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Course Profile Canadian and World Politics (CPW4U), Grade 12, University Preparation, Catholic

Course Overview

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

Prerequisite: Any University or University/College Preparation course in
Canadian and World Studies, English, or Social Sciences and Humanities

Course Description

Canada: History, Identity, and Culture examines the evolution of a Canadian national identity. Students will learn how modern Canada was shaped by the interaction among Aboriginal peoples, the French, the English, and subsequent immigrant groups. This course will enable students to evaluate major social, economic, and political changes in Canadian history from pre-contact to the present. The understanding students gain through their examination of Canada’s historical and cultural roots will allow them to formulate a definition of what it means to be Canadian.

This University Preparation course is designed to equip students with the knowledge and skills they need to meet the expectations of a wide range of university level courses.

How This Course Supports the Ontario Catholic School Graduate Expectations

The history of Canada is intertwined with the history of the Catholic experience in North America. From the work of the Jesuit missionaries and the role of the Catholic Church in the charity and education endeavours of New France to the construction of provincial Catholic schools and the social teachings of the Canadian Catholic Bishops, the Catholic viewpoint has always been part of our country’s past.

This course allows Catholic school graduates to understand the history of Canadian Catholicism. It gives them opportunities 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 rights of minority groups, and a respect for social justice. Students come to an understanding of these concepts in the context of the history 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 human rights, social programs, ethnocultural communities, immigration, and international humanitarian aid are among the many 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 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

Canada: History, Identity and Culture 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. These major themes are identified in the policy document The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, pp. 163–173. Among the themes to be explored by students are Aboriginal peoples,’ French-English relations, industrialization and urbanization, technological and social change, political and economic change, reform movements, the arts and popular culture, relationships with other countries, citizenship, and political structures. By working with these themes, students acquire an increased knowledge of, and appreciation for, Canadian history, identity, and culture.

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.

CHI4U is a course for students with a university destination, offering students numerous opportunities to improve their skills of critical thinking, research, and communication. Through the various activities in the Course Profile, students develop skills associated with historical studies. Students formulate questions for research and conduct research in primary and secondary sources, audio-visual material, and Internet sites. Students learn to communicate effectively through the use of debates, role plays, interviews, group presentations, and essays. Students demonstrate the ability to distinguish bias, prejudice, stereotyping, and a lack of substantiation in statements, arguments, and opinions. They compare key interpretations of Canadian history and draw conclusions based on the effective evaluation of sources. They demonstrate an ability to develop a cogent thesis and to use an accepted form of academic documentation effectively and correctly. The methods of historical inquiry skills have been integrated throughout the five units of study.

Each unit in CHI4U has a performance task as a culminating activity. In some units a teacher may wish to substitute a paper-and-pencil test as a culminating activity in the place of the suggested performance task. A paper-and-pencil test may serve as an important tool for university preparation. The teacher should always be cognizant of the fact that throughout the course students must be presented with opportunities to exhibit learning across the four categories of the Achievement Chart outlined on pages 246-247 of The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000.

In each of the Course Profile units there are activities which allow students to improve their historical inquiry skills.

The course culminating activity is composed of a formal examination and the final product of a research paper. The research paper that is described in Unit 5 allows students to demonstrate their historical inquiry skills. The process work involved in the research paper begins in Units 3 and 4.

Teachers may wish to exercise the option of providing students with another opportunity to improve their historical inquiry skills; the introduction of a book report and associated oral presentation may be considered.

Under this option, the book report is introduced in the first week of the course. Each student selects the name of one significant Canadian personality and finds a book describing the accomplishments of that personality. Each student reads a designated book, completes some process work, and writes a 1,000-word report complete with proper documentations. In the second half of the course, each student completes an oral presentation by role-playing the Canadian personality who is the subject of the book. The requirements of the book report are outlined in Appendix 1. The requirements of the oral presentation are outlined in Appendix 2. A rubric for the assessment of the book report is found in Appendix 3. If this option is chosen to replace another activity, teachers will need to ensure that all expectations are addressed.

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 by teachers 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 the safe use of the Internet and obtain the necessary parental permission forms. The students must be aware of what to do if they discover inappropriate sites.

Units: Titles and Time

Unit 1	The Foundations of Canadian Identity: Prehistory– 1763	22 hours
* Unit 2	The Founding People Create a Dominion: 1763–1867	22 hours
Unit 3	From Dominion to Canadian Nation: 1867–1918	22 hours
Unit 4	The Development of Canada as a Middle Power: 1918–1945	22 hours
Unit 5	Canada in the Modern World: 1945–Present	22 hours

* This unit is fully developed is this Course Profile.

Unit Overviews

Unit 1: The Foundations of Canadian Identity: Prehistory– 1763

Time: 22 hours

Unit Description

This unit introduces students to the key historical concepts and themes in Canadian history that will be developed throughout the rest of the Course Profile. A major focus of this unit is an examination of how Canada’s founding peoples contributed to the future development of modern Canada. The main features of life in selected Aboriginal societies such as the Haudenosaunee (formerly Iroquois) prior to contact with Europeans will be described. The goals and motivating principles followed by early French explorers in settling New France and the impact of their contact with Aboriginal peoples are analysed. The different colonial experiences of French and British settlers are examined. Students also investigate the extent to which Canada has always been influenced by world events through an examination of the Imperial Wars of Britain and France in the seventeenth and eighteenth centuries and the impact that these conflicts had on their North American colonies. Each activity deals not only with major events in the chronological history of Canada, but focuses on a specific theme that contributes to the question of what it means to be Canadian.

Students are also introduced to important historical skills. In Unit 1, the skill of recognizing the difference between primary and secondary sources is a focus. Associated with recognizing various types of sources of information is the skill of recognizing bias and identifying different points of view. This unit also introduces students to the course culminating activity which takes the form of a research paper. The culminating activity in this unit is intended to be the first significant part of the process that students are working towards in the course culminating activity.

