Course Overview

Canadian History and Politics Since 1945, Grade 11, College Preparation, CHH3C

Secondary Policy Document: The Ontario Curriculum, Canadian and World Studies, 2000

Course Description

This course examines aspects of Canadian history since 1945, focusing on issues that are of particular relevance to Canadians today. Students learn about technological change, globalization, labour relations, equity, and multiculturalism. Students preparing for college develop skills of gathering and organizing information, formulating appropriate questions, identifying bias, and presenting information in a variety of ways. They are given opportunities to understand and appreciate the diversity of Canadian society, the role of government in their lives, and the implications of the global economy. In their preparation for college, students are encouraged to develop time-management strategies and to develop the ability to work both independently and collaboratively. Through the examination of a broad range of Canadian social, political, and economic topics, students gain a combination of knowledge and skills which will enable them to effectively face challenges in their public and private lives.

How This Course Supports the Ontario Catholic School Graduate Expectations

This course allows Catholic School Students to develop attitudes and values based on Catholic social teaching and to make decisions in light of gospel values with an informed moral conscience. Among the themes analysed in this course are respect for the dignity of the human person, respect for the dignity of human labour, and a respect for social justice. Students come to an understanding of these concepts in the context of the politics of Canada and the social teachings of the Catholic Church. Students recognize that there are certain values that transcend history and are relevant for the future. The Catholic Church’s teachings about workers’ associations, ethno-cultural communities, immigration, bioethics, the Third World, and justice in the workplace are among the many value-laden issues addressed in this course. Students are encouraged to examine historical and political questions with the goal of promoting a just and compassionate human environment in Canada and the world. In their development of various methods of historical inquiry, students are encouraged to integrate their faith with their life in the workplace and in society. In all aspects of this course, students are encouraged to develop their God-given potential and to see themselves and others as images of Jesus Christ.

Course Notes

Canadian History and Politics Since 1945 is a course designed to build on the foundations students established in the Grade 10 History and Civics courses. Although the course units are organized in a chronological fashion, students study major themes in Canadian history and politics. These major themes are identified in the policy document, The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, pp. 134-144. Among the themes to be explored by students are technological change, globalization, labour relations, equity, and multiculturalism. Major themes are addressed in each unit and in the culminating activity in each unit. Furthermore, the strands of the major themes are bound together in the Tomorrow Conference, which represents the course’s culminating activity.

The learning expectations are clustered into units, which represent chronological blocks of time. This format allows students to develop a greater appreciation of chronology and to come to a better understanding of cause-and-effect relationships. The major themes of the course are introduced in the first unit, which covers the historical period of 1945-1963, and then the themes are reinforced in each of the subsequent units. In the course culminating activity, students are required to link the present to the past and to make comparisons between the present and the past. For example, students compare the welfare state in Canada today to the welfare state in the 1945-1963 period.

The course focuses on skills associated with activities, such as group work, role play, script writing, poster-making, display construction, television or radio production, conducting interviews, writing letters and reports, and use of the Internet.

Through the various activities, students develop skills associated with political and historical studies. Students formulate questions for research and conduct research in reference books, audio-visual material, and Internet sites. Students learn to communicate effectively by the use of debates, role plays, interviews, group presentations, short reports, and essays. Students learn to distinguish bias, prejudice, stereotyping, or a lack of substantiation in statements, arguments, and opinions. They learn to develop a point of view and to support that point of view with specific information. The methods of historical inquiry have been integrated throughout the five units of study. Specific learning activities and their links to assessment are outlined later in this overview.

The teacher should be aware of the resources available for the delivery of this curriculum. There are a host of Internet sites that may be accessed in the preparation of this course, and that may be accessed by students during the teaching of the course. The teacher must familiarize students with the local board’s policy regarding safe use of the Internet and obtain the necessary parental permission forms. Students must be aware of what to do if they become exposed to inappropriate sites. The teacher may wish to obtain the video program entitled Canadian History Series 1945-1995 (see Resources). This program of six half-hour videos dovetails with the chronological development of this course and addresses most of the important themes.

Units: Titles and Times

* Unit 1	Canada: New Beginnings, 1945-1963	25 hours
* Unit 2	Triumphs and Turmoil, 1963-1970	20 hours
Unit 3	Challenges and Questions, 1970-1984	23 hours
Unit 4	Revising the Vision, 1984-1993	20 hours
Unit 5	New Directions, 1993 to Present	22 hours

* These units are fully developed in this Course Profile.

Unit Organization

Unit 1: Canada: New Beginnings, 1945-1963

Time: 25 hours

Unit Description

This unit explores the major changes in Canadian society from the end of World War II to the year 1963. Students examine both the external and internal forces that helped to redefine Canada’s identity. By means of activities, such as case studies, timelines, comparison organizers, computer studies, newspaper articles, letters, posters, and discussions, they study the demographics of the period, the development of significant resource-based industries, changes in communications and transportation, and the spread of unions and professional associations in the workplace. The post-war economic boom allowed for the establishment of the welfare state, a growing sense of national pride, and a stronger sense of individual and group artistic expression. Students witness Canada’s growth on the international stage by studying Canada’s role in Korea, Suez, and various international organizations. Students are introduced to the course culminating activity – the Tomorrow Conference - and the types of performance tasks they should prepare for this project. They also complete a unit culminating activity: the writing of letters to selected prime ministers.

Important issues, such as rights of labour unions, rights of minorities, rights of the underprivileged, and values of the consumer economy, are discussed and assessed in the light of gospel values. Students are called upon to respond to issues with a sense of toleration, equity, and social justice. In all of their work, including the unit and course culminating activities, students develop important academic skills.

Unit 1 Overview Chart

Activity	Expectations	Assessment	Focus
1	COV.01, CCV.02, CHV.02, CO1.02, CC3.01, CC3.03, CH2.03 CGE1d, 4a, 7e, 7g	Knowledge/Understanding Thinking/Inquiry Communication	Social, Cultural, and Political Changes
2	CCV.03, SEV.02, C03.01, CC1.01, CC3.02, SE2.01, SE2.02, SE2.05, SE3.02 CGE1d, 2e, 3c	Knowledge/Understanding Thinking/Inquiry Communication Application	Technological and Economic Changes in Canada
3	CCV.01, CCV.02, CHV.01, CC1.04, CH1.01, CH1.02, SE3.01 CGE2e, 3b, 4g, 5b	Knowledge/Understanding Thinking/Inquiry Communication Application	The Organization of Canadian Working People
4	COV.04, CO4.01, CO4.02, CO4.03 CGE1d, 2a, 3d, 7f	Knowledge/Understanding Thinking/Inquiry Application	Canada in the Post-War World
5	HIV.01, HIV.03, HIV.04, HI1.02, HI2.04, HI3.01 CGE2b, 2c, 2d, 4f	Knowledge/Understanding Thinking/Inquiry Communication Application	The Unit Culminating Activity

Culminating Activity for Unit 1

Students select three of the five foci in Unit 1 and write letters to a prime minister expressing their opinions on the issues addressed. For this activity, students pretend that they are living in the period 1945-1963 and, from this perspective, write their letters to the appropriate prime minister. In their letters, students may express approval or disapproval of government policies and may also make suggestions for improvements in government policies. Students in Catholic schools are encouraged to incorporate their understanding of gospel values and Catholic social teaching into their letters.

