Course Overview

Canadian History and Politics Since 1945, Grade 11, Workplace Preparation, CHH3E

Policy Document: The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000

Prerequisite: Canadian History in the Twentieth Century, Grade 10, Academic or Applied

Course Description

This course examines Canadian issues in the period from the end of World War II to the present. Students learn about technological change, globalization, labour relations, equity, and multiculturalism. Students discover the importance of such skills as 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 a global economy. Students are prepared for the workplace by conducting studies in labour relations, apprenticeship policies, workplace safety, and equity issues. 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 supports the Ontario Catholic School Graduate Expectations in numerous ways. Among the themes developed in this course are respect for the dignity of the human person, respect for the dignity of human labour, and 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 in the light of gospel values. Students are encouraged to examine historical and political questions with the goal of promoting a just and compassionate environment in Canada and the world. In this course, students are encouraged to integrate their faith with their life, in the workplace and in society, and to see themselves and others in the image of Jesus Christ.

Course Notes

This History course is designed to meet the learning needs of a wide variety of students. The central focus of the course is to have students learn and demonstrate how “Canada is a work-in-progress”. To that end, the course is organized into four large thematic units [culture, technology, government, and world issues]. In each unit, students use historical narratives and the methods of historical inquiry to develop their understanding of Canada’s development since 1945. In a final culminating activity unit, students assemble their prior learning into presentations that relate specifically to the central focus of the course.

The intent of this course is fourfold. The course reinforces, without undue repetition, student learning of contemporary Canadian history introduced in Grade 10 History and Grade 10 Civics. The course develops student skills necessary to complete or to build on provincial literacy standards. The course develops student understanding into the intricacies of the workplace – union membership and dues, apprenticeship programs, pay stubs, and government programs to ensure equity and job-place safety. Finally, the course extends student understanding of diversity and effective methods of civil conflict resolution.

In order to increase interest and relevancy of this course to workplace destination students, guest speakers from community and workplace organizations as well as visits to a variety of workplaces should be integrated into the course program. Resource people can include school health and safety committees and cooperative education and guidance teachers.

Assessment and evaluation in this course are incremental processes in which student demonstrations of learning work towards both unit and course culminating activities. It is critical that students have access to a wide variety of assessment and evaluation strategies and aids that will reinforce student success.

Formative learning should provide positive comments and direction from both peer and teacher assessments. Demonstrations of formative learning within each unit, such as student note-taking, discussions, and quizzes, can be collected in individual student portfolios. These portfolios can help to guide remediation and should be used in unit and course culminating evaluation activities.

Culminating activities are demonstrations of student learning that incorporate prior learning in summative evaluation frameworks. It should be emphasized that culminating activities do not consist of new work but rather are new ways of re-organizing, reassembling, and displaying prior learning in a larger context. Unit and course culminating activities should consist of both summative testing and learning demonstrations. Summative tests are important learning tools in preparation for workplace conditions such as apprenticeship training; however, students must be given wide opportunities to be successful in demonstrating their learning. Cooperatively prepared study notes and tests, as well as opportunities to revise test answers, are essential evaluation strategies in this course. In the ultimate computation of grades, course summative tests should not be more than 30 per cent of the student grading.

The course culminating activity comprises 30% of the summative evaluation for the course. It consists of two parts: a written examination (with appropriate study aids to promote success) and one of a number of activities designed to show student learning in a non-examination setting. The course culminating activity is outlined in more detail as Unit 5.

Units: Titles and Times

* Unit 1	Culture and Canadians	25 hours
* Unit 2	Technology and Canadians	25 hours
Unit 3	Government and Canadians	25 hours
Unit 4	The World and Canadians	20 hours
Unit 5	Course Culminating Activity: Canada as a ‘Work-in-Progress’	15 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Culture and Canadians