The unit allows university-bound students to compare the Catholicism of the Jesuit missionaries in
the 17th century with the Catholicism of Canadians in the 21st century. The concepts of “heathen,” “conversion,” “self-sacrifice,” and “salvation” may be explored. Important issues such as the rights of Aboriginal peoples and the rights of refugees are discussed and assessed in the light of gospel values. Students are called upon to respond to issues with as sense of tolerance, equity, and social justice.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	COV.01, SEV.04, HIV.02, HIV.03, CO1.01, CO1.04, SE4.01, HI2.01, HI3.03 CGE 2b, 4a, 7f	Knowledge/ Understanding	The cultures and values of the Aboriginal peoples prior to contact
2	COV.02, CHV.02, SEV.02, CHV.02, CO1.02, CO1.03, CO2.02, CO4.01, SE2.03, HI4.03 CGE 2c, 5a	Knowledge/ Understanding Thinking/Inquiry	Early French Colonial History in North America: 1534–1661
3	COV.02, CCV.01, CHV.02, SEV.02, HIV.01, CO2.01, CC1.01, SE1.02, SE2.03, CH2.01, HI1.02 CGE 2c, 2d, 7g	Knowledge/ Understanding Thinking/Inquiry Communication	Les Canadiens and the roots of French Canada
4	COV.02, CCV.01, HIV.02, SEV.02, CO1.04, CO2.01, CO4.01, CC1.01, CH2.01, SE2.03, HI2.02 CGE 1d, 2b, 3d	Knowledge/ Understanding Communication Thinking/Inquiry Application	The Colonial Experiences of British and French Peoples in North America: The foundations and complications of the Canadian identity
5	CCV.05, CHV.02, CHV.04, HIV.02, CO4.01, CC5.01, CH2.02, CH4.01, CH4.02, HI2.04 CGE 5e, 7f, 7g	Thinking/Inquiry Communication Application	The conflict between French and British Empires in North America to 1763
6	CCV.01, CHV.02, CHV.03, HIV.01, HIV.02, HIV.03, HIV.04, CO1.04, CC1.01, CC5.01, CH3.01, SE2.03, HI1.02, HI2.01, HI2.02, HI2.04, HI3.03, HI4.03 CGE 2e, 3d, 4b	Knowledge/ Understanding Thinking/Inquiry Communication Application	The foundation and components of Canada’s culture and identity

Culminating Activity for Unit 1

Students design and present a primary source, such as an artifact or primary document that represents one of the groups on whom the Treaty of Paris impacted. The artifact could be representative or symbolic (for example, a crucifix to represent the impact of the treaty on the Catholic Church in Quebec, or a fur to represent the impact of the treaty on the fur trade). The primary document might be a map, a personal diary, or a letter sent to family or government in Europe. Students also produce a brief secondary analysis of the primary source that explains what and who the artifact or document represents, and how the individual or group was impacted by the Treaty of Paris. Students conclude their secondary analysis by providing an alternative view of how the primary source might be interpreted and predicting the future implications and/or contributions of the group as a result of their experiences in Canada to this time.

Unit 2: The Founding People Create a Dominion: 1763–1867

Time: 22 hours

Unit Description

This unit examines the transformation of the British North American colonies into the confederated nation of Canada. Continuing conflict and compromise between the French and English elements in Canada are analysed through the study of both the Royal Proclamation Act (1763) and the Quebec Act (1774). The impact of the United States on the Canadian psyche is studied by examining the following issues: the effects that the incoming United Empire Loyalists (UELs) and African Americans had on the BNA colonies, American influences on the British decision to create the Constitution Act of 1791, and the effect the War of 1812 had on the promotion of autonomy for Canada. The pioneer experiences of prominent women such as Catherine Parr Trail and Susanna Moodie are studied, as are the educational and social contributions of Marguerite Bourgeoys. Students study the impact upon Aboriginal peoples of the Proclamation of 1763 and the War of 1812. The roles of key figures such as William Lyon Mackenzie and Louis Joseph Papineau in the Rebellions of 1837 are analysed as these men battled the hold that the Family Compact and Chateau Clique held over Upper and Lower Canada respectively. The implications of passing the Act of Union (1840) are explored and students participate in a debate that scrutinizes the legal reasons for the existence of the Catholic school system in Ontario. Students study immigration and government structures in the British North America colonies of Vancouver Island, Red River, and Nova Scotia. The political, military and economic reasons for Confederation are uncovered and evaluated.

In this unit, students become further aware of the role of the Catholic Church in the culture of French Canada. They also study the importance of the arrival of large numbers of Irish Catholics in Canada West in the 1840s and the impact of the Irish immigrants on the growth of Catholic schools in Upper Canada. Catholic school graduates examine such issues as the rights of refugees, immigrants, and Aboriginal peoples, as well as the right of armed rebellion, in the light of gospel values and the social teachings of the Catholic Church.

Unit Overview Chart

Cluster	Time	Learning Expectations	Assessment Categories	Focus and Student Tasks
2.1 – The Preservation of the French Culture in Canada and the Impact of the American Revolution	6 hours	COV.02, CCV.01, CHV.02, HIV.02, SE2.03, SE4.03, CO1.03, CO2.02, CO3.02, CH2.03, CC1.03, CC5.01, HI2.02 CGE1d, 4a, 7g	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Reactions of various groups to the Proclamation of 1763 is gauged by students in group discussions and in writing assignments. Analysis of historians’ interpretations of the Conquest and UELs
2.2 – The War of 1812 and the British North America Colonies	5 hours	COV.02, COV.03, CCV.01, SEV.04, HIV.03, CO2.02, CO3.02, CO4.01, CC1.01, CC1.03, CH2.03, CH2.04, SE4.03, HI3.01 CGE 2c, 2d, 3d, 5e	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Journal entries of UELs; research and role-playing of selected personalities in early19th century Canada; discussion regarding the Catholic position on armed resistance against oppression
2.3 – Rebellion, Responsible Government, and Catholic Schools	5 hours	COV.03, SEV.04, SEV.05, CO2.02, CO2.03, CO3.02, CC5.01, CH2.03, CH2.04, SE1.02, SE4.03, HI3.01 CGE 2a, 4f, 5a, 7e	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Research and note-making; discussion regarding rights of refugees and components of the Canadian identity; debate about existence of Catholic schools in Ontario; unit test
2.4 – Causes of Canadian Confederation and the Implications of the British North America Act	6 hours	CCV.02, CHV.02, SEV.03, SEV.04, HIV.01, HIV.02, HIV.03, HIV.04, CO2.02, CC1.03, CC2.02, CH2.03, SE4.02, SE4.03, HI1.03, HI2.04, HI3.01, HI3.02, HI3.03, HI4.01, HI4.03 CGE 1d, 2b, 3b, 3c, 4b, 7g	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Research and note-making In the unit culminating activity, each student researches and role-plays a delegate to the Quebec Conference of 1864 and creates a comparison organizer dealing with the Quebec Resolutions of 1864 and the Charlottetown Accord of 1992. Students work on their research and documentation skills.

Culminating Activity for Unit 2

Each student participates in a re-enactment of the Quebec Conference (1864), role-playing a character from Canadian Confederation history. Using researched material from this unit, as well as additional independent research, students present a short two- to three-minute speech arguing for or against aspects of this newly proposed union, focusing upon issues particularly sensitive to their characters. Each student composes a 500-word paper justifying the position of the character he/she is representing. Students employ the ‘card method’ of conducting research and are introduced to proper methodologies for citing sources and creating a proper bibliography. Students fashion a comparison organizer outlining the significant similarities/differences in the process and results of the Quebec Resolutions (1864) and the Charlottetown Accord (1992).