Unit 2: Years of Triumph and Turmoil, 1963-1970

Time: 20 hours

Unit Description

This unit considers issues, events, and individuals that helped shape the social, political, and economic fabric of Canada. The growth of feminism, Trudeaumania, the emergence of the Aboriginal peoples as a political force, Africville, the influence of the Vietnam conflict, and the Hippy movement are considered. Students look at the role of key leaders, such as Lester Pearson, Jeanne Lesage, Pierre Trudeau, and Rene Levesque. The federal initiatives through Medicare, the Status of Women report, the Canada Pension Plan, and the Bilingualism and Biculturalism Commission are explored. The growth of nationalism in the country with the new flag debate and Expo are examined. Students examine changes in Quebec with the Quiet Revolution, the FLQ bombings, the emergence of separatist parties (e.g., Parti Quebecois), and the October Crisis of 1970.

Unit 2 Overview Chart

Activity	Expectations	Assessment	Focus
1	SEV.01, CCV.01, SE3.01, SE1.03, CH2.02, HI2.03, SE1.02, CC1.04, CC3.01, CC3.02 CGE2a, 2e, 3c, 7e	Knowledge/ Understanding	An Overview of an Era
2	CHV.03, HIV.01, HI2.01, CC1.03 CGE3d, 4a, 5e, 7g	Thinking/Inquiry Application	Male/Female Stereotyping
3	SEV.03, HI1.01, CO1.01, HI1.02, SE1.03, HI1.03 CGE1h, 3c, 5e, 7f	Thinking/Inquiry Communication	An Immigrant’s Experience
4	SEV.03, COV.02, HI3.01, HI3.03, SE1.03 CGE2b, 2d	Communication	Aboriginal Life
5	COV.02, HIV.01, HIV.03, HIV.02, CO2.04, HI2.01, SE1.03, HI3.03, HI3.01 CGE1d, 2d, 3f, 7e	Knowledge/ Understanding Communication	French/English Relations

Culminating Activity for Unit 2

Students create a living museum of the 1963-1970 time period. Breaking up into groups, students consider key events, individuals, and ideas on one of the topics or themes of the era. Through the creation of a variety of media representations, such as tableaus, posters, letters, newscasts, and soap operas, students are engaged in their learning. Students have various learning opportunities – to synthesize their understanding, to apply what they have learned in the previous units, to demonstrate their particular skills and abilities, and to develop empathy for the people of the era. In addition, the living museum naturally allows for a variety of enrichment extensions. Students can produce dramatic moments about key people and events. They can create TV newscasts or conduct interviews of various individuals. By collecting valuable information, working cooperatively, and creating various visual, oral, written, or tactile representations in the living museum, students prepare themselves for the summative tasks to come in the Tomorrow Conference.

Unit 3: Challenges and Questions, 1970-1984

Time: 2 hours

Unit Description

In this unit, students face the questions and challenges of how Canada can be transformed into a more just and equitable society. During the period of 1970-1984, the government of Canada attempted to make Canada a more friendly place for cultural minorities, for immigrants, for French-Canadians, and for the disadvantaged. Students examine the strengths and weaknesses of the government policies enacted during this period. Using case studies and document studies, students investigate questions dealing with social justice in Canada. At the same time, studies are conducted into changes in technology and the Canadian economy during this time period. The effect of a variety of government policies and programs on national, provincial, and local economies is analysed. As students prepare their television interview scripts for the unit culminating activity, they are reminded about the performance tasks they will be undertaking for the course culminating activity. Students in Catholic schools examine such issues as the rights of refugees, immigrants, women, Aboriginal peoples, ethnic minorities, and the poor in the light of gospel values and the social teaching of the Catholic Church.

Unit 3 Overview Chart

Activity	Expectations	Assessment	Focus
1	COV.01, CHV.02, HIV.01, CO1.02, CH2.03, HI1.02 CGE1h, 3d, 4a, 7g	Knowledge/Understanding Communication Application	Immigration and Multiculturalism
2	COV.02, HIV.02, CO2.01, CO2.02, HI1.01, HI2.01 CGE1d, 2e	Knowledge/Understanding Communication Application	Equity and Equity Legislation
3	COV.03, SEV.02, CO3.02, CO3.03, SE2.02, SE2.03 CGE3d, 7e	Knowledge/Understanding Inquiry Communication	Government and the Economy
4	CCV.01, SEV.03, HIV.03, CC2.01, SE3.02, HI3.01, HI3.03, HI4.02 CGE7g, 2b	Knowledge/Understanding Inquiry Communication	Regionalism in Canada
5	CCV.02, CCV.03, SEV.03, CC1.04, CH3.01, SE3.02 CGE1d, 2c, 5a, 7f	Knowledge/Understanding Inquiry Communication	Quebec and the Rest of Canada

Culminating Activity for Unit 3

Students, in pairs, write a script for a television interview program set in the period of 1970-1984. Using classroom material and researched material, students write scripts for interviews covering such thematic topics as the following:

· Why do some French-Canadians wish to separate from Canada?

· Why do some women feel like second-class Canadians?

· Is Canada’s welfare state serving the needs of all Canadians?

· Are Canada’s Aboriginal peoples being justly treated by the Canadian government?

· What impact will the new (1982) Charter of Rights and Freedoms have upon Canadian society?

· What impact will the new (1984) Young Offenders Act have upon the crime rate in Canada?

· What were the complaints of groups of people in Western Canada during the 1970s?

· What role did immigrants play in Canada’s economy during the 1970s?

· What role did Canada play in the international community during the 1970s?

· What technological advances were experienced by Canadians for the first time during the 1970s?

· Why did refugees from other parts of the world come to Canada during this time period?

· What economic changes took place in Canada during this time period?

