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

 

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

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

 

Project Leaders

Allan Hux, Toronto District School Board, President OHCA

Jennifer Watt, Toronto District School Board, Executive Officer, OHCA

 

Course Profile Writing Team

Elizabeth Freeman-Shaw, District School Board of Niagara

Jan Haskings-Winner, Toronto District School Board

Murray Locke, Toronto District School Board

Robert Mewhinney, Toronto District School Board

Wayne Sproule, Toronto District School Board

William Williams, District School Board of Niagara

 

Contributing Writers

John Myers, OISE/UT

 

Internal Reviewers

George Adams, OHASSTA, OHCA

Ken Alexander, Peel District School Board

John Fielding, Queen’s University

Dennis Gerrard, Toronto District School Board

Paul Litt, Ontario Heritage Foundation

George Thompson, District School Board of Niagara, President OGCA

Bernie Rubinstein, Toronto District School Board, Vice-President, OHCA

Moira Wong, Toronto District School Board

Terezia Zoric, Toronto District School Board

 

Lead Board

Toronto District School Board

 

Associations

Ontario History and Social Studies Teacher Association (OHASSTA)

Ontario History Consultants Association (OHCA)

Ontario Geography Coordinators Association (OGCA)

Course Overview

Canadian History in the Twentieth Century, Grade 10, Applied

Identifying Information

Course Title:  Canadian History in the Twentieth Century

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

Ministry Course Code:  CHC2P

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 Nation’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.

Unit Titles

The Grade 10 Applied course has been scoped into five chronological units to meet the length requirement for course profiles stipulated by the Ministry of Education. Teachers may choose to create shorter units or combine units for ease of instruction and assessment. The 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. In Unit 6, students and teachers work towards significant performance activities that combine other complex tasks. This course Culminating Activity may form a key component of the 30% final evaluation outlined by The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, p. 11. The ten hours required for Unit 6 may be organized in a block or divided across the term.

 

Unit 1 overlaps with the Grade 8 History program in the period 1900-1918. 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 Unit 1 builds on familiar content that is then linked to the 1920s, a period profoundly influenced by the World War I. Unit 1 also allows teachers to reinforce historical skills and to introduce key learning and assessment strategies, such as culminating performance tasks, that are important for the entire course. This periodization breaks the traditional link between the 1920s and 1930s and reinforces the powerful causal 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 represent 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

Students explore Canada in the first decades of the twentieth century. Through the production of a poster, time capsule, and museum of the period, students discover and explore the defining events that shaped Canada’s economy, politics, society, and external relations. Students 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 paragraphs in the activities leading to the culminating activity. These are incorporated in the summative performance task. Students are also introduced to the My Canada Folder and Unit 6 course culminating activity in relation to defining moments. In the folder, students keep their reflections made on defining moments in each unit, as well as research notes, 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 looks at the themes of economic disaster and global conflict in the context of the Great Depression and World War II. Students learn about the experiences of Canadians in the grip of economic and geopolitical forces. Students investigate the impact of these forces on Canadians, as individuals and groups, and the reactions and results for the nation. Students work toward a culminating demonstration of a series of in-role diaries from the period.

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

Time:  21 hours

This unit deals with Canadian history 1946-1967, formative years in the shaping of Canada today. From the end of World War II to Canada’s Centennial celebration, three themes are investigated: the pursuit of security in a time of international challenge; social and economic changes within Canada’s borders; and the continuing search for a Canadian identity. By investigating these themes for the mid-20th century, students gain knowledge that enables them to reflect more fully on the nature of Canada at the beginning of the 21st century.

Unit 4:  1968-1983: Conflicts and Economic Challenges

Time:  18 hours

Students examine the conflicts and economic challenges that Canadians faced in the period 1968-1983. Students work towards a culminating activity in which they present small-group dramatizations of key events that encompass the themes in the activities and write a letter in role to another character depicted in the dramatization. Students practise a variety of historical skills as they investigate topics dealing with Quebec nationalism, aboriginal issues, economic challenges, Canadian immigration policies, the Constitution and Human Rights, and Canadian identity and symbols.

Unit 5:  1984-Present: North American Reality

Time:  18 hours

Students explore key issues of present-day Canada through a hands-on approach that leads directly to a summative culminating activity entitled Making History. Throughout this unit, students examine primary sources and case studies dealing with contemporary Canadian and North American issues. Students continue to develop their historical inquiry skills through the investigation of topics such as 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 the unit by practising the historical process of selecting the most important items to go into a time capsule based on the period 1984 to the present. These activities flow very aptly into Unit 6.

Unit 6:  The Twentieth Century: Defining Canada

Time:  10 hours

Students perform the culminating activity for the course. Through the production of an interactive classroom display by decade, theme, or topic, students identify and defend what they consider to be the most significant events that defined Canada. In a summary essay, students identify and defend their choice of the three events that shaped Canada into a nation.