Unit 3: From Dominion to Canadian Nation: 1867–1918

Time: 22 hours

Unit Description

This unit explores the evolution of the new Canadian nation from the year of Confederation to the year of the end of the Great War. Students examine the wide range of forces that allowed the colony of Great Britain to expand physically and psychologically into the nation of Canada. They study the implications of the National Policy as the nation expanded westward and examine the clash between European civilization and Aboriginal culture in the dynamics of the Red River and Northwest Rebellions. Students examine a variety of immigrant groups such as Ukranians, Doukhobors, and Japanese, and the divergent government policies toward the immigrant groups. The culture of Canada is influenced by the equity struggles of workers, women, and regional groups. Students meet such groups and personalities as the Knights of Labour, Emily Stowe, Jenny Trout, and Henri Bourassa. The identity of Canada is influenced by the twin forces of Britain and the United States. Students focus on the emerging Canadian identity by studying such issues as the Boer War, the Alaska Boundary Dispute and the Reciprocity Election
of 1911. They study Canada’s growth to nationhood during the First World War and analyse the tensions in Canadian society created by government policies related to education, language, citizenship, and conscription.

Special attention is focused on the struggle for Catholic school rights in the Manitoba of the 1890s and in the new provinces of Alberta and Saskatchewan in 1905. Important issues such as justice in the workplace and the rights of labour unions, women and ethnic minorities are discussed and assessed in the light of gospel values and the social teachings of the Catholic Church.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	COV.01, CCV.02, CCV.04, CHV.02, SEV.03, HIV.02, CO1.03, CC2.01, CC4.01, CH2.01, SE3.04, HI2.03 CGE 5a, 7e	Knowledge/ Understanding Thinking/Inquiry	The nation’s expansion westward
2	COV.03, CCV.02, CCV.03, CCV.04, CCV.05, HIV.01, HIV.03, CO3.02, CO3.03, CO3.04, CO4.04, CC2.02, CC5.02, CH4.01, CC3.01, CC4.02, HI1.01 CGE 2a, 7e, 7g	Knowledge/ Understanding Thinking/Inquiry	Issues related to regionalism, immigration, and industrialism
3	CCV.01, CHV.01, SEV.02, SEV.03, HIV.01, HIV.02, HIV.03, SE2.01, SE2.03, CH4.01, SE5.01, SE1.02, SE3.01, CC1.02, HI1.01, HI2.01, HI3.01 CGE 2b, 3d, 5e	Knowledge/ Understanding Communication Thinking/Inquiry Application	Issues related to public education, women’s equality, and Canadian autonomy
4	COV.04, CCV.01, HIV.03, CO4.05, CC1.04, HI3.03 CGE 4a, 4b	Thinking/Inquiry Communication Application	Canada overseas in World War I
5	CHV.01, CHV.02, HIV.02, HIV.03, CH2.03, CH2.04, SE4.04, SE5.04, CH1.02, CO4.02, HI2.02, HI2.05, HI3.01, HI3.03 CGE 1d, 2c, 4f	Knowledge/ Understanding Thinking/Inquiry Communication Application	Canada at home in World War I

Culminating Activity for Unit 3

Students prepare for, and participate in, a mock parliamentary debate set in the year 1917. Students role-play assigned roles in the Conservative and Liberal parties. Using researched material from this unit, they debate such issues as the National Policy, the government response to the Northwest Rebellion, government immigration policies, the Reciprocity Treaty, and conscription. At the conclusion of the debate, each student writes a position paper on one of the issues presented in the mock parliamentary debate.

Unit 4: The Development of Canada as a Middle Power: 1918–1945

Time: 22 hours

Unit Description

This unit examines the developing maturity of Canada between the wars through to the end of World War II. Students evaluate the evolution of Canada’s role on the international stage. Students examine how this evolution leads to new relationships with France, Britain, and the United States and consequently has an impact on Canada’s identity. The extent that Canada’s international reputation as a humanitarian nation is merited in light of certain internal policies regarding Aboriginal peoples, refugees, and the roles played by Canadian forces during international conflicts is analysed. Change, and the reaction to change, in Canada is an overriding theme of this unit. As Canada moves onto the international stage, a number of significant internal developments are occurring. Students analyse why and how the people of Quebec acted to preserve their political identity during times of war and depression. Changes in the political status of women in Canada and the traditional roles that women played in society are examined. Within the timeframe of this unit, Canada develops into a more urban, industrial, and pluralistic society, and a number of reform movements develop in response to these changes. The economic and cultural contributions of Canadian agricultural and resource-based communities and the popular reform movements that develop during this period are analysed. In the culminating activity, students examine the extent to which change is inherent in history and in people’s views of what is important in history. This theme is the centre of the culminating activity for the unit and also the centre of the process of writing and peer editing a rough draft of the culminating research essay.

The rights of the underprivileged and the role of government in helping the marginalized are two topics studied and discussed in light of the social teaching of the Catholic Church.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	COV.04, CCV.01, SEV.03, HIV.02, CO4.02, CO4.05, CC1.04, SE3.04, HI2.03, HI4.04 CGE 1d, 2a, 4g	Knowledge/ Understanding Thinking/Inquiry Communication	Canada moves onto the international stage
2	COV.03, CCV.05, HIV.02, CO3.04, CO4.04, CH4.01, CH4.02, CH4.03, CH4.04, CH4.05, HI2.04, HI2.05 CGE 2e, 5e	Knowledge/ Understanding Thinking/Inquiry	Canada’s reputation as a humanitarian nation at home and abroad: deserved or a fallacy?
3	CHV.02, HIV.02, HIV.03, CH2.02, CH2.03, CH2.04, CH3.03, HI2.01, HI2.02, HI3.03 CGE 2d, 4f	Knowledge/ Understanding Communication Thinking/Inquiry Application	Quebec and French Canadian nationalism: from splendid isolation to entrenchment
4	CCV.03, CCV.04, CCV.05, SEV.01, HIV.02, HIV.04, CC3.01, CC3.02, CC3.03, CC4.02, CC4.03, CC5.02, SE1.03, SE2.01, SE2.02, SE5.01, SE5.02, SE5.03, HI2.04, HI4.01, HI4.03 CGE 4f, 5e	Thinking/Inquiry Communication Application	The internal changes in Canada as a result of industrialization. Changing roles of women. Reform and protest.
5	CCV.01, CCV.02, CHV.03, SEV.01, HIV.03, HIV.04, CC1.04, CC3.04, CH1.01, CH3.01, CH3.02, SE2.03, SE4.01, HI3.01, HI3.03, HI4.01, HI4.02, HI4.03, HI4.04 CGE 7e, 7f	Knowledge/ Understanding Thinking/Inquiry Communication Application	The impact of change and international relations on Canada’s culture and identity: a culminating activity

Culminating Activity for Unit 4

As the Second World War ends students take a retrospective look at the extent that life in Canada has changed since the end of the First World War from the perspective of one of the careers related to the study of history. The perspective might be that of a researcher, museum or archive curator, teacher, journalist, writer, etc. The product can take various forms but should focus on one aspect of Canadian life or one segment of Canadian society, e.g., prairie farmers, French Canadians, urban factory workers, women, Aboriginal people, etc. The goal is to trace the extent that human experience, which includes a person or group’s attitudes, leisure activities, technology, world-view, and economics, has changed for that group or individual over the previous twenty-seven years. The product must be related to the chosen occupation and demonstrate solid research. There must be a clearly defined perspective that demonstrates how a particular individual or group might have lived and what they believed and how their life and views have changed as a result of the events that have taken place between 1918 and 1945. This provides students with the opportunity to apply their historical research skills with a related career focus and address multiple intelligences.