In developing the interviews, one student may assume the role of questioner and the other student may role-play a representative Canadian or historic personality from the period. After being written and rehearsed, the interviews are presented in front of the class. Some students in the class may be interested in videotaping the interviews and this technique will add an extra air of authenticity.

Unit 4: Revising the Vision, 1984-1993

Time: 20 hours

Unit Description

This unit considers the success of Canadians on the national and international scene with people like Rick Hansen, Marc Garneau, Celine Dion, and Jim Carey. Students examine the attempts by Brian Mulroney and others, through the Meech Lake Accord and the Charlottetown Accord, to have Quebec finally join the constitutional family. The unit considers the dynamics of the New Economy with its computer technology, company downsizing, decrease in government services, and closer ties with the United States culminating in NAFTA. Changes in the country’s population demographics and social fabric are considered - the expanding urbanization, the need for public housing policy, and the rise in single-parent families, and drug use. The militancy of the First Nation Peoples, e.g., the Mohawk Warriors at Oka, the Lubicon Cree in Alberta, and the Nisga’a in northern BC is investigated. The involvement of Canada’s peacekeepers in UN missions, such as Rwanda, Somalia, and Yugoslavia, is also explored.

In Catholic Schools, the social teachings of the Church are emphasized at appropriate junctures in the unit. Statements made by the Canadian Catholic Bishops with respect to environmental protection, Northern development, Free Trade, the concerns of Aboriginal peoples, the plight of the unemployed, and the obligations of the First World to the Third World are studied and discussed.

Unit 4 Overview Chart

Activity	Expectations	Assessment	Focus
1	CO1.03, SEV.01, CO2.02, SE1.01, CC2.01, SE3.01, CO2.01, HIV.04, CH2.01, HI3.01, CH2.02 CGE2b, 3b, 7e	Thinking/ Inquiry Application	Constitutional Crisis
2	SEV.03, CHV.02, HIV.01, CC2.02, CH1.02, HI2.04, CH3.04, HI4.04 CGE1d, 3d, 4f	Knowledge/ Understanding	The Global Warning
3	CO3.02, SEV.02, CO3O3, SE1.02, CC3.02, SE2.02, CHV.01, HIV 02, HI1.01 CGE2c, 2d, 3e	Thinking/ Inquiry	Free Trade Debate
4	CCV03, HIV.03, CC3.01, SE3.02, CHV03, HI1.02, CH3.03, HI3.02 CGE4f, 5a, 5e	Communication	Canadian Talent Invasion
5	COV01, SE1.03, CO2.04, SE2.03, CC2.04, SE3.03, CH2.03, HI2.01 CGE4a, 7f, 7g	Thinking/ Inquiry	Aboriginal Resurgence
6	COV.04, HIV.01, HIV.02, HI1.03, CO4.01, HI2.02, CO4.02, CO4.03 CGE4a, 4b, 7e	Application	Canadian Peacekeeping
7	CIV.03, CCV.01, CH1.03, CI1.02, SE2.01, CO2.03, CO3.01, HI4.01, HI4.03, CC2.03 CGE4c, 4f, 5h	Thinking/ Inquiry	The New Economy
8	COV.02, CCV.02, CH1.01, CO1.01, CH3.01, CO2.01, CH3.02, SE2.04, CC1.01, SE2.05, CC1.02, HI2.03, CC1.03, HI3.03, CC2.02 CGE4d, 4e, 5e	Knowledge/ Understanding Application	Changing Social Realities

Culminating Activity for Unit 4

Canada – Then and Now: students work in groups to create posters listing the key events, individuals, and ideas for the particular activities. For example, the group focusing on Canadian peacekeeping constructs a point-form summary of where Canadian peacekeepers were engaged between 1984 and 1993. The teacher would then have students research and prepare a similar summary for where our troops are engaged in peacekeeping around the world today. Through group presentations, a class discussion, or a class debate on the various activities, students assess the ways in which Canada has changed over the years. The information gathered and the questions considered in Canada –Then and Now help prepare students for the Tomorrow Conference at the end of the course.

Unit 5: New Directions, 1993 to the Present

Time: 22 hours

Unit Description

This unit allows students to examine and evaluate some of the major issues facing Canadians today. Students study the ways in which the Canadian government and legal systems have attempted to provide support for ethnic minorities, women, labour, Aboriginal peoples, the disadvantaged, and other minority groups. Students also examine the impact of globalization and new technologies on the Canadian economy. Canada’s increased responsibilities as a United Nations peacekeeper and supporter of international humanitarian organizations are also investigated. In Catholic schools, students study the issues in light of gospel values and examine relevant Church teachings. For example, students learn about Catholic teachings with respect to bioethical issues and the Church’s position on debt forgiveness to Third-World countries. The dignity of the human person is underlined in these exercises. Students demonstrate their mastery of the methods of historical inquiry – research, interpretation, communication, and creativity – in the course’s culminating activity. In this exercise, each student selects one of the major themes of the course and prepares an oral dissertation on the theme for a Tomorrow Conference to be conducted in class. As a second segment, each student traces his or her course theme from 1945 to the present in a brief written report. Students in Catholic schools are encouraged to incorporate gospel values and the social teachings of the Catholic Church into their oral dissertation and written reports.

Unit 5 Overview Chart

Activity	Expectations	Assessment	Focus
1	COV.02, CHV.02, SEV.01, CO1.03, CH2.01, SE1.03 CGE1e, 4a, 4f	Knowledge/ Understanding Application Communication	The Impact of the Canadian Charter of Rights and Freedoms on Canadian Society Today
2	CCV.02, COV.02, CHV.02, SEV.01, CO2.03, CC2.04, CH3.04, SE1.01, SE3.03 CGE1i, 7e, 7g	Knowledge/ Understanding Communication Application	Contemporary Government Policies and Legislation related to the Rights of Workers, Cultural Groups, Aboriginal Communities, and Other Minority Groups
3	CCV.02, CHV.01, CC1.02, CC1.03, CC3.03, CH1.03, CGE2a, 2e, 3f	Knowledge/ Understanding Inquiry	The Role of Technology in the Contemporary Canadian Economy
4	COV.04, CO3.03, CO4.01, CO4.02, CO4.03 CGE4c, 7f, 7j	Knowledge/ Understanding Inquiry	The Role of Canada in the Contemporary World Community
5	HIV.01, HIV.02, HIV.03, HIV.04, HI1.02, HI1.02. HI2.04, HI3.01, HI3.02, HI3.03, HI4.01 CGE3e, 4f, 4g, 5c, 5d, 5f	Knowledge/ Understanding Inquiry Communication Application	The Course Culminating Activity – The Tomorrow Conference

Course Culminating Activity: Tomorrow Conference

In this activity, students in pairs select, or are assigned, thematic topics on which to prepare a dissertation for a Tomorrow Conference. At the conference, students are required to discuss the historical background of their topic, the current political status of their topic, and the future prospects for their topic.