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 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 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 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. As well, they are introduced to the inquiry process and develop skills in research and communication that are important for their success in Grade 10 Canadian and World Studies.

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 Chart, categories, and levels of performance form the basis for the development of specific assessment/evaluation tools that clearly indicate the steps students need to take to improve performance.

The Applied course provides students with many opportunities to experience history and express their understandings in varied ways. Students become competent readers and writers, and they have numerous hands-on opportunities to research, construct, model, display, and explain the products of their investigations. Student displays combine research, visual representations, written guides, and oral explanations of their work. These complex tasks draw from all categories of the Achievement Chart.

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 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 complement 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. Tasks are designed to develop skills and concepts across a range of student learning styles. Each unit overview states specific teaching/learning strategies. Many important skills are developed in the activities. Students are asked to demonstrate a synthesis of their learning by participating in the culminating course activity (Unit 6).

The subject discipline of History has its own particular ways in which language is used to express concepts. In order to help students, 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 causal structures that indicate

·        sequence/chronology

·        cause-and-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, e.g., 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. Learners with difficulties benefit greatly if models or scaffolds for oral and written expressive communicative functions are initially provided by their teachers.

Assessment/Evaluation

The achievement level 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. For example, schools or boards may wish to place greater weight on Application and Oral Communication tasks in an Applied course. Nevertheless, the distinctions between Applied and Academic courses are matters of degree. Teachers need 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.

Activities in this course profile suggest formative assessment, including diagnostic assessment, 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 in the Twentieth Century. The teacher introduces 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 and acknowledges the fact that students require practice in order to gain competency in the many discreet skills involved in creating and presenting an historical display (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, The Twentieth Century, Defining Canada: Interactive Classroom Display.

 

The activities and performance tasks in this profile are examples that teachers may use with their own classes. The following are suggestions for assessment and evaluation:

·       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/evaluation (e.g., checklists, rubrics). Developing these tools with students helps to clarify how and why they are being assessed/evaluated.

·       Accommodate a variety of learning styles and special needs through the modifications suggested in the activities and suggestions of how students 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 performance tasks involving group work 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 Technique to the Teaching/Learning Strategy.

To prepare for senior level courses, post secondary opportunities, and the world of work, students who are enrolled in applied courses may be evaluated more heavily in the Applications/Making Connections criteria found in the Achievement Chart. Students should become competent writers through the suggested activities. They also practise and demonstrate a variety of verbal communication tasks in addition to producing visual representations of the knowledge they have acquired. While recognizing the validity and necessity of a final examination in this course, the writers urge that greater weight be given to the culminating activity than to an exam.

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. Appropriate adaptations in assessment and evaluation in Grade 10 for students include modified expectations and modified assessment strategies (e.g., granting of extra time; use of oral interviews, use of scribes, tasks requiring completion of graphic organizers, and cloze sentences instead of essay questions). 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 students with special needs. History teachers are encouraged to work with the Special Education teacher to review students’ IEPs to decide the best course of action to assist them in meeting the expectations. 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 student’s program requires appropriate modifications based on the assessment and suggestion included in the IEP. There are many enrichment opportunities for gifted students to 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 adaptations of the Applied course for ESL/ELD students, teachers should recognize that the needs of the newly arrived student to Ontario can be met with activities that encourage cognitive skill development through language skill development. This may be done by dovetailing the specific and overall expectations of The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies with those of The Ontario Curriculum, Grades 9 and 10, English as a Second Language/English Literacy Development documents.

Adaptations 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. Teachers should select resources that relate to the ESL/ELD Curriculum Policy Document strands: Reading, Writing, Oral and Visual Communication, and Social and Cultural Competence. Use a wide variety of print and illustrative material. Encourage ESL/ELD students to use bilingual dictionaries, if necessary, and to use their first language to plan, organize, and write first drafts of written and performance products. 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.

No assumption can be made of ESL/ELD learners’ prior knowledge and skill levels as described by the Ontario Ministry of Education’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 practice 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 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 background information. 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.

Aliphat, Susan. Canada Twenty-One: A History and Geography Scrapbook Series. Toronto: Prentice Hall Ginn, 1993.
This series includes twelve books, eight of which pertain to the History and Civics program.

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 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. (3rd ed.). Toronto: Holt Rinehart & Winston, 1996.

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

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

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).

Non-print

“Act 2 - Hymn to Freedom” - International Tele-film.
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. CD-ROM. 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.

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

 CBC: News in Review.
Current events videos from a historical perspective, produced monthly.

First Nations, The Circle Unbroken. National Film Board.

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.

Heritage Minutes. Kingston, CRB Foundation.

Web Sites

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

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

Indigenous Education Network (OISE/UT)
www.oise.utoronto.ca/IEN/ienpage.htm

Links to other important sites

Links to Canadian Newspapers
http://broadcast-live.com/newspapers/canadian.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 Experts

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 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 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 course 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.

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 Naziism, 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.

 

 

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