Unit 5: Canada in the Modern World: 1945–Present

Time: 22 hours

Unit Description

This unit moves students into a close examination of Canada in the post-World War II through to the early years of the twenty-first century. Students are familiar with much of the detailed content of this period from the compulsory Grade 10 Canadian History in the Twentieth Century course. The focus therefore, is to provide students with the opportunity to examine and analyse the events of the last 60 years within the context of establishing a definition of the Canadian identity. The activities are organized around key themes of the late 20th and early 21st centuries. Students first examine the changing roles and values of Canadians in the post-World War II period as expressed in government legislation pertaining to immigration, multiculturalism, human rights, artistic expression, and popular movements. The economy is traced from the immediate post-war boom and examples of sectoral trade agreements to the implications of globalization and hemispheric trading blocs. Students analyse Canada’s role on the international stage as a peacekeeper and as a participant in significant international conflicts and the impact that such events have had on Canada’s self image. The extent that the United States has had an impact on Canada’s culture and identity and the extent to which Canadian identity has remained distinct is investigated as one of the major themes of this unit. Throughout this unit, each student refines his/her thesis on the nature of Canadian identity in light of modern historical events and key interpretations of Canadian history. Ultimately, students determine whether Canada’s true identity is a paper strewn path towards full nationhood or a rich cultural mosaic that is made up of many diverse and colourful pieces that all come together to produce a total picture.

The social teachings of the Catholic Church are emphasized at appropriate junctures in the unit. Statements made by the Canadian Catholic Bishops with respect to environmental protection, 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 Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	COV.03, COV.04, CHV.02, SEV.02, CO3.04, CO4.04, CC4.02, CH2.01, CH2.02, CH2.03, CH2.04, CH3.03, CH3.04, CH4.03, CH4.04, CH4.05, SE2.02, SE4.01, SE5.01, SE5.05 CGE 2a, 3d	Knowledge/Understanding Thinking/Inquiry	Changing roles and values in the post-World War II period
2	SEV.01, SEV.03, CC2.01, CC4.01, SE1.01, SE1.03, SE3.02, SE3.03, SE3.04, SE5.02 CGE 3e, 3f	Knowledge/Understanding Thinking/Inquiry	From Post War Boom to the Global Economy of the 21st Century
3	COV. 04, CO4.05, CC1.04 CGE 4a, 5e	Knowledge/Understanding Communication Thinking/Inquiry Application	New International Challenges: how to keep the Peace?
4	CCV.01, CCV.02, SEV.03, CC1.03, CC1.05, CC2.03, CH3.02, SE3.01 CGE 5g, 7e	Thinking/Inquiry Communication Application	Living beside a superpower and surviving
5	CCV.02, CCV.05, CHV.01, CC2.02, CC5.02, CC5.03, CC5.04, CH1.01, CH1.04, SE2.03, SE4.03, SE4.04 CGE 4g, 7g	Knowledge/Understanding Thinking/Inquiry Communication Application	Canada’s true identity: a paper-strewn path or a rich cultural mosaic?
6	HIV.01, HIV.02, HIV.03, HIV.04, HI2.02, HI2.03, HI2.04, HI2.05, HI3.01, HI3.02, HI3.03 CGE 2c, 4f	Knowledge/Understanding Thinking/Inquiry Communication Application	The course culminating activity: a research paper with a student-produced thesis: a final examination

Culminating Activity for Unit 5

Students engage in a series of debates as to what has been the greatest influence on Canada’s identity and the key elements that define this identity. A number of resolutions are put forward on the major themes presented in the course, and students are divided into teams to conduct research and argue for one of the two sides. Examples could include: be it resolved that the three original founding peoples of Canada (Aboriginal, French, and British) have had the greatest influence on what Canada is today; be it resolved that policies and products of immigration serve to best define what Canada has been and what it is today. Resolutions should be comprehensive so as to include all of the major themes. Once students have taken part in a debate, each participant produces a personal reflection on the extent that the debate topic reflects her/his personal view of Canada’s identity.

Teaching/Learning Strategies

This course seeks to have students become independent, self-motivated learners who will be prepared to succeed at the university level. There are a variety of opportunities for students to perform research, to think critically, to communicate effectively, to apply what they have learned to new situations, and to compare key interpretations of Canadian history. Through a rich variety of activities, such as the analysing of primary and secondary documents, participating in debates, and assuming the roles of key historical figures, students learn how to research, establish cause-effect, identify bias, understand different perspectives, and develop empathy. By mastering the various stages involved in the preparation of a major research paper, students learn to develop a cogent thesis, to organize research findings, to formulate questions for research, and to draw conclusions based on the effective evaluation of sources. 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 enhance students’ media literacy.

In each unit, teachers should link the learning expectations to the appropriate category in the Achievement Chart found on pages 246–247 in The Ontario Curriculum Grade 11 and 12 Canadian and World Studies.

In CHI4U, students participate in a wide range of learning strategies. Some sample strategies are listed below:

· In Unit 1, students take part in an inquiry lesson dealing with excerpts from primary documents such as The Jesuit Relations and The Royal Proclamation of 1763.

· In Unit 1, students study the relationship between the French and the Huron people by using excerpts from the NFB film, Mission of Fear.

· In Unit 1, students do map work related to the geographic locations of the British, French and Aboriginal peoples in the North America of the 17th and 18th centuries.

· In Unit 2, students compare key conflicting interpretations of Canadian history: the theses of Michel Brunet, Mason Wade, Jean Hamelin and George F.G. Stanley with respect to the Conquest.

· In Unit 2, students participate in a re-enactment of the Quebec Conference of 1864.

· In Unit 2, students fashion a comparison organizer outlining the similarities/differences in the process and results of the Quebec Conference (1864) and the Charlottetown Conference (1992).

· In Unit 3, students participate in a mock trial based on the prosecution and defence arguments in the trial of Louis Riel in 1885.

· In Unit 3, students analyse primary documents, such as selected testimony from the Report of the Royal Commission on the Relations of Labour and Capital (1889).

· In Unit 3, students perform a critical examination of Canadian films such as Riel (CBC) and The Kid Who Couldn’t Miss (NFB).

· In Unit 3, students compare conflicting historical interpretations about the achievements of a Canadian personality such as Louis Riel.

· In Unit 3, students may role-play Canadian individuals such as Emily Stowe, Jennie Trout, Wilfred Laurier, Robert Borden, John A. Macdonald, Sam Hughes, Gabriel Dumont, and Poundmaker.

· In Unit 3, students participate in a mock parliamentary debate involving such issues as National Policy, Reciprocity, immigration, language, schools, and conscription.