Some of the thematic topics that may be used in this culminating activity are:

· Canadian immigration policies and policies dealing with political refugees;

· Canada’s Freedom of Information Act;

· Gay rights and the equity policies of the Canadian judicial and legislative bodies;

· Women’s rights and the equity policies of the Canadian judicial and legislative bodies;

· The rights of handicapped Canadians and equity policies of Canada’s judicial and legislative bodies;

· The Canadian Charter of Rights and Freedoms and its impact on society;

· Canada’s policies regarding Aboriginal peoples;

· Canada’s policies regarding multiculturalism;

· Canada’s economic relationships with other countries;

· Canada’s role in international aid, relief, and human rights organizations;

· Canada’s role in international organizations and agreements, such as United Nations peacekeeping and the International Land Mines Treaty;

· The rights of French-Canadians within the Canadian political system;

· The rights of workers and labour unions within the Canadian political system;

· Canadian government legislation to protect workers against harassment and discrimination in the workplace;

· Canada’s Medicare system;

· Canada’s welfare system aside from Medicare: old age pensions, employment insurance, student loans, and programs to aid the underprivileged;

· Canadian governments’ attempts to protect society with legislation dealing with such issues as use of tobacco, drinking and driving, use of marijuana, and environmental protection;

· The arts in Canada: the influence of individual and group artistic expression in music, television, films, painting, and theatre.

The teacher may wish to restrict a student from using a topic which overlaps in scope the subject matter covered by the student in the culminating activity for Unit 3.

For the Tomorrow Conference, students are encouraged to develop a point of view on their respective topics and to defend that point of view. Students are also encouraged to challenge the positions presented by their peers at the conference. A major thrust of the conference is for students to make projections about their topics for the future. The oral discussions at the Tomorrow Conference may absorb several days of class time. At the conclusion of the oral discussions, each student is required to write a two- to three-page report summarizing the past, present, and future of his/her topic.

Teaching/Learning Strategies

This course seeks to have students become independent, self-motivated learners. There is a range of opportunities for students to acquire knowledge, to think critically, to communicate effectively, and to apply what they have learned to new situations. Through a rich variety of activities, such as the development of chronologies, conducting interviews, and assuming the role of key historical figures, students learn how to research, establish cause-and-effect, identify bias, understand different perspectives, and develop empathy. The preparation of editorials, television scripts, reports, and précis enhance communication skills. The different occasions for group work promote cooperative learning, discussion, brainstorming, and interpersonal skills. The use of the Internet, videos, periodicals, journals, magazines, and newspapers enhances students’ media literacy. With the opportunities to make posters, design sets, construct displays, and put on television productions, students have occasions to display their other learning capabilities. Students are asked to bring all their learning experiences together in the course culminating activity of a Tomorrow Conference in Unit 5.

In each unit, teachers should develop tasks from the course expectations that link the assessment to the appropriate category in the Achievement Chart, found on pp. 246-247 in The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies. For example, if a cluster of learning expectations is tied to the Communications criterion, then appropriate teaching/learning strategies would include role play, journal writing, oral presentations, etc. Other specific examples of teaching/learning strategies are:

· Analysis of television and print advertising (Unit 4), analysis of political messages in print and visual media (Unit 5)

· Analysis of a Catholic source document. Examples are the Canadian Catholic Bishops’ statements on unemployment, child poverty, Aboriginal peoples, organized labour, and the Third World.

· Brainstorming: group generation of ideas expressed without analysis. Examples of topics for brainstorming are Aboriginal peoples (Unit 1), labour unions (Unit 1), government services (Unit 3), globalization (Unit 5)

· Case Study: investigating a real or simulated problem. Examples are legal cases involving the application of the Charter of Rights and Freedoms (Unit 3), an automobile workers’ Strike, the Asbestos Strike (Unit 1), shoes manufactured in an underdeveloped country , a refugee family in Canada (Unit 5)

· Timelines: students research a list of topics and place them on a timeline. Examples are technological innovations (Unit 1), Canadian prime ministers, events in French/English relations (Units 2-5), Canada’s global involvements (Units 4, 5)

· Comparison Organizers: two events or persons are compared by the use of categories in chart form. Examples are a comparison of the two Quebec sovereignty referenda (Unit 5), a comparison of Pierre Trudeau and René Lévesque (Unit 3)

· Computer-assisted Learning: use of a computer to learn or reinforce material. Examples of computer research assignments include unions/professional associations (Unit 1), international agencies
(Unit 5)

· Discussion/Debate: exchange of ideas on an issue and defence of a point of view. Examples of topics are minority rights (Unit 4), bioethics (Unit 5), anti-smoking laws (Unit 5), aid to Third World
(Unit 4)

· Field Trip/Excursion: class trip to reinforce classroom learning. Examples are a trip to a local workplace to observe the modern economy in action (Unit 1), a trip to City Hall to learn about local government (Unit 3)

· Group Work: developing skills of cooperative and collaborative learning

· Guest Speaker: introduction of outside expert into the classroom. Examples are an anti-racism spokesperson (Unit 2), a union official (Unit 1), an elected representative (Unit 3), an official from an international organization (Unit 4)

· Interview: preparing written questions for a relevant individual and having those questions answered by the individual. Examples are interview of a recent immigrant (Unit 2), interview of a person who lived in the 1950s (Unit 1), and interview of an elected representative (Unit 3)

· Letter Writing: addressing letters on relevant topics to appropriate authorities. Examples are a letter to a municipal official on an issue of concern (Unit 4) and a letter to a federal government department about an international issue (Unit 5)

· Poster Making: synthesizing information or concepts to deliver a message or advertisement in large visual form. Examples are multiculturalism in Canada (Unit 3) and 1950s automobile culture (Unit 1)

· Presentation/Report: oral, written, and/or visual presentation of researched topic to a specified audience. Examples are a presentation on a technological innovation (Unit 1) and a presentation on an international agency (Unit 5)

· Role Play: taking on the role of a Canadian personality and being able to think and speak in that role. Examples are Tommy Douglas, C.D. Howe, Doris Anderson, Barbara Ann Scott, Lester Pearson, John Diefenbaker (Unit 1), Pierre Trudeau, René Lévesque (Unit 2), Shirley Carr, Audrey McLaughlin, David Suzuki, Roberta Bondar (Unit 4)

· Scrapbook/Portfolio Preparation: finding pictorial information and writing on relevant topics. Examples are work on a cultural identity (Unit 3) and work on a political party or politician (Unit 5)

· Viewing video material, such as The Canadian History Series 1945-1995

Assessment & Evaluation of Student Achievement

Assessment and evaluation are based on the policies set out in The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment and the Achievement Chart outlined in The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, pp. 246-247. The Achievement Chart identifies the four major categories of Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. When planning lessons and assessments, teachers should review the required curriculum expectations, plan the criteria for the assigned task, and link them to the categories. They should ensure that all the expectations are accounted for in the assignments and the achievement of the expectations is assessed within the appropriate categories.