Time: 25 hours

Unit Description

In this unit, students examine and demonstrate their understanding of a variety of cultural issues that have affected all Canadians since 1945. The primary foci of the unit are on demography, cultural identity, equity, and Canadian rights and freedoms. Students examine the nature of immigration to and migrations within Canada and how these examples of mobility have shaped contemporary Canadian society. Students demonstrate their learning of the variety of cultures in Canada and how they have worked to remain vibrant and distinct in the face of massive pressures to assimilate into a North American culture. Students demonstrate their understanding of the advantages of an equitable society and workplace for all Canadians. Students practise their abilities to apply and to communicate their learning in a variety of learning strategies such as note taking, class discussions, and cooperative group activities.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	COV.01, CHV.03, CCV.03, HIV.01, HIV.02, HIV.03, HIV.04, CO1.01, CC3.01, CC3.03, CO1.02, CH3.03, CO1.03; CGE2b, 4a, 7f	Knowledge/ Understanding Thinking/Inquiry Application	Demography · Terms · Immigration · Migration/mobility
2	COV.02, CCV.02, CHV.03, HIV.01, HIV.02, HIV.03, HIV.04, CH3.01, CH3.04, CH3.05, CH3.06, CH3.02, CC1.03, CC2.04, CC1.04; CGE7e, 7g	Knowledge/ Understanding Thinking/Inquiry	Canadian Cultural Identities · Multiculturalism · Internal cultural forces · External cultural forces
3	COV.02, SEV.01, SEV.03, CCV.02, CHV.02, HIV.01, HIV.02, HIV.03, HIV.04, SE1.02, SE1.03, SE3.01, SE3.03, SE1.01, SE3.02, CO1.03, CO2.01, C02.03, CO2.04, CH2.03, CO2.02; CGE1d, 7e	Knowledge/ Understanding Thinking/Inquiry Application	Equitable Society · Gender/age · Ethnicity · Race · Regional · Charter of Rights and Freedoms
	HIV.01, HIV.02, HIV.03, HIV.04; CGE4f	Communication Application	Unit Culminating Activities · Summative test · Scrapbook/portfolio

Unit Culminating Activity

The two culminating activities for Unit 1 are a summative test (with appropriate study aids to promote success) and the planning, preparation, and presentation of a pictorial, graphic scrapbook/portfolio that highlights and examines a specific cultural identity in contemporary Canada.

Unit 2: Technology and Canadians

Time: 25 hours

Unit Description

In this unit, students examine changes in technology since 1945 and the effects of those changes on the lives of Canadians today. By means of case studies, Internet and print research, comparison organizers, timelines, and discussions, students examine economic change on a global, national, and industrial level. During the last half of the Twentieth Century significant changes occurred in transportation, communications, international trade relationships, the workplace, and the consumer economy. Students study these changes and assess by what means they will deal with these changes in their personal lives. For example, students assess the importance of the historical shift from life-long employment in primary and secondary industries to the part-time and temporary employment patterns in tertiary and service industries. Students also identify the various roles of the Canadian government in the economy and become aware of legislation, which protects the health, safety, and dignity of the worker in the workplace. The existence of unions and professional associations in Canadian history and in society today is analysed with the use of case studies and Internet research. In this unit, students are introduced to the course culminating activity and the types of performance tasks they should prepare for this project.

Throughout this unit, the social teachings of the Catholic Church are highlighted, especially as they relate to the rights of working men and women and the ideals of justice and equality. Issues, such as bioethics, environmental protection, the role of trade unions, and the values of the consumer economy, are studied in light of Catholic teachings.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	COV.03, CCV.01, SEV.02, CO3.01, CO3.03, HI2.03, SE2.01; CGE1d, 2a, 3d, 3f, 7f	Knowledge/Understanding Thinking/Inquiry	Technological and Economic Change on a Global Level: invention, bioethics, globalization
2	CCV.01, SEV.02, HIV.01, CC1.01, CC1.02, CC3.01, SE2.04; CGE1d, 2c, 3c, 3d, 3f, 5b	Knowledge/Understanding Thinking/Inquiry Communication	Technological and Economic Changes in Canada: workplace changes, the consumer economy
3	CHV.01, CH1.01, CH1.02, CH1.03; CGE1d, 2e, 3b, 4g, 5b, 5d	Knowledge/Understanding Thinking/Inquiry Application	Organizations of Canadian Working People
4	CCV.02, SEV.02, CO2.03, CC1.01, CC1.03, CC2.02, CC3.01, CC3.03, SE2.01, SE2.02, SE2.03; CGE2d, 3b, 3d, 4f, 5c, 7e	Knowledge/Understanding Thinking/Inquiry Communication	Changes in Technology and the Government: government regulation of the auto industry, energy industry and the environment
5	HIV.01, HIV.02, HIV.03, HI1.02, HI2.03, HI2.04, HI3.01, HI4.01; CGE1d, 2b, 2c, 5d, 7e	Knowledge/Understanding Thinking/Inquiry Communication Application	Unit Culminating Activity: timeline, mock newspaper story, and oral presentation

Unit Culminating Activity

Students complete a three-fold task. They create a timeline outlining major technological and economic events from 1945 to the present. They select one of the major events on the timeline and write a mock newspaper story about the event, complete with diagram, map, or picture. They present orally the information from the newspaper story to the class.