· In Units 4 and 5, students examine and analyse selected works of Canadian writers, visual artists, musicians and filmmakers in order to come to a further understanding of Canadian identity.

· In Units 4 and 5, students analyse and evaluate statements made by the Canadian Catholic Bishops with respect to environmental protection, Free Trade, the concerns of Aboriginal peoples, the plight of the unemployed, and the obligations of the First World to the Third World.

· In Unit 5, students complete work on a formal research paper with a student-produced thesis.

Assessment & Evaluation of Student Achievement

Assessment and Evaluation will be 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 on pages 246–247. The Chart of Achievement Levels 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 and link them to the categories to which they relate. They should ensure that all the expectations are accounted for in instructions and that the achievement of the expectations is assessed within the appropriate categories.

Throughout this Course Profile there will be opportunities to evaluate any one or more of the categories within any of the clusters of expectations charted for each unit. Most of the 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 of the four categories of the Achievement Chart.

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 with a university destination.

The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment states that in the student’s overall mark, a weight of 70% will be assigned to ongoing assessment and evaluation throughout the course, while 30% will be assigned to 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% will be allocated are ultimately to be decided by teachers, schools, or boards. In this university destination course, it is recommended that the 30% be divided between the culminating activity of a research essay and the completion of a final comprehensive examination.

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 teacher needs to consult exceptional students’ Individual Education Plans (IEPs) to determine what particular accommodations need to be incorporated into the teaching/learning strategies. Enrichment for gifted students is built into various extended activities described in this overview and in the units. The course offers many opportunities to explore issues and personalities in greater depth or from different perspectives.

In planning for accommodations, the teacher needs to consider the particular needs and interests of ESD/ELD students. The teacher can consult the English as a Second Language/English Literacy Development, 1999 curriculum policy document. For ESL/ELD students, teachers should encourage the use of bilingual dictionaries, if necessary, and allow students to use their first language to plan, organize, and write a first draft of either the written or performance product. Like all learners, ESL/ELD students have different learning styles. Therefore, a wide variety of teaching/learning strategies and assessment/evaluation techniques should be used in the classroom. The curriculum should also display sensitivity to the diversity of cultural, ethnic, religious beliefs and customs, as well as the socio-economic levels and family structures of students new to Canada.

Resources

Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. Teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy license and that this license covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette license from an authorized distributor, for example, Audio Cine Films Inc. Teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work on the Internet is not allowed without the permission of the owner.

Print

Barbeau, Marius. Cornelius Krieghoff, Pioneer Painter of North America. Toronto: Macmillan, 1934.

Bennett, Paul W., et al. Canada: A North American Nation. Toronto: McGraw-Hill Ryerson, 1989.

Bothwell, Robert and J.L. Granatstein. Our Century: The Canadian Journey. Toronto: McArthur and Company, 2000. ISBN 1552-781615

Boulton, Marsha. The Just A Minute Omnibus. Toronto: McArthur & Co., 2000. ISBN 1-55278-151-8

Boyko, John. Last Steps to Freedom: the Evolution of Canadian Racism. Winnipeg: Watson and Dwyer, 1995. ISBN 0-920486-11-8

Burnet, Jean R. Coming Canadians. Toronto: McClelland and Stewart, 1989. ISBN 0-7710-1783-9

Cheetham, Mark. Alex Colville: the Observer Observed. Toronto: ECW Press, 1994.

Dickason, Olive Patricia. Canada’s First Nations: A History of Founding Peoples from Earliest Times, 3rd ed. Toronto: Oxford University Press, 2001.

Encyclopedia of North American History. Woodbridge: Marshal Cavendish, 1999. ISBN 0-7614-7084-0

Greer, Allan. The People of New France. Toronto: University of Toronto Press, 1997.

Hehner, Barbara, ed. Spirit of Canada. Toronto. Cross Canada Books, 1999. ISBN 1-89421-14-7

Hill, Charles C. The Group of Seven: Art for a Nation. Toronto: McClelland and Stewart, 1995.

James, Carl and Adrienne Shadd. Talking About Difference: Encounters in Culture, Language and Identity. Toronto: Between the Lines Press, 1994. ISBN 0921284926

Karpinski, Eva C. Pens of Many Colours: A Canadian Reader, 2nd ed. Toronto: Harcourt, Brace and Company, Ltd., 1997. ISBN 0774735104

Kingwell, Mark and Christopher Moore. Canada Our Century: 100 Voices 500 Visions. Toronto: Cross Canada Books, 1999. ISBN 0-385-25893-3

Lunn, Janet, Christopher Moore and Alan Daniel. The Story of Canada, Revised 3rd ed. Toronto: Cross Canada Books, 2000. ISBN 1-55263-150-8 (An illustrated book which could be useful to students not reading at grade level.)

Mallory, Enid. The Remarkable Years: Canadians Remember the 20th Century. Markham: Fitzhenry and Whiteside, 2001. ISBN 1-55041-605-7

Mollins, Carl. Canada’s Century: An Illustrated History of the People and Events That Shaped Our Identity. Toronto: Cross Canada Books, 1999. ISBN 1-55013-993-2

Moogk, Peter N. La Nouvelle France: The Making of French Canada – A Cultural History. Michigan State University Press.

Ray, Arthur. I have lived here since the world began: An Illustrated History of Canada’s Native People. Toronto: Key Porter Books, 1996.

Trudel, Marcel. Introduction to New France. Toronto: Hold, Rinehard & Winston, 1969.

Symbols of Canada. Ottawa: Government of Canada-Canadian Heritage. ISBN 0-660-17770-6

Video Sources

Riel (CBC Television)

Black Robe (Canada, Australia co-production in 1991)

The Kid Who Couldn’t Miss (NFB)

Canada – A People’s History (CBC)

Mission of Fear (NFB)

Mackenzie King and the Conscription Crisis (NFB)

Propaganda Message (NFB, 1972)

The Avro Arrow (CBC)

The Canadian History Series 1945-1995 Epoch Multimedia Inc., P.O. Box 23148, Ottawa, Ontario.

Websites

Canadian Symbols and Emblems – http://canadaonline.about.com/cs/canadasymbols/index.htm

Links to articles on the Canadian flag, coat of arms, motto, national colours, symbols. Provides history of each and significance. Also a section on Canadian music.

Citizenship and Immigration - Milestones of the 20th Century – www.cic.gc.ca/english/about/milestones

A brief look through pictures and text at the history of immigration in Canada. Focus on cultural diversity and positive influence of immigration on Canadian society.

Canada: Birth of our Nation – Competition, Conquest, Colonization
– www.rockyview.ab.ca/bpeak/students/canada/canfront.html

Well organized into subject areas, for example, Aboriginal peoples, other groups, Confederation, settlements, roles of France and England and more. Each subject area contains links to articles on topics relevant to that subject.

Early Canadiana Online – www.canadiana.org/eco/english

A digital library of primary sources in Canadian history from the first European contact to the early twentieth century. Particularly useful in the areas of literature, women, native studies and the history of French Canada.