Throughout this course there are opportunities to evaluate any one or more of the categories within any of the clusters of expectations charted for each unit. Most unit culminating activities include all of the categories of Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.

The teacher should provide each student with opportunities to demonstrate competency in each category of the Achievement Chart.

Learning Activity	Assessment
Case study of an application of the Charter of Rights and Freedoms, of the 1945 automobile workers’ Strike, of shoes manufactured in an underdeveloped country	Formative assessment using an exemplar
Creation of timelines for technological innovations, Canadian prime ministers, events in French-English relations, Canada’s global involvement	Formative assessment using a checklist
Creation of comparison organizers for the 1980 and 1995 Quebec sovereignty referenda, for Pierre Trudeau and Rene Levesque	Formative assessment using a checklist or criteria list
Computer website research on unions, professional organizations, international agencies	Summative assessment using a rubric
Discussion/debate on minority rights, bioethics, anti-smoking laws, aid to the Third World	Formative assessment using observations and anecdotal comments
Student interview of a recent immigrant, a person who lived in the 1950s, an elected representative	Formative assessment using a criteria list
Letter writing on an issue of concern to a municipal official, a federal department responsible for a Canadian international policy	Summative assessment using a rubric
Poster making on the topics of multiculturalism in Canada and the 1950s automobile culture	Formative assessment using probe questions and teacher-student conference
Oral presentation on a technological innovation, a workers’ organization, an international agency	Summative assessment using a rubric or anecdotal comments
Role playing a Canadian personality, such as Tommy Douglas, Shirley Carr, C.D. Howe, Barbara Ann Scott, Pierre Trudeau, René Lévesque, John Diefenbaker	Summative assessment using a rubric or anecdotal comments
Scrapbook presentation on a cultural identity in Canada, a political party, a politician	Summative assessment using a rubric or teacher-student conference

The assessment and learning practices used in this Course Profile:

· provide opportunities for student learning to improve by using formative assessment tools in each unit, such as self-and peer editing of written work and visual organizers;

· accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Educational Plans;

· accommodate a variety of learning styles and special needs through modification when necessary in order to improve student performances;

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

· promote student’s ability to assess their own learning and to set specific goals;

· provide students with models of skills which they are expected to master;

· provide students with a clear indication of assessment and evaluation criteria by means of rubrics and checklists;

· provide students with both formative assessment and summative evaluation strategies;

· provide clear communications to students and parents at the beginning of the course and at other appropriate points throughout the course.

According to The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000, “the primary purpose of assessment and evaluation is to improve student learning (p.13).” The information gathered through assessment helps teachers to adapt their instructional approaches to the needs of students with a college destination. If some of the assessment practices described in this Profile do not meet the needs of students, those assessment practices should be altered.

The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 states that in the student’s overall mark, a weight of 70% will be based on evaluations conducted throughout the course, while 30% 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 (p. 15).” Decisions about how the 30% is allocated is ultimately to be decided by teachers, schools, or boards. In this college destination course, it is recommended that the 30% be divided between the performance task at the Tomorrow Conference and the written report related to the dissertation at the Tomorrow Conference.

The recommended course culminating activity involves research, creative thinking, making connections between the past and the present, and the demonstration of oral and written communication skills. In this performance task, each student selects one of the course’s themes and prepares an oral dissertation on that theme for delivery at a Tomorrow Conference to be staged in the classroom. Each student also traces his or her course theme in a written report. Each of the four categories outlined in the Achievement Chart is covered in this culminating activity.

In the ongoing process of assessment, the student’s most recent work is given greater consideration and the most consistent level of achievement is used to generate the final mark.

Accommodations

The Canadian History and Politics Since 1945 units and activities have been designed to facilitate student success through a variety of ways. There is a broad spectrum of modalities – visual, oral, written, kinesthetic, dramatic – within each of the sample activities. The activities are designed to engage students in “authentic learning” tasks. Opportunities are incorporated into the units to enhance the different facets of understanding-explanation, interpretation, application, perspective, empathy, and self-knowledge.

The teacher needs to consult the exceptional students’ Individual Education Plans (IEPs) to determine the particular accommodations to be incorporated into the activities. Special Education staff could be helpful in this area. Accommodations in assessment and evaluation tools also need to be made, providing positive feedback for all students. Accommodations for materials and learning procedures need to be in place to promote the educational success for students with learning and behavioural challenges. Enrichment is built into various extended activities.

In planning for accommodations, the teacher needs to consider the particular needs and interests of ESL/ELD students. The teacher can consult The Ontario Curriculum, Grades 9 to 12, English as a Second Language/English Literacy Development, 1999 document in order to mesh its overall and specific expectations with those of Canadian History and Politics Since 1945. The teacher may wish to focus on those parts of the course that are more relevant to, and reflective of, the ESL/ELD students and their home environment. For example, when the teacher is planning to look at Immigration Experiences after 1945, the focus could be on the personal and family experiences of ESL/ELD students. Such adaptations can help to improve students’ language skills and concept understanding. Adaptations in resources may be appropriate. Students could be encouraged to bring popular magazines, newspapers, and audio-visual materials from home.

Language development and the expression of concepts 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 teacher.

Writing models and scaffolds can be employed to cultivate language skill development and concept acquisition. Students may conduct interviews of family members and/or community leaders. By using effective learning strategies, the teacher can improve written and oral skills and development while enhancing students’ self concept and esteem.

Resources

Note Concerning Permissions

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Print Student References

Bain, Colin M., et al. Making History, The Story of Canada in the Twentieth Century. Toronto, ON: Pearson Education Canada, 2000.

Bollota, Angelo, et al. Canada, Face of a Nation. Toronto, ON: Gage, 2000.

Bondy, Robert J. and William C. Mattys. Canadiana Scrapbook: Years of Promise: Canada 1945-1963. Scarborough, ON: Prentice Hall, 1980.

Fielding, John, et al. Canada, Our Century Our Story. Scarborough, ON: Nelson, 2000.

