety of sources and communicate their findings in formal written reports and oral presentations.

Ontario Catholic School Graduate Expectations:  CGE3b, 3c, 3d, 3e, 3f, 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h, 7a, 7b, 7c, 7d, 7e, 7f, 7g, 7h, 7i, 7j.

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.01, CCV.03, CHV.01, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

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

Unit 5:  1984-1999 – Canada Redefined

Time:  18 hours

Description

This unit gives students an overview of the events that have challenged Canada’s unity and independence. Students examine the cases supporting and rejecting free trade as well as its impact on the labour movement and social programs. The challenges to Canadian society from Quebec and Aboriginal rights, economic disparity, and foreign affairs are also examined in the light of social justice principles. Students study the rise in Canadian pride through the arts and sports. They produce a video special of the last years of the twentieth century as a culminating activity. This unit gives students an insight into the future they will be entering and gives them a Catholic perspective in dealing with the challenges that lay ahead.

Ontario Catholic School Graduate Expectations:  CGE1d, 1i, 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3f, 4a, 4f, 5a, 5b, 5e, 5g, 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.02, CGV.03, CCV.01, CCV.02, CCV.03, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

Specific Expectations:  CG1.03, CG2.01, CG2.04, CG2.07, CG3.01, CG3.03, CG3.04, CG4.07, CC1.04, CC1.05, CC2.01, CC3.02, CH1.02, CH1.03, CH2.03, SP1.02, SP1.03, MI1.01, MI1.02, MI2.01, MI2.02, MI2.05, MI3.01, MI3.03, MI4.01, MI4.04.

Unit 6:  What Do We Take With Us?

Time:  16 hours

Description

By creating a lasting memory of their interpretation of the Canadian identity, students synthesize their previous learning as they investigate the social and cultural fabric of the nation. Within the unit, students meet further examples of how the nation’s identity was formed, its economic foundations, and most importantly, its social relevance on the world stage. Students examine the ways in which Canada’s relationship with Great Britain and the United States has changed over time and the impact of that change on the nation. The role of the Catholic faith within the development of this national identity is clearly examined and students are able to place themselves, as Catholics, into the Canadian mosaic. The culminating activity is a unit test, in preparation for the final examination. As well, this unit forms the foundation for the final major assignment.

Ontario Catholic School Graduate Expectations:  GCE1d, 1e, 1i, 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 3f, 4d, 5a, 5c, 5g, 6c, 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.O1, CGV.04, CCV.01, CCV.02, CHV.02, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

Specific Expectations:  CG1.01, CG1.02, CG1.03, CG1.04, CG2.01, CG2.07, CG3.03, CG3.04, CG4.07, CC2.01, CC2.02, CC2.04, CC2.05, CC3.01, CC3.02, CH2.02, CH2.03, SP1.02, SP1.03, MI1.02, MI2.02, MI2.04, MI3.01, MI3.04, MI4.03.

Teaching/Learning Strategies

Brainstorming – group generation of initial ideas expressed without analysis

Case Study – investigating a real or simulated problem

Classifying – grouping according to an identified pattern

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

Games – e.g., Team Quiz

Graphing/Mapping – visual tool for problem solving

Guest Speakers – experts in the field

Lectures – dissemination of information by speakers or teachers

Mind Mapping – connecting concepts in a visual form

Note Making – recording information

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

Role Playing – historical re-enactments

Scenario Writing – describing a situation

Video – visual presentation

Resources

Print

Approved textbooks

The Beaver Magazine

Canada School Atlas. Toronto: Oxford University Press, 1998.

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

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

Canadian Encyclopedia. CD-ROM.

Internet sites cited

Audio - Visual

Canada Remembers. Veterans Affairs.

Heritage Minutes.

CBC News in Review

Assessment/Evaluation Techniques

Throughout this entire 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 applied nature of this course, student assessment strategies place more emphasis on practical learning than on theories.

Additional Information

Course Notes

Although this course follows a chronological approach, teachers are encouraged to help students identify themes that run throughout the course and place these themes in proper historical context. Each unit has a culminating activity with the individual activities preparing students with the appropriate content and skills. Teachers may wish to employ current events as a practical reference point for students as they attempt to comprehend the historical background and contemporary significance of these events on their lives. The timelines suggested are estimates and teachers may take more or less time depending on the nature of their classes.

The methods of historical inquiry skills 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’ IEPs. Refer to Appendices A and B for an overview of suggested accommodations and modifications for special learners in secondary schools The Ministry-prepared ‘Special Education Guide’ is an excellent resource to consult for specific recommendations.

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 students’ availability of access to the Internet. The teacher must familiarize 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. The student must use the Internet in a manner which reflects the local boards’ 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 should 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 Secondary Schools

A. Reading Difficulties

·       Teach how to underline or highlight important points.

·       Use clear photocopies and highlight notes.

·       Describe using diagrams, charts, 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.

·       Read questions first.

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

·       Use Reading Partners.

·       Modify reading requirements.

·       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.

·       Use visuals, videos, and films

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

B. Written Language Difficulties

·       Vary assignments and adjust the 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 photocopies of notes.