Canadian History on the Web – Historical Documents Section
– http://members.home.net/dneylan/hisdoc.html

Links to sites containing historical documents and primary sources. For example, there is a section on immigration which includes passenger lists and a description of handbooks immigrants received. Also includes a section on testimony of fugitives on the Underground Railroad.

Human Resources

School guidance staff, a representative from a university faculty, a Roman Catholic priest, an elected representative, a spokesperson for an international agency

A veteran from a local Royal Canadian Legion branch, a representative from a professional organization, an Aboriginal community representative

Catholic Resources

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

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

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

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.

OSS Considerations

The Grade 12 Canada: History, Identity and Culture 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 Profile 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. See, for example, the culminating activity for Unit 4.

In some cases, students may benefit from co-operative 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 Schools, Grade 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 (for example, the use of Internet in research), aiding students with special needs (providing accommodations when necessary), using the community as a resource (visits from university faculty representatives), and using the library/resource centre. Teachers should also integrate the values of anti-discrimination, respect for human dignity, and violence prevention into the course of study.

Appendix 1

The Book Report

Teacher Notes – Each student in this university preparation course is required to complete a written book report and an associated oral presentation. By completing these assignments, the student achieves some of the course expectations related to research, communication, and interpretation and analysis.

The book report and the oral presentation will be on the same subject matter. Each student will be completing a research essay dealing with a different topic later in the course.

The book report (reading and written work) will be completed in the first thirty days of the course.

Each student is required to select a book dealing with an important Canadian personality. Each student in the class is required to find a separate book topic.

The following is a partial list of Canadian personalities: Joseph Brant, Tecumseh, William Lyon Mackenzie, John Strachan, Cornelius Krieghoff, Lord Durham, Egerton Ryerson, John A. Macdonald, Louis Riel, Poundmaker, Gabriel Dumont, Sandford Fleming, Wilfrid Laurier, Robert Borden, Henri Bourassa, Billy Bishop, Sam Hughes, Arthur Currie, Tom Longboat, Emily Stowe, Nellie McClung, Frederick Banting, Arthur Meighen, Emily Carr, Tom Thomson, Aimee Semple Macpherson, James Woodsworth, William Lyon Mackenzie King, Richard Bedford Bennett, Norman Bethune, William Aberhart, Tommy Douglas, Louis St. Laurent, Joey Smallwood, John Diefenbaker, Lester Pearson, Pierre Trudeau, Kim Campbell, Rene Levesque.

Each student will select an academically appropriate book dealing with one of the Canadian personalities listed above. Each book must be approved by the teacher. Each student is required to submit process work in the form of three pages of point-form notes ten days before submission of the final product.

Student Directions – In selecting information for the written book report, attempt to isolate four or five significant incidents or topics in the book that illuminate the theme and message of your book. Present these incidents or topics with some detail and with proper documentation. Other topics in the book may be dealt with in a more general manner. In writing about your Canadian personality, you should, of course, focus on some of the most significant accomplishments of your subject.

History is an interpretation of the past by human beings and sometimes there are different opinions about what occurred and why it occurred. You will be required to compare your author’s opinion regarding an historical event, personality, or cause with a second author’s opinion of the same historical event, personality or cause. This exercise will require you to investigate another author aside from the one you are reading in your primary book. The two authors’ opinions may coincide, they may differ a great deal or they may differ only slightly. Make specific reference to each author’s opinion by means of a partial quotation. Mention the authors and their books or articles by name in the body of the written report and correctly document the opinions presented.

Aside from presenting a review of the most important material in the book, you are also required to perform some critical analysis of the author and/or the subject matter in the book. Comment on the major arguments of your author and the historical issues presented in the book. Comment on the author’s biases, the author’s use of causation, and the author’s use of historical sources.

Organize your material into thematic paragraphs. In the introductory paragraph, you should introduce the book, its author, and the major topics that you will be discussing in the book report. In the concluding paragraph, summarize your opinions of the book and/or the Canadian personality presented in the book.

You are required to use a minimum of seven citations in your report. At least one of the citations must come from a second author at the point in the report when you compare authors’ opinions. The use of correct documentation will be reviewed by your teacher.

Appendix 2

The Oral Presentation

Teacher Notes – Each student in the course has completed a book report dealing with a Canadian historical personality.

Each student will be assigned a date for the oral presentation dealing with his or her personality.

The presentation date will be linked to the appropriate period being studied in the curriculum. Therefore, for example, the presentation on Gabriel Dumont will be in Unit 3 and the presentation on Joey Smallwood will be in Unit 5.

Each student will use the researched material from the book report, and possible additional research suggested by the instructor, to prepare an oral presentation on the subject of the book report.

It is recommended that each student role-play the subject of his or her book report for the presentation.

Student Directions – Use your researched information to speak to your classmates in the voice of your designated historical character. Dramatize your character to the best of your ability. Move around the room, use body language, emotions, and facial expressions.

In your oral presentation, you are required to speak to your audience in an informal manner, without reliance on a prepared text.

Place five or six major information items related to your character on the board. You may use the information on the board as a structure for your presentation.

Compose at least two written questions that you will give to selected classmates before the presentation. During the presentation, the selected classmates will ask you these questions and you will be prepared to answer them.

At the conclusion of your presentation, you will be asked further questions by your colleagues and by your instructor. You will answer in the voice of your character. Given the amount of research you have completed, you should be able to answer most of the questions. However, it is understandable that there may be some questions that you are unable to answer. If this situation should arise, you may answer, “That was a long time ago, and my memory is somewhat vague in that area” or a similar type of answer.

In this presentation, you will also have the opportunity to improve your oral communication skills, as well as work on voice projection and the development of eye contact and rapport with your audience.

Practise your role play before performing in class. You are striving to achieve quality and not necessarily quantity in your presentation. Your presentation should be about ten to twelve minutes in length.

Appendix 3

Rubric for Book Report – Assessment of Methodology in Historical Enquiry

Student Name: _________________________________

Criterion	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Communication The introductory paragraph presents a clear overview of the content of the book report HI1.03, HI3.05	- demonstrates limited ability to present a clear overview in an introductory paragraph	- demonstrates moderate ability to present a clear overview in an introductory paragraph	- demonstrates considerable ability to present a clear overview in an introductory paragraph	- demonstrates thorough ability to present a clear overview in an introductory paragraph
Thinking/Inquiry The book report is based on correct and comprehensive research HIV.03, HI1.01, HI1.02	- uses a limited amount of correct and comprehensive research	- uses a moderate amount of correct and comprehensive research	- uses a considerable amount of correct and comprehensive research	- uses a high degree of correct and comprehensive research
Thinking/Inquiry The book report contains correct and effective documentation of source material HI2.01, HI3.02	- uses limited correct and effective documentation	- uses moderate correct and effective documentation	- uses considerable correct and effective documentation	- uses a high degree of correct and effective documentation
Knowledge/ Understanding; Application The report contains a correct comparison of two authors’ viewpoints HIV.02	- uses limited comparison of viewpoints	- uses some comparison of viewpoints	- uses considerable comparison of viewpoints	- uses thorough comparison of viewpoints
Application The report contains a critical analysis of the author and/or subject matter of the book HI2.01, HIV.02	- uses limited critical analysis	- uses some critical analysis	- uses considerable critical analysis	- uses a high degree of critical analysis