Unit 3: Government and Canadians

Time: 25 hours

Unit Description

This unit builds on the knowledge and understanding, introduced in the Grade 10 Civics course, of how Canadian politics since 1945 has directly affected the average Canadian. The emphasis, however, is on students’ demonstration of their understanding of their municipal and regional governments, pressure groups, and media information services. Students examine in-depth the structure, offices and responsibilities of local governments as well as their influence on the workplace. In this regard, students learn about the workings of municipal councils, land division committees, building permits, and health and sanitation inspections. As well, students learn how municipalities influence federal and provincial governments through their active participation in royal commissions and boards of inquiry. Students examine the purposes and organizations of various volunteer community associations. Through analytical studies of local media, students demonstrate their understandings of the importance and influence of the media in the daily lives of their municipality. Teachers and students are encouraged to invite a variety of community workplace representatives into the class as resource persons and connections for further study and participation. At the federal-provincial level, the unit examines some key changes in Quebec’s relationship with the rest of Canada. In Catholic schools, issues such as government policies with respect to Aboriginal groups, minority groups, the environment, and the dignity of human life are addressed in light of gospel values. Throughout the unit, students practise their abilities to apply and to communicate their learning in a variety of learning strategies, such as note taking, interviews, class debates, interviews, comparison organizers, role-playing, oral presentations, and cooperative group activities.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	COV.02, CCV.02, CCV.03, CHV.03, SEV.01, SEV.02, SEV.03, CO2.04, CC2.01, CC2.02, CC2.03, CC3.01, CH2.01, CH2.02, SE1.03, SE2.03, SE3.01; CGE4f	Knowledge Thinking Communication	Municipal and Regional Government · Municipal councils · Municipal committees and agencies · Municipalities and royal commissions and enquiries
2	CHV.02, CHV.03, SEV.03, CH2.01, CH3.01, CH3.06, SE3.03; CGE1d, 3d, 7a	Knowledge Thinking Application	Community Agencies · Volunteer agencies · Community services
3	CCV.03, CH3.01, CC1.03, CC3.02; CGE4f	Knowledge Thinking Communication	Local and Regional Media · local newspapers · local radio and television Federal-provincial relations French-English relations
4	CHV.02, CH2.02; CGE2b, 2c, 7e	Knowledge Thinking Communication Application	Culminating Activities · Summative test · Action letter

Unit Culminating Activity

The unit’s culminating activity is divided into two parts. Part one is a summative test with appropriate study aids to encourage student success. Part two is the planning, preparation, and production of an “action letter” [in the form of a standard business letter] that addresses a student-selected issue and is sent to the appropriate civic official – preferably at the municipal or regional level.

Unit 4: The World and Canadians

Time: 20 hours

Unit Description

Students expand their understanding of developments in the wider world community since 1945 as it relates to them as Canadians in general, as members of a local community, and as members of the Canadian workplace. Students examine the evolution of Canada’s role as a major peacekeeper, mediator, and participator in world affairs. Students demonstrate their learning and understanding of Canadian participation in international relief and aid initiatives, of specific Canadian foreign aid programs, and of Canada’s global economic and trade relationships. Examinations of multi-national and branch plant industries bring the world connection even closer to their understanding of the Canadian workplace and the contemporary Canadian local community. Biographical profiles and role-playings of significant Canadian individuals make students more aware of Canadians’ accomplishments and Canada’s image in the world at large. In addition, students’ examinations of global issues reinforce their learning in the previous units on culture, technology, and government in their workplaces and in their lives. In the unit process, students practise their abilities to apply and to communicate their learning in a variety of learning strategies, such as note taking, case studies, poster-making, timelines, interviews, role-playing, class discussions, and cooperative group activities.