Print Teacher References

Abella, Irving, ed. On Strike: Six Key Labour Struggles in Canada. Toronto: James Lewis & Samuel, 1974.

Bothwell, R., I. Drummond, and J. English. Canada Since 1945. Toronto: University of Toronto Press, 1989.

Bibby, Reginald W. The Bibby Report: Social Trends Canadian Style. Toronto: Stoddart, 1995.

Boulton, Marsha. Just A Minute More: Glimpses of Our Great Canadian Heritage. Toronto: Little Brown and Company, 1999.

Brown, Craig, ed. The Illustrated History of Canada. Toronto: Key Porter Books, 1997.

Cameron, Elspeth, ed. Canadian Culture: An Introductory Reader. Toronto: Canadian Scholars’ Press. 1997.

Coomber, Jan and Rosemary Evans. D. Quinlan, ed. Women: Changing Canada. Toronto: Oxford University Press, 1997.

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

Finkel, A. Our Lives: Canada After 1945. Toronto: Lorimer, 1997.

Foot, David. Boom, Bust and Echo 2000. Toronto: MacFarlane Walter & Ross, 1998.

Granatstein, Jack and Norm Hillmer. For Better or Worse. Toronto: Longman, 1991.

Granatstein, Jack. Yankee Go Home. Toronto: Harcourt/Collins, 1996.

Gwyn, Richard, ed. Nationalism without Walls: The Unbearable Lightness of Being Canadian. Toronto: McClelland & Stewart, 1996.

Henderson, Ian, et al. World Affairs: Defining Canada’s Role. Don Mills: Oxford University Press, 1998.

Hux, Allan. Cold War: Experiencing History. Toronto: Harcourt/Collins, 1993.

Kolpin, Robert. Global Links: Connecting Canada. Don Mills: Oxford University Press, 1999.

Marsh, James H., editor-in-chief. The Canadian Encyclopedia, 3rd ed. Toronto: McClelland & Stewart, 1999. Also on CD-ROM, 1995, Annual.

Quinlan, Don, ed. Government: Participating in Canada. Toronto: University Press, 1999.

Pedersen, Diana. Changing Women, Changing History: A Bibliography of the History of Women in Canada, 2nd ed. Ottawa: Carleton University Press, 1996.

Reed, Kevin. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.

Royal Commission on Aboriginal People. Public Policy and Aboriginal Peoples, 1965-1992. Ottawa: Minister of Public Works and Government Services, 1996.

Saywell, John. Quebec 70. Toronto, ON: University of Toronto Press, 1971.

Stewart, Greig. Shutting Down the National Dream. Toronto: McGraw-Hill, 1998.

Thompson, John and S. Randall. Canada and the United States: Ambivalent Allies. Montreal: McGill/Queen’s, 1994.

Video

CBC News in Review.

Canadian Portraits. Breakthrough Films and Television, 1998. 30 min. People from cultural groups talk about their successes and problems as members of minorities, and their contributions to Canada.

Just Watch Me: Trudeau and the 70’s Generation. NFB, 1999. 90 min. Various French and English citizens look back at what it was like growing up in Canada during the Trudeau years.

Masters in Our Own House: French and English Relations in Canada. 28 min.

Pierre E. Trudeau. CTV Television Network, 1990. 24 min. Pamela Wallin interviews the Right Honourable Pierre E. Trudeau. He discusses his view on sovereignty, Meech Lake, and other issues.

Propaganda Message. NFB, 1972.

The Canadian History Series 1945-1995. Epoch Multimedia Inc., P.O. Box 23148, Ottawa, ON. With the purchase of these videos, permission for classroom use is included. There are six half-hour episodes in this series and each has relevance to this course. The six episodes are as follows:

“Land of Promise Canada: 1945-1954”

“Optimism and Uncertainty Canada: 1955-1963”

“Seeking an Identity Canada: 1964-1972”

“Turbulent Years Canada: 1973-1980”

“The Gilded Eighties Canada: 1981-1988”

“Brave New World Canada: 1989-1995”

Human Resources

· School guidance persons, representative from management and labour, representative from a community workplace, a Roman Catholic priest, an elected representative, a spokesperson for an international agency

· Veteran from local Royal Canadian Legion branch, representative from a professional organization, spokesperson from various interest groups, Aboriginal community representative

Catholic Resources

Catechism of the Catholic Church. Toronto: Doubleday, 1995.

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

Gaudium et Spes. Second Vatican Council document.

Love Kindness. Jesuit Centre for Social Justice.

On Choosing a Government. Ontario Bishops 1998 Pastoral Letter.

Rerum Novarum. Papal Encyclical, 1890.

Sheridan, E.F., ed. Do Justice! The Social Teachings of the Canadian Catholic Bishops. Toronto: Pauline Press, 1987.

Sollicitudo Rei Sociali. Papal Encyclical, 1986.

OSS Considerations

The Grade 11 Canadian History and Politics Since 1945 College Preparation course provides students with the opportunity to acquire skills and knowledge that they need in order to pursue education and career goals and to carry out social responsibility. This course provides students with learning experiences that are consistent with program goals outlined in Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999. Students relate their learning to personal aspirations and interests and to possible work and life roles. To reach this objective, teachers should offer a range of career exploration activities (e.g., guest speakers and field trips to representative workplaces). In some situations, students may benefit from cooperative education and work experience if teachers choose to add this component to the course. Cooperative education placement could be found in work with the Red Cross, work with refugees, or work in a retail store (the “new economy”). Ways to provide these opportunities to students are suggested in Ontario Secondary Schools, Grades 9 to Grade 12, Program and Diploma Requirements, 1999, section 7.5, Cooperative education and work experience (pp. 52-54).

This course also gives consideration to integrating technology across the curriculum (e.g., use of Internet in research), exceptional students (accommodations when necessary), using the community as a resource (visits to representative workplaces), and using the Library/Resource Centre.

Coded Expectations, Canadian History and Politics Since 1945, Grade 11, College Preparation, CHH3C

Communities: Local, National, and Global

Overall Expectations

COV.01 · demonstrate an understanding of the contributions of recently arrived and more established peoples and cultures to Canadian society;

COV.02 · demonstrate an understanding of the role of social justice in Canada’s multicultural society;

COV.03 · evaluate how key developments in global communications, technology, and economic partnerships have affected Canadians;

COV.04 · describe examples of Canada’s contributions to and continuing role in the world community and demonstrate an understanding of the importance of such involvement.