Appendix 3 (Continued)

Criterion	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Communication Written communication of information and ideas HIV.03, HI3.03	- communicates information and ideas with limited clarity	- communicates information and ideas with moderate clarity	- communicates information and ideas with considerable clarity	- communicates information and ideas with a high degree of clarity
Application The concluding paragraph summarizes arguments and/or presents opinions HIV.01, HI2.04	- uses limited summary and/or opinion	- uses some summary and/or opinion	- uses considerable summary and/or opinion	- uses a high degree of summary and/or opinion
Thinking/Inquiry Application The report focuses on the most important accomplishments of the designated Canadian personality HIV.02, HI2.02	- shows limited application to the most important accomplishments	- shows some application to the most important accomplishments	- shows considerable application to the most important accomplishments	- shows a high degree of application to the most important accomplishments

Note: A student whose achievement is below Level 1 (50-59%) has not met the expectations for this assignment or activity.

Overall level: Mark:

Further comments:

Coded Expectations, Canada: History, Identity, and Culture, Grade 12, University Preparation, CHI4U

Communities: Local, National, and Global

Overall Expectations

COV.01 · describe the main features of life in selected Aboriginal societies in Canada prior to contact with Europeans and how they have changed over time;

COV.02 · analyse the principal characteristics of the French and English colonial experiences in Canada;

COV.03 · assess the significance of successive waves of immigration in the development of regional, provincial, and national identities in Canada;

COV.04 · evaluate the evolution of Canada’s role on the international stage.

Specific Expectations

Aboriginal Peoples

CO1.01 – describe various aspects of Aboriginal life (e.g., economic life, spirituality, relationship with the environment, political organization) prior to contact with Europeans;

CO1.02 – explain why and how Aboriginal peoples helped European colonists adapt to their new environment;

CO1.03 – analyse the impact of European contact on the lives of Aboriginal peoples and evaluate the responses of Aboriginal peoples (e.g., spread of disease; territorial relocation; introduction of new weapons and trade goods; rebellions of Pontiac and Tecumseh, and at Oka; consequences of the Royal Proclamation of 1763; political agitation for self-government);

CO1.04 – describe the contributions of Aboriginal peoples to the development of Canadian identity and culture.

Colonial Canada

CO2.01 – compare the colonizing policies of the French (e.g., Company of One Hundred Associates, Catholic missionaries, Colbert’s compact in Laurentian society, seigneurial system) and the British (e.g., absentee landlords in Prince Edward Island, settlement of Napoleonic War veterans, clergy and Crown reserves in Upper Canada) in colonial Canada;

CO2.02 – demonstrate an understanding of colonial history as it contributed to the concept of Canada as the product of “two founding nations” (e.g., Royal Proclamation of 1763; Quebec Act, 1774; Constitutional Act, 1791; Lord Durham’s Report; Confederation);

CO2.03 – describe significant sectarian divisions within colonial society and how they shaped the political and cultural issues of the period (e.g., tensions between early and latter-day Loyalists; Ryerson’s Methodism and the Church of England; Irish–Scottish tensions).

Immigration and Identity

CO3.01 – analyse the factors that led to revisions of Canada’s immigration policies;

CO3.02 – describe significant waves of immigration (e.g., United Empire Loyalists in the late 1700s, Black immigration in the early 1800s, British immigration in the 1840s, Sifton’s “men in sheepskin coats”, post–World War II immigration, Asian and African immigration in the 1990s) and settlement patterns, and how they helped shape Canadian identity and culture;

CO3.03 – describe the types of immigrants the Canadian government sought to attract at the end of the nineteenth century and the strategies immigration officials used to attract them;

CO3.04 – describe how ethnocultural identities have been expressed in different provinces and regions at different times (e.g., African Canadians in Nova Scotia, Chinese labourers in British Columbia, Ukrainian grain farmers on the Prairies, post–World War II Italian immigrants in Hamilton and Toronto).

Canada’s International Role

CO4.01 – demonstrate an understanding of Canada’s role in international affairs prior to Confederation (e.g., French colonial trade under Louis XIV, trade between the Atlantic colonies and New England, Seven Years’ War, War of 1812, Fenian raids);

CO4.02 – analyse Canada’s development as an autonomous nation in the first half of the twentieth century (e.g., establishment of the Department of External Affairs, Treaty of Versailles, Chanak Crisis, Statute of Westminster);

CO4.03 – describe the nature of Canada’s role in international organizations in the twentieth century (e.g., development of the United Nations Charter, John Humphrey and the Universal Declaration of Human Rights, the Commonwealth, la Francophonie);

CO4.04 – evaluate the extent to which Canada’s reputation as a humanitarian nation is merited (e.g., Canadian treatment of Aboriginal peoples, Canada as a destination for escaping slaves in the nineteenth century and refugees in the twentieth century, peacekeeping efforts, United Nations rankings);

CO4.05 – demonstrate an understanding of how Canada’s participation in significant international conflicts (e.g., Boer War, World War I, World War II, Korean War, Cold War, Gulf War) changed the way the country was perceived by the international community.

Change and Continuity

Overall Expectations

CCV.01 · analyse how Canada’s changing relationships with France, Britain, and the United States have influenced the formation and transformation of Canada’s identity;

CCV.02 · demonstrate an understanding of the conflict between east–west and north–south linkages and their impact on the maintenance of Canadian identity;

CCV.03 · describe Canada’s transformation from a rural, agricultural nation to an urban, industrial nation;

CCV.04 · analyse the relationship between major social and technological changes in Canada;

CCV.05 · evaluate the extent to which Canada has been transformed into a pluralistic society.

Specific Expectations

Transformation of Canadian Identity

CC1.01 – demonstrate an understanding of the resistance of French and British settlers to the establishment of European colonial institutions (e.g., coureurs de bois, habitant relationships with the Catholic church, William Lyon Mackenzie versus the Family Compact, the Métis);

CC1.02 – describe significant steps in Canada’s changing role within the British Empire and Commonwealth (e.g., Washington Treaty, 1871; Laurier at the Imperial Conferences of 1897; Naval Services Bill, 1910; creation of the Canadian Corps, 1915; Suez Crisis, 1956);

CC1.03 – analyse how conflicts and compromises between Canada and the United States have helped to shape Canadian identity (e.g., migration of the United Empire Loyalists; War of 1812; 1849 Annexation Manifesto; Confederation; North American Air Defence Command; Trudeau’s recognition of the People’s Republic of China; the North American Free Trade Agreement);

CC1.04 – describe the ways in which the world wars and other conflicts of the twentieth century altered Canadians’ self-image (e.g., Vimy Ridge, Canadian soldiers in Hong Kong in 1941, Korean War, Pearson and peacekeeping, American draft dodgers in Canada during the war in Vietnam, the Gulf War);

CC1.05 – assess the effectiveness of attempts to protect Canadian culture from American domination (e.g., creation of the CBC, Canadian content rules in broadcasting, the Governor General’s Awards, the Order of Canada, attempts to protect cultural industries in trade agreements).