At relevant points in this unit, the social teachings of the Catholic Church are emphasized. Issues such as treatment of refugees, the economic relationship between the developed and underdeveloped world, and Third World debt forgiveness are treated in light of gospel values.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	COV.04, CHV.01, CHV.03, CO4.01, CO4.02, CO4.03, CH3.02, CH3.03; CGE1d, 3d, 7e	Knowledge Thinking Communication Application	Canadians in the world community since 1945 · United Nations · Peacekeeping · Commonwealth and Francophonie · International relief and aid programs · Canada’s image abroad · Canada and refugees
2	COV.03, CHV.01, SEV.02, CO3.02, CO3.03, CH1.03, SE2.02; CGE2e, 4f	Knowledge Thinking Communication	World economic development and the Canadian workplace since 1945 · Europe and Asian economic revivals · International trade agreements
3	COV.03, CCV.03, CHV.03, CO3.01, CC3.03, CH3.03; CGE7f, 7g	Knowledge Thinking Communication Application	The world and the Canadian community · Canadian aid and relief agencies · Globalization of culture and technology · Human rights and equity issues
4	HIV.01, HIV.02, HIV.03, HI1.02, HI1.03, HI2.03, HI2.04, HI3.01, HI3.03, HI4.01, HI4.02, HI4.03; CGE2c, 4f, 5c	Knowledge Thinking Communication Application	Culminating Activities · Summative test · Group report

Unit Culminating Activity

This unit’s culminating activity involves computer research and the planning, preparation, and production of a cooperative group report, outlining the structure, function, and degree of success of an international agency, such as the Red Cross, Amnesty International, Doctors Without Borders, Oxfam, World Wildlife Fund, Greenpeace, or Mothers Against Drunk Driving.

Unit 5: Course Culminating Activity: Canada as a ‘Work-in-Progress’

Time: 15 hours

Unit Description

This summative activity comprises 30% of the student’s final grade. The topic, “Canada: a work-in-progress” is an open topic that allows for a wide range of student needs and learning. It is important to emphasize that both parts of the course culminating activity do not introduce new work. The course culminating activity should draw almost entirely from prior learning, previous unit culminating activities, and student portfolios. This two-fold final evaluation includes a final written examination. The second part of the culminating activity could include one of the following demonstrations “to show that Canada is a ‘work-in-progress’”:

· Media study, such as graphic displays, newspaper/magazine simulations, video material;

· Student role-playing of an episode in the life of a significant Canadian personality;

· Simulated awards show, modelled on the Geminis or Oscars.

The material presented in the performance tasks should relate to the major themes of the course (technological change, globalization, labour relations, equity, and multiculturalism). During this unit, students expand on a performance task that they worked on in a previous unit. It may involve a graphic display of a cultural group from Unit 1, a role-playing of Tommy Douglas from Unit 2, a role-playing of Lester B. Pearson from Unit 3, or a video presentation on refugees from Unit 4. The teacher gives students suggestions about how to improve their performance tasks and also provides class time for students to complete their work. Class time is also used to present the culminating activities. When presenting their work, students are required to link the presentation to one of the course themes and to the theme of Canada as a work-in-progress. This culminating activity must not involve considerable new work but rather emphasize creative ways to bring prior learning into a larger synthesis. Note that some of the time (15 hours) devoted to the course culminating activity may be used earlier in the course as students start preparatory work on their final performance tasks.

Unit Overview Chart

Activity

Expectations

Assessment

Focus

CCV.01. CCV.02, CCV.03, CHV.02, CHV.03, HIV.01, HIV.02, HIV.03, HIV.04, HI1.01, HI1.02, HI1.03, HI2.01, HI2.02, HI2.03, HI2.04, HI3.01, HI3.02, HI3.03, HI4.01, HI4.02, HI4.03; CGE2b, 2c, 2d, 3c

Knowledge

Thinking

Communication

Application

To show that Canada is a ‘work-in-progress’

Teaching/Learning Strategies

· Analysis of television and print advertising (Unit 2), analysis of political messages in print and visual media (Unit 3)

· Brainstorming: development of ideas, generated by groups and expressed without analysis. Examples of topics for brainstorming are Aboriginal Peoples (Unit 1), Labour Unions (Unit 2), Government Services (Unit 3), Globalization (Unit 4)

· Case Study: investigating a real or simulated problem. Examples are legal cases involving the application of the Charter of Rights and Freedoms (Unit 1), the Windsor Ford Strike, the Asbestos Strike (Unit 2), clothing manufactured in an underdeveloped country, a refugee family in Canada (Unit 4)

· Timelines: students research a list of topics and place them on a timeline. Examples are technological innovations (Unit 2), Canadian prime ministers, events in French-English relations (Unit 3), Canada’s global involvements (Unit 4)