Specific Expectations

Canadian Peoples

CO1.01 - compare major changes in Canadian demographics to illustrate the development of Canada as a multicultural society;

CO1.02 - describe important changes in Canada’s immigration policies and explain how these have affected Canadian society;

CO1.03 - assess the impact of the Charter of Rights and Freedoms on personal and cultural relations in Canada (e.g., land claims and fishing rights of Aboriginal peoples; freedom of mobility and employment for established and newly arrived peoples from Europe, Asia, Latin America, and the Caribbean).

Social Justice

CO2.01 - demonstrate an understanding of the major issues and events that led to the widening of Canadian ethnocultural and equity legislation and programs, and explain the key challenges in maintaining these programs;

CO2.02 - analyse the role of the Charter of Rights and Freedoms in the development of social justice for Canadians (e.g., Young Offenders Act, Freedom of Information Act);

CO2.03 - describe the range of protections for labour and against harassment and discrimination in the workplace contained in the Labour Relations Acts;

CO2.04 - describe examples of public inquiries and royal commissions and evaluate their role in the development of social justice in Canada (e.g., Royal Commission on Bilingualism and Biculturalism, Royal Commission on the Status of Women, Royal Commission on Aboriginal Peoples, Krever commission).

Global Processes

CO3.01 - describe the major effects of satellite and space technology (e.g., Sputnik, Anik, Telesat) on world communications and on Canadians’ lives and work;

CO3.02 - analyse the revival of the European and Asian economies after World War II, and assess the impact of these developments on Canada;

CO3.03 - describe the growth of international economic relationships and associations (e.g., General Agreement on Tariffs and Trade, North American Free Trade Agreement, European Currency Unit, Asia-Pacific Economic Cooperation) and describe Canada’s participation in these organizations, as well as their impact on the lives of Canadians.

Canada in the World Community

CO4.01 - assess the effectiveness of major international aid and relief agencies and programs in which the Canadian government played a leading role (e.g., Colombo Plan, Canadian University Services Overseas, Canadian International Development Agency);

CO4.02 - evaluate the participation and achievement of Canadians in non-governmental aid, relief, and human rights organizations (e.g., Oxfam, CARE, Médecins Sans Frontières, Unitarian Service Committee, Amnesty International);

CO4.03 - evaluate Canada’s participation in international agreements and organizations (e.g., agreements to send United Nations peacekeeping forces, World Health Organization, Universal Declaration of Human Rights, United Nations Declaration of the Rights of Indigenous Peoples, International Land Mines Treaty).

Change and Continuity

Overall Expectations

CCV.01 · demonstrate an understanding of key ways in which Canadian society is a “work in progress;”

CCV.02 · demonstrate an understanding of continuing issues, concerns, and strengths in Canadian society;

CCV.03 · demonstrate an ability to use the organizing concepts of chronology and cause and effect in the study of history.

Specific Expectations

Change in Canadian Society

CC1.01 - describe major changes in land, water, and air transportation (e.g., superhighways, St. Lawrence Seaway, jet aircraft) and assess their effects on Canadian society;

CC1.02 - assess the effects of the changing workplace on Canadians (from traditional primary and secondary industries to tertiary and service industries; from lifelong employment to entrepreneurial and contractual employment);

CC1.03 - describe key changes in electronic and telecommunications technologies (e.g., transistors, printed circuits, microwave broadband, cable, Internet services) and assess their impact on Canadian society;

CC1.04 - describe key changes in Quebec’s relationship with the rest of Canada (e.g., Quiet Revolution, sovereignty association, referendums, distinct society).

Continuity in Canadian Society

CC2.01 - describe the major ongoing processes and forums for Canada’s national and constitutional development (e.g., federal-provincial conferences, royal commissions, public hearings, referenda);

CC2.02 - assess several government programs and policies designed to assist and protect Canadian citizens (e.g., family allowances, medicare, ombudsmen);

CC2.03 - demonstrate an understanding of the ongoing impact of capitalism and free enterprise as dominant forces in Canadian society (e.g., oil and mineral explorations; private banking systems; government privatization and deregulation; industries such as Bombardier, Magna, and WestJet; franchising and Internet opportunities);

CC2.04 - demonstrate an understanding of key unresolved issues of identity and sovereignty involving Aboriginal communities and local, provincial, and federal governments (e.g., land claims, taxation, justice).

Chronology and Cause and Effect

CC3.01 - create timelines and charts to trace developments in Canadian society since 1945 (e.g., demographics, school attendance, wages and prices) and explain the value of these tools;

CC3.02 - explain the process of cause and effect in the unfolding of key Canadian events and issues since 1945 (e.g., Diefenbaker’s landslide, Trudeaumania, reactions to the Meech Lake and Charlottetown accords, the decline of the Canadian dollar);

CC3.03 - analyse the interrelationships among political, social, economic, and cultural developments, issues, and ideas, using key examples from post-1945 Canada (e.g., the baby boom and its effect on schools; the growth of suburbs and its effect on transportation; the Charter of Rights and equity policies; Quebec’s cultural and political identity; concern about health issues and the adoption of smoking bans).

Citizenship and Heritage

Overall Expectations

CHV.01 · demonstrate an understanding of the organizations of Canadian working people and how workers have dealt with challenges and influenced society;

CHV.02 · demonstrate an understanding of the importance of active citizenship and respect for heritage in the lives of Canadians;

CHV.03 · explain and assess how different individuals and communities seek to fulfill their ambitions and express their identities.

Specific Expectations

Working Canadians

CH1.01 - describe the spread of unions and professional associations in the Canadian workplace since 1945 (e.g., labour unions, such as the United Auto Workers/Canadian Auto Workers; professional unions, such as the Canadian Union of Public Employees; professional associations, such as the Canadian College of Physicians and Surgeons);

CH1.02 - assess the influence of unions and professional associations on government policies and political parties (e.g., Industrial Relations and Disputes Investigation Act [1948], New Democratic Party);

CH1.03 - describe the challenges to Canadian workers posed by globalization and offshore industries and assess the importance of these developments for Canadians now and in the future.

Citizenship

CH2.01 - demonstrate a deeper understanding of key concepts relating to citizenship that were developed in the Grade 10 Civics course, with particular emphasis on the workings of government agencies;

CH2.02 - describe key developments in Canadian history since 1945 that specifically relate to issues of citizenship (e.g., the creation of Canadian citizenship and a Canadian flag, the patriation of the British North America Act);

CH2.03 - assess the importance of multiculturalism and the values of mutual respect and tolerance in the composition and continuation of the Canadian democratic system.