·       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 B

 

 

Coded Expectations, Canadian History in the Twentieth Century, CHC2P

Communities: Local, National, and Global

Overall Expectations

CGV.01

– demonstrate an understanding of the elements of Canadian identity;

CGV.02

– explain ways in which outside forces and events have influenced Canada’s policies;

CGV.03

– describe the development of French-English relations in Canada during the twentieth century;

CGV.04

– demonstrate a knowledge of Canada’s participation in war, peace, and security.

Specific Expectations

Canadian Identity

CG1.01

– determine 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

– describe the contributions to Canadian society of its regional, linguistic, ethnic, 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 Emily Carr, Ozias Leduc, Daphne Odjig, 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

– explain how American culture and lifestyle have influenced Canadians from 1900 to the present (e.g., music, dance, clothing, speech, movies, television);

CG2.02

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

CG2.03

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

CG2.04

– identify post–World War II developments that have led to the globalization of the Canadian economy (e.g., General Agreement on Tariffs and Trade, North American Free Trade Agreement) and choose a few examples to illustrate the impact of these developments on Canadians;

CG2.05

– 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 describe Canada’s response to those events;

CG2.06

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

CG2.07

– investigate the political and economic challenges and opportunities that Canada faces as a result of international developments (e.g., end of Cold War, globalization of economy, advent of world telecommunications) and describe the effect of these challenges on Canadians.

French-English Relations

CG3.01

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

CG3.02

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

CG3.03

– demonstrate an understanding of how the federal government and Canadians in general have reacted to the Québec separatism movement (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 efforts to achieve 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

– compare 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 backgrounds, individually and as communities, contributed at home and overseas to the war effort during World War I and World War II;

CG4.05

– 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);

CG4.06

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

CG4.07

– demonstrate knowledge of 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 evaluate their success in performing these tasks.

Change and Continuity

Overall Expectations

CCV.01

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

CCV.02

– describe 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 significant factors (e.g., push and pull factors) that led to their decisions to immigrate;

CC1.02

– compare contemporary immigration patterns with historical immigration patterns;

CC1.03

– explain how the lives of adolescents and women have changed as a result of post–World War I urbanization and the post–World War II population shift to the suburbs (e.g., in terms of schooling, consumerism, leisure);

CC1.04

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

CC1.05

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

Scientific and Technological Impact

CC2.01

– use visual displays effectively to show how technological developments have changed lifestyles through the twentieth century (e.g., cars, television, plastics, computers, biotechnology);

CC2.02

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

CC2.03

– describe the technological innovations that have changed the way war has been fought in the twentieth century (e.g., aircraft, radar, nuclear arms, laser technology, guided missiles);

CC2.04

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

CC2.05

– 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

– identify why certain documents are important in the evolution of Canada’s political autonomy (e.g., Treaty of Versailles, Balfour Report, Statute of Westminster);

CC3.02

– explain the significance of Canada’s contributions to the United Nations (e.g., campaign against apartheid in South Africa; human rights initiatives; aid and relief programs; treaty on land mines);

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 in 1962 and of Canadian Human Rights Act in 1977);

CC3.04

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

Citizenship and Heritage

Overall Expectations

CHV.01

– demonstrate a knowledge 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 to an emerging sense of Canadian identity.

Specific Expectations

Social and Political Movements

CH1.01

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

CH1.02

– 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

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

CH2.02

– describe the contributions of selected individual Canadians 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, Barbara Ann Scott, Max Ward, Rosemary Brown);

CH2.03

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

Social, Economic, and Political Structures

Overall Expectations

SPV.01

– demonstrate a knowledge of 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

Influence of Economic and Political Structures on Daily Life

SP1.01

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

SP1.02

– compare economic conditions at different times in Canada’s history (e.g., stock market crash of 1929, World War II, oil crisis of 1973) and their impact on the daily lives of Canadian families;

SP1.03

– demonstrate knowledge of the advantages and disadvantages of American participation in the Canadian economy (e.g., branch plants, Auto Pact, North American Free Trade Agreement, fisheries disputes).

Changing Role of Government

SP2.01

– identify and describe the early twentieth-century pressure groups (e.g., Woman’s Christian Temperance Union, veterans’ and various ethnocultural associations) that were established to promote social support programs;

SP2.02

– explain why social support programs (e.g., old age pensions, unemployment insurance, family allowance, medicare) were established in Canada;

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 of these restrictions on the general population and on various groups within the Canadian population;

SP2.05

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

SP2.06

– explain 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 Canadian Radio-television and Telecommunications Commission; through opposition to split-run magazines).

Methods of Historical Inquiry

Overall Expectations

MIV.01

– use appropriate historical research methods to investigate topics and issues in history;

MIV.02

– use a variety of information sources to research historical topics or issues, and then organize the information in a meaningful way;

MIV.03

– evaluate information when researching historical topics or issues;

MIV.04

– communicate the results of research in oral and written presentations.

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

– use who, what, where, when, why, and how questions effectively when researching historical topics and issues;

MI1.03

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

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 technology (e.g., computer databases, Internet) effectively when researching Canadian history topics;

MI2.03

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

MI2.04

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

MI2.05

– use correct notation methods (e.g., footnotes, endnotes, parentheses) and proper formatting to acknowledge sources of information in reports and essays.

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 use both appropriately in historical research;

MI3.03

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

MI3.04

– demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence.

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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