· Comparison Organizers: two events or persons are compared by the use of categories in chart form. Examples are a comparison of the Ford and Asbestos strikes (Unit 2), a comparison of the two Quebec sovereignty referenda, a comparison of Pierre Trudeau and Rene Levesque (Unit 3)

· Computer-assisted Learning: use of a computer to learn or reinforce material. Internet research topics include unions and professional associations (Unit 2), international agencies (Unit 4)

· Diagramming: synthesizing concept information into visual illustrations

· Discussion/Debate: exchange of ideas on an issue and defence of a point of view. Examples are the topics of minority rights (Unit 1), bioethics (Unit 2), anti-smoking laws (Unit 3), aid to the 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 2), a trip to City Hall to learn about local government (Unit 3)

· Graphing: a visual tool for problem solving

· 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 1), a federation or union official (Unit 2), an elected representative (Unit 3), an official from an international organization (Unit 4). Speaker must be carefully chosen and approved by the principal.

· Interview: preparing written questions for a relevant individual and having those questions answered by the individual. Examples are interview of a recent immigrant (Unit 1), interview of a person who lived in the 1950s (Unit 2), 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 3) and a letter to a federal government department about an international issue (Unit 4)

· Mapping: representing physical, demographic, and numerical data in visual form

· Note Making: recording information

· Poster Making: synthesizing information or concepts to deliver a message or advertisement in large visual format. Examples are multiculturalism in Canada (Unit 1) and the 1950s automobile culture (Unit 2)

· Presentation/Report: oral, written, and/or visual presentation of researched topic to a specified audience. Examples are a presentation on a technological innovation (Unit 2) and a presentation on an international agency (Unit 4)

· Reading: reading periodicals, articles, journals, newspapers, and/or magazines for information on a selected topic

· Researching: finding pertinent information in a variety of sources

· Role Playing: taking on the role of a Canadian personality and being able to think and speak in that role. Examples are Tommy Douglas, Shirley Carr, Audrey McLaughlin (Unit 2), Pierre Trudeau, John Diefenbaker, William Davis, Rene Levesque (Unit 3), Lester B. Pearson, Barbara Ann Scott, Paul Anka, David Suzuki, and Roberta Bondar (Unit 4)

· Scrapbook/Portfolio Preparation: finding pictorial information and writing on relevant topics. Examples are work on a cultural identity (Unit 1) and work on a political party or politician (Unit 3)

· Viewing: of video materials, 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, 2000 and the Achievement Chart levels outlined in The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000.

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

The following chart indicates some of the learning activities in this course and how they may be assessed.

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

The assessment and learning practices used in this course profile will assist the teacher to:

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

· meet the variety of student learning styles and special needs through accommodation when necessary in order to improve student performances;

· promote a student’s ability to assess his/her own learning and to set specific goals;

· accommodate the needs of students who are learning the English language;

· 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 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, “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 destined for the workplace. If some of the assessment practices described in this Profile do not meet the needs of students, those assessment practices should be altered.

In the student’s overall mark, a weight of 70% is assigned to ongoing assessment and evaluation throughout the course, while 30% is assigned to a final evaluation consisting of a final examination and/or a course culminating activity. In the ongoing 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 following strategies are suggestions. Consult students’ IEPs for specific recommendations.

Writing Difficulties

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

· Have students produce work on a word processor and use the spell-checker.

· Allow students to read pertinent text into a recording device, such as an audio tape recorder.

· Give several shorter assignments rather than one long one.

· Use oral presentation.

· Let another student copy notes or photocopy key notes.

· Check notebook consistently.

Reading Difficulties

· Teach how to underline or highlight important points.

· Highlight key points for students.

· Describe how to use diagrams, charts, and graphs. Reinforce verbally.

· Have interesting and relevant books and articles available that are at the appropriate reading level.

· Use visuals, videos, and films and discuss the content with the students.

· Pre-teach vocabulary and concepts. Discuss the origins and meaning of new vocabulary.

Oral Language Difficulties

· Have responses given in a written format, when appropriate.

· Work in a one-to-one setting to establish student confidence, where possible.

· Allow students to develop skills in small-group settings.

· Provide practice time.

· Use electronic media.

· Do not ask the student to respond to questions without forewarning.

Organization, Concentration, and/or Attention Difficulties

· Teach study skills (resource teacher, classroom teacher, or mentor teacher).

· Segment long assignments so students may complete work in small amounts.