Identity and Self-Expression

CH3.01 - demonstrate an understanding of the identities and experiences of various groups that have come to Canada as immigrants or refugees since 1945 (e.g., displaced persons who migrated after
World War II, Hungarian refugees in 1956, Central Americans, Vietnamese boat people, Somalis);

CH3.02 - analyse key issues surrounding the establishment, maintenance, and expansion of ethnic neighbourhoods in Canadian cities and towns (e.g., Vancouver’s Chinatown, Toronto’s Little Italy, Halifax’s Africville);

CH3.03 - identify and assess the influence of the range of venues for individual and group artistic expression that have emerged throughout Canada since 1945 (e.g., TV Ontario, Arts Canada, Stratford Festival, local galleries and theatres);

CH3.04 - assess the importance to Canadian society of the cultural mosaic and of the right of individual self-expression, as reflected in government policies and popular attitudes (e.g., multicultural policies, hate-crime legislation, religious tolerance, rights of individuals who lead alternative lifestyles).

Social, Economic, and Political Structures

Overall Expectations

SEV.01 · evaluate how well Canada fits the description of an open, equitable, democratic society;

SEV.02 · describe and assess the changes in the Canadian economy since 1945;

SEV.03 · demonstrate an understanding of the spectrum of political and social opinion in Canadian society.

Specific Expectations

The Promotion of Canadian Democracy

SE1.01 - explain the fundamental concepts that define an open, equitable, democratic society (e.g., basic freedoms, rule of law, tolerance and compromise, citizen participation and responsibility);

SE1.02 - analyse key developments in Canada’s social legislation since 1945 (e.g., medicare, employment and pension programs) as they relate to the concept of an open, equitable, democratic society;

SE1.03 - evaluate the continuing efforts by Canadian governments and individuals to promote equity and multiculturalism since 1945.

Economic Structures

SE2.01 - describe developments in Canada’s resource industries since 1945 (e.g., Leduc oil wells; the Tar Sands; Hibernia; nuclear power plants; developments in hydroelectricity, mining, forestry, fishing);

SE2.02 - describe developments in the structure of Canadian industry since 1945 (e.g., extension of U.S. branch plants; government subsidies and ownership; downsizing and plant closures);

SE2.03 - assess the effect of a variety of government policies and programs on national, provincial, and local economies (e.g., sponsorship of megaprojects such as the Trans-Canada Pipeline or James Bay hydroelectric project; the National Energy Program; wage and price controls; Bank of Canada monetary policies);

SE2.04 - demonstrate an understanding of the dilemmas governments face in developing policies that protect or expand the social safety net, on the one hand, and policies that promote a positive environment for capitalism and free enterprise, on the other hand (e.g., progressive versus flat tax proposals, spending on social programs versus tax reductions, nationalized versus privatized services and industries);

SE2.05 - describe key developments in the Canadian consumer economy since 1945 (e.g., suburbanization, subsidized housing, shopping malls, personal credit cards, automated services) and assess their effects on Canadians’ lives.

The Role of Opinion in Canadian Democracy

SE3.01 - explain the concept of the political spectrum and compare the ideas, leadership styles, and programs of different Canadian political parties since 1945;

SE3.02 - identify and evaluate the reasons for the development of differing regional attitudes (e.g., Western alienation, Ontario centrism, Quebec nationalism, Atlantic Canadian isolation);

SE3.03 - assess the effectiveness of the programs and methods of various interest groups in Canada in influencing public policy (e.g., Assembly of First Nations, National Action Committee on the Status of Women, Sierra Club, Fraser Institute, Hepatitis C Action Group).

Methods of Historical Inquiry

Overall Expectations

HIV.01 · demonstrate an ability to locate, select, and organize information from a variety of sources;

HIV.02 · demonstrate an understanding of the steps in the process of historical interpretation and analysis;

HIV.03 · communicate opinions based on effective research clearly and concisely;

HIV.04 · demonstrate an ability to think creatively, manage time efficiently, and work effectively in independent and collaborative study.

Specific Expectations

Research

HI1.01 - formulate significant questions for research and inquiry, drawing on examples from recent Canadian history (e.g., what were some of the technological developments necessary for the completion of the St. Lawrence Seaway and the Trans-Canada Pipeline? What were some of the motives behind the cancellation of the Avro Arrow? How did the Auto Pact affect Canadian workers?);

HI1.02 - conduct organized research, using a variety of information sources (e.g., textbooks and reference books, audio-visual materials, Internet sites);

HI1.03 - organize research findings, using a variety of methods and forms (e.g., note taking; graphs and charts, maps and diagrams).

Interpretation and Analysis

HI2.01 - demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack of substantiation in statements, arguments, and opinions;

HI2.02 - describe key interpretations of Canadian history (e.g., “great leader,” geographic, economic);

HI2.03 - describe key relationships and connections in the data studied (e.g., chronological ties, cause and effect, similarities and differences);

HI2.04 - demonstrate an ability to develop a point of view that reflects effective research into diverse sources.

Communication

HI3.01 - communicate effectively, using a variety of styles and forms (e.g., reports or essays, debates, seminars, interviews, group presentations);

HI3.02 - use an accepted form of documentation to acknowledge sources of information (e.g., footnotes, endnotes, or author-date citations; bibliographies or reference lists);

HI3.03 - express opinions and conclusions clearly and in a manner that respects the opinions of others.

Creativity, Collaboration, and Independence

HI4.01 - demonstrate an ability to think creatively in reaching conclusions about both assigned questions and issues and those conceived independently;

HI4.02 - use a variety of time-management strategies effectively;

HI4.03 - demonstrate an ability to work independently and collaboratively and to seek and respect the opinions of others;

HI4.04 - identify various career opportunities related to the study of history (e.g., researcher, museum or archive curator, teacher, journalist, writer).

Unit 1 | Unit 2 | Course Profiles Main Menu

Acknowledgments

Secondary Policy Document: The Ontario Curriculum, Canadian and World Studies, 2000

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Organization

Unit 1: Canada: New Beginnings, 1945-1963

Unit 2: Years of Triumph and Turmoil, 1963-1970

Unit 3: Challenges and Questions, 1970-1984

Unit 4: Revising the Vision, 1984-1993

Unit 5: New Directions, 1993 to the Present

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Print Student References

Print Teacher References

Video

Human Resources

Catholic Resources

OSS Considerations

Communities: Local, National, and Global

Overall Expectations

Specific Expectations

Change and Continuity

Overall Expectations

Specific Expectations

Citizenship and Heritage

Overall Expectations

Specific Expectations

Social, Economic, and Political Structures

Overall Expectations

Specific Expectations

Methods of Historical Inquiry

Overall Expectations

Specific Expectations