· Have students repeat instructions and important information.

· Encourage daily review of the previous day’s lesson

· Give visual clues and demonstrations. Use Mind Mapping.

· State the purpose of lesson at the beginning and write the purpose of the lesson on the board.

· Write homework assignments on the board (read assignments out to class before they copy them from the board).

· Encourage use of an agenda organizer. Check regularly.

· Inform students what is important to study.

· Have students highlight important ideas in notes with a highlighter.

Alternative Evaluation Techniques

· Allow students to bring a teacher-approved two-page “help sheet” into the test or exam.

· Create tests cooperatively with students so that they can be better prepared to demonstrate their learning.

· Give tests that elicit short answers.

· Use audio-visuals in tests that allow for students’ personal critical responses rather than displays of factual learning.

· Allow students class time on the day of the test to review their notes before writing the test.

· Allow students to re-write a test in which they were not successful.

· Review material for the test on the day of the test and the day before the test.

· Use short quizzes instead of major tests.

· Give projects that allow for visual responses, such as drawings and charts, with little text being required.

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.

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.

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

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

Drew, Jackie, et al. Labour Unions in the Workplace. Toronto: The 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.

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.

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

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

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

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

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

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

Video

The Canadian History Series 1945-1995. Epoch Multimedia Inc.

Brave New World Canada: 1989-1995.

CBC News in Review.

NFB. The Propaganda Message. 1972.

NFB. Just Watch Me: Trudeau and the 70s generation. 1999.

Websites

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Amnesty International – www.io.org/amnesty

Canadian Auto Workers – www.caw.ca

Canadian Labour Congress – www.clc.ca

Canadian Medical Association – www.cma.ca

Canadian Red Cross – www.redcross.ca

Canadian Resource Bank for Democracy and Human Rights – www.front.web.net/canadem

Canadian Union of Public Employees – www.cupe.ca

Convention on the Rights of the Child – www.unicef.org/crc/convention.html

Doctors Without Borders – www.dwb.org

Empire – www.wsu.edu:8001/dee/Greece/Athemp.htm

Frontier College – www.frontiercollege.ca

Government of Canada – www.canada.gc.ca

Greenpeace – www.greenpeacecanada.org

Human Rights in Action – www.un.org/Pubs/CyerSchoolBus/humanrights/index/html

International Committee of the Red Cross – www.icrc.org

Municipal World Magazine – www.municipalworld.com

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

OXFAM Canada – www.oxfam.ca

Statistics Canada – www.statscan.ca

UNICEF – www.unicef.org

United Nations Declaration of Human Rights – www.un.org

YMCA – www.ymca.ca

YWCA – www.ywca.org

Human Resources

School Guidance persons, representative from a labour union, representative from a community workplace, a Roman Catholic priest, an elected representative, a spokesperson for an international agency.

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 Pastoral Letter, 1998.

Rerum Novarum. Papal Encyclical, 1891.

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 Workplace 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 what they are learning in this course 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. Examples of ways of providing these opportunities for students are suggested in Ontario Secondary Schools, Grades 9 to 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 (i.e., use of Internet in research); students with special needs (accommodations when necessary); using the community as a resource (visits to representative workplaces); and using the Library/Resource Centre.

This course may be used by students as an additional compulsory credit for diploma purposes.

Course Evaluation

The teacher should make notes after the completion of each activity and use the material as a base for making adjustments to future delivery of the course. The teacher should ensure that all expectations for the course have been delivered using a tracking checklist. It is recommended that students provide input in the evaluation of the course.

Coded Expectations, Canadian History and Politics Since 1945, Grade 11, Workplace Preparation, CHH3E

Communities: Local, National, and Global

Overall Expectations

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

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

COV.03 · demonstrate an understanding of how developments in global communications, technology, and economic partnerships have affected Canadians;

COV.04 · identify 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 – identify pivotal developments in Canadian demographics in the years 1946, 1956, 1966, 1976, 1986, and 1996 to illustrate the development of Canada as a multicultural society;

CO1.02 – identify key changes in Canada’s immigration policies and explain how these changes have affected Canadian society;

CO1.03 – describe important effects 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 – summarize the major issues and events that led to the widening of Canadian ethnocultural and equity legislation and programs, and identify key challenges in maintaining these programs;

CO2.02 – describe fundamental ways in which the Charter of Rights and Freedoms contributes to social justice for Canadians (e.g., in connection with young offenders legislation, Freedom of Information Act);

CO2.03 – demonstrate an understanding of key protections for labour and against harassment and discrimination in the workplace contained in the Labour Relations Acts;

CO2.04 – identify examples of public inquiries and royal commissions and describe 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 – identify important effects of satellite and space technology (e.g., Sputnik, Anik, Telesat) on Canadians’ lives and work;

CO3.02 – trace the chronological development of the revival of European and Asian economic powers from their devastation at the end of World War II to their positions of influence in today’s global economy, and discuss the impact of these developments on Canada;

CO3.03 – identify key 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 important aspects of Canada’s role and participation in these organizations, as well as their impact on the lives of Canadians.

Canada in the World Community

CO4.01 – describe selected 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 – describe key examples of the participation of individual Canadians in non- governmental aid, relief, and human rights organizations (e.g., Oxfam, CARE, Médecins Sans Frontières, Unitarian Service Committee, Amnesty International);

CO4.03 – describe key aspects of 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 the 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 – identify pivotal changes in transportation and communications (e.g., superhighways, St. Lawrence Seaway, jet aircraft, printed circuits, microwave broadband, cable, Internet) and assess their effects on Canadian society;

CC1.02 – describe the effects of the changing workplace on Canadians (e.g., from the traditional primary and secondary industries to tertiary and service industries; from lifelong employment to entrepreneurial and contractual employment);

CC1.03 – identify key changes in Quebec’s relationship with the rest of Canada (e.g., Quiet Revolution, sovereignty association, referenda, distinct society);

CC1.04 – identify key changes in Canada’s relations with the United States since 1945 (e.g., with the introduction of the CRTC’s Canadian content rules, the creation of the Foreign Investment Review Agency, and the signing of the North American Free Trade Agreement; in the handling of fishing disputes).

Continuity in Canadian Society

CC2.01 – demonstrate an understanding of key ongoing processes and forums for Canada’s national and constitutional development (e.g., federal–provincial conferences, royal commissions, public hearings, referendums);

CC2.02 – identify ongoing government programs designed to assist Canada’s industrial and commercial economies (e.g., Crown corporations, regional development grants);

CC2.03 – identify ongoing programs to assist and protect Canadian citizens (e.g., family allowances, medicare, ombudsmen);

CC2.04 – describe 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 to trace important developments in Canadian society since 1945 (e.g., demographics, school attendance, wages and prices);

CC3.02 – identify the process of cause and effect in history, using key examples from Canadian politics and society since 1945 (e.g., Diefenbaker’s landslide, Trudeaumania, reactions to the Meech Lake and Charlottetown accords, the decline of the Canadian dollar);

CC3.03 – describe how political, social, economic, and cultural developments, issues, and ideas interrelate, 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; concern about health issues and the adoption of smoking bans).

Citizenship and Heritage

Overall Expectations

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

CHV.02 · describe the importance of active citizenship and respect for heritage in the everyday lives of Canadians;

CHV.03 · describe how different individuals and communities in Canada seek to fulfill their ambitions and express their identities.

Specific Expectations

Working Canadians

CH1.01 – describe key developments in the spread of unions and professional associations in Canada since 1945 (e.g., labour unions, such as the Sleeping Car Porters; professional unions, such as the Canadian Union of Public Employees; professional associations, such as the Canadian Medical Association);

CH1.02 – describe major examples of the influence of unions and professional associations on government policies and political parties (e.g., Cooperative Commonwealth Federation, Industrial Relations and Disputes Investigation Act (1948), New Democratic Party);

CH1.03 – identify and describe important challenges to Canadian unions and workers posed by globalization and offshore industries.

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 local government and social agencies;

CH2.02 – demonstrate an understanding of how individual citizens can participate in political decision making by communicating with government officials (e.g., organize guest speakers, write letters);

CH2.03 – demonstrate an understanding of why multiculturalism and the values of mutual respect and tolerance are important in the composition and continuation of the Canadian democratic system.

Identity and Self-Expression

CH3.01 – identify and describe significant events that have stirred the Canadian imagination and spirit (e.g., Newfoundland’s joining Confederation, the Montreal hockey riot in 1955, the Springhill mine disaster in 1958, Expo ’67, the FLQ Crisis in 1970, the 1972 Summit Series, Terry Fox’s Marathon of Hope, the Calgary Olympics, Oka);

CH3.02 – identify significant Canadian individuals who, through their actions, have affected Canada’s image both at home and abroad (e.g., Lester B. Pearson, Barbara Ann Scott, Paul Anka, Pierre Trudeau, Roberta Bondar, Rick Hansen, David Suzuki, Ben Johnson);

CH3.03 – demonstrate an understanding of the identities and experiences of people who 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, Caribbean immigrants since 1967, Vietnamese boat people, Somalis);

CH3.04 – identify 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);

CH3.05 – identify and describe 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);

CH3.06 – demonstrate an understanding of the importance of Canada’s cultural mosaic and of the right of all Canadians to individual self-expression (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 · describe the ways in which Canada fits the description of an open, equitable, democratic society;

SEV.02 · demonstrate an understanding of the changes in the Canadian economy since 1945;

SEV.03 · outline the spectrum of political and social opinion in Canadian society.

Specific Expectations

The Promotion of Canadian Democracy

SE1.01 – identify the fundamental concepts that define an open, equitable, democratic society (e.g., the rule of law, tolerance and compromise, participation and responsibility);

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

SE1.03 – identify and describe continuing efforts by Canadian governments and individuals to promote equity and multiculturalism since 1945.

Economic Structures

SE2.01 – describe pivotal 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 key developments in Canadian industry since 1945 (e.g., extension of U.S. branch plants, government subsidies and ownership, downsizing and plant closures);

SE2.03 – identify important effects of government policies and programs on national, provincial, and local economies (e.g., sponsorship of mega projects 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 – describe major developments in the Canadian consumer economy since 1945 (e.g., suburbanization, subsidized housing, shopping malls, personal credit cards, automated services), as well as their impact on Canadians’ lives.

The Role of Opinion in Canadian Democracy

SE3.01 – demonstrate an understanding of the concept of the political spectrum and compare the key ideas, leadership styles, and programs of different political parties in Canada since 1945;

SE3.02 – identify major reasons for the development of differing attitudes in the different regions of Canada (e.g., Western alienation, Ontario centrism, Quebec nationalism, Atlantic Canadian isolation);

SE3.03 – describe some of the programs and methods of various interest groups in Canada (e.g., Assembly of First Nations, National Action Committee on the Status of Women, Sierra Club, Fraser Institute, Hepatitis C Action Group) and their ability to influence public policy.

Methods of Historical Inquiry

Overall Expectations

HIV.01 · demonstrate the practical skills of locating, gathering, and organizing information from a variety of selected sources;

HIV.02 · demonstrate a practical understanding of the key steps in the process of historical interpretation;

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

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

Specific Expectations

Research

HI1.01 – formulate a variety of questions to serve as a basis for research, drawing on examples from recent Canadian history (e.g., How was the St. Lawrence Seaway built? What makes the Canadian maple leaf flag unique? Who designed the Canadarm?);

HI1.02 – conduct organized research, using a selection of information sources (e.g., textbooks and reference books, newspapers and magazines, 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

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

HI2.02 – identify key interpretations of Canadian history (e.g., "great leader", geographic, economic);

HI2.03 – identify 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 research into selected sources.

Communication

HI3.01 – communicate effectively, using a variety of styles and forms (e.g., reports, discussions, role playing, group presentations);

HI3.02 – use selected forms 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., employment in libraries, museums, or the publishing industry).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

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

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

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

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

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

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

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

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

CGE1i -integrates faith with life;

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

An Effective Communicator who

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

CGE2b -reads, understands and uses written materials effectively;

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

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

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

A Reflective and Creative Thinker who

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

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

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

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

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

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

A Self-Directed, Responsible, Life Long Learner who

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

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

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

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

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

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

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

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

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

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

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

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

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

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

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

A Caring Family Member who

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

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

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

CGE6d -values and nurtures opportunities for family prayer;

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

A Responsible Citizen who

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

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

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

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

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

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 1 | Unit 2 | Course Profiles Main Menu

Acknowledgments

Policy Document: The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: Culture and Canadians

Unit 2: Technology and Canadians

Unit 3: Government and Canadians

Unit 4: The World and Canadians

Unit 5: Course Culminating Activity: Canada as a ‘Work-in-Progress’

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Writing Difficulties

Reading Difficulties

Oral Language Difficulties

Organization, Concentration, and/or Attention Difficulties

Alternative Evaluation Techniques

Resources

Print

Video

Websites

Human Resources

Catholic Resources

OSS Considerations

Course Evaluation

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