East–West and North–South Forces

CC2.01 – assess the origins and results of Macdonald’s National Policy (e.g., tariff protection, development of domestic agricultural markets, Laurier and reciprocity, Mackenzie King and tariffs, branch plants);

CC2.02 – demonstrate an understanding of the causes and implications of Canadian regional differences (e.g., economic disparity between Central and Atlantic Canada, cultural differences between Quebec and the rest of Canada, geographic separation of Western Canada);

CC2.03 – analyse the reasons for Canada’s close political and economic relationship with the United States (e.g., extended border, concentration of American ownership in the Canadian economy).

Urbanization and Industrialization

CC3.01 – describe the evolution of industrialization and urbanization in Canada;

CC3.02 – assess the effects of industrialization on the regions and peoples of Canada (e.g., Aboriginal peoples, Prairie farmers, French-speaking industrial workers, Cape Breton steelworkers, Newfoundland fishers);

CC3.03 – evaluate the economic and cultural contributions of Canadian agricultural and resource-based communities (e.g., northern resource towns; Prairies as breadbasket of Canada; birthplace of medicare; writers such as Thomas Chandler Haliburton, Pauline Johnson, W.O. Mitchell, Antonine Maillet);

CC3.04 – evaluate the economic and cultural contributions of Canadian cities (e.g., support for multicultural diversity; role as financial centres; urban literature by Mordecai Richler, Robertson Davies, Michel Tremblay; art galleries and theatres).

Technology and Society

CC4.01 – analyse how changes in transportation and communications technology (e.g., the Canadian Pacific Railway, publicly owned transportation and communication links, Diefenbaker’s Near North policy, Anik satellite) have influenced Canadian society and identity;

CC4.02 – analyse how the cultures of Canadian workplaces have been affected by technological changes (e.g., the age of steam and the shipping industry, electrification and factories, the typewriter and office work, the combine and farming, the snowmobile and Inuit hunting);

CC4.03 – evaluate the extent to which technological and scientific innovations in the home (e.g., the introduction of electricity and electrical appliances, scientifically based advice on child rearing) have affected Canadians’ everyday lives and helped shape national identity.

Cultural Pluralism

CC5.01 – assess whether British colonial policies were directed towards the creation of a homogeneous society in Canada (e.g., Articles of Capitulation; Treaty of Paris, 1763; Quebec Act, 1774; Act of Union, 1840; nineteenth-century immigration policies);

CC5.02 – analyse how obstacles that made it difficult for immigrants to participate fully in Canadian society (e.g., discrimination in employment, Immigration Acts, denial of the franchise, wartime discrimination and internment, stereotyping in literature and the media) have been challenged and reduced over time;

CC5.03 – explain the basic objectives of Canada’s official policy of multiculturalism (e.g., recognition of ethnic diversity and the contributions of diverse cultures) and its relationship to bilingualism and biculturalism, and explain how support for and opposition to the policy have changed over time;

CC5.04 – assess the difficulties in maintaining a united country while promoting diversity through multiculturalism.

Citizenship and Heritage

Overall Expectations

CHV.01 · analyse the evolution of citizenship in Canada;

CHV.02 · demonstrate an understanding of the characteristics of the French presence in Canada and its contributions to Canadian identity;

CHV.03 · describe the role of literature, the arts, and popular culture in the development of a distinctive Canadian culture;

CHV.04 · evaluate Canada’s evolving identity as a just society by analysing changes in Canadian perspectives, policies, and documents on human rights.

Specific Expectations

Canadian Citizenship

CH1.01 – demonstrate an understanding of the development of citizenship in Canada (e.g., from British subject to Canadian citizen);

CH1.02 – explain how and why citizenship rights have been denied at particular times to certain ethnocultural minorities (e.g., Chinese, Ukrainian, or Japanese Canadians);

CH1.03 – describe the actions that groups who have been denied full citizenship have taken to achieve that status (e.g., women, Chinese immigrants, Aboriginal peoples);

CH1.04 – demonstrate an understanding of what it means to be a Canadian citizen at the beginning of the twenty-first century.

French-Canadian Identity

CH2.01 – describe the character and development over time of francophone communities outside Quebec (e.g., Acadians in New Brunswick, Franco-Ontarians, Franco-Manitobans, Métis);

CH2.02 – describe the historical roots and modern manifestations of bilingualism and biculturalism and how events have shaped the meaning of these terms;

CH2.03 – analyse why and how the people of Quebec have acted to preserve their political identity (e.g., the Rebellion in Lower Canada, the response to a balanced assembly under the Act of Union, negotiation of terms of Confederation, opposition to conscription, legislation during the Quiet Revolution);

CH2.04 – describe the role of significant Quebec-based political figures in the development of the French presence in Canada (e.g., Louis-Hippolyte LaFontaine, Henri Bourassa, Maurice Duplessis, Pierre Trudeau, René Lévesque, Jeanne Sauvé).

Culture and Identity

CH3.01 – analyse how Canada and Canadians have been portrayed by a representative sample of writers, visual artists, musicians, composers, and filmmakers, and in television shows (e.g., Susanna Moodie, Gabrielle Roy, Timothy Findley; Cornelius Krieghoff, Group of Seven; Oscar Peterson, Glenn Gould, Susan Aglukark; Denys Arcand, Alanis Obomsawin; Les Plouffe, Due South, North of 60);

CH3.02 – analyse how American movies, television, music, advertising, professional sports, and other consumer products have posed challenges to the creation of a home-grown Canadian identity;

CH3.03 – describe the strategies that French Canada has used to preserve francophone culture (e.g., Société Radio-Canada, film subsidies in Quebec, French-language literary awards, Bill 101);

CH3.04 – analyse how Canadian governments and leaders have used symbols and supported organizations to promote Canadian culture (e.g., Canadian flag, national anthem, Canadian Broadcasting Corporation, National Film Board, Canada Council, Ontario Black History Society).

Human Rights in a Just Society

CH4.01 – describe the origins and various incidents of prejudice and discrimination in Canada’s history (e.g., expulsion of the Acadians, residential schools for Aboriginal children, unwillingness to admit Jewish refugees from Nazism, discrimination in hiring against people with disabilities);

CH4.02 – analyse the individual and social costs of human rights violations in Canadian history;

CH4.03 – identify and critically analyse the efforts of Canadian individuals and groups who have worked to promote human rights within Canada (e.g., National Council of Women, Child Savers, Tommy Douglas, Elizabeth Fry Society, Ovide Mercredi);

CH4.04 – identify how various provincial and federal statutes (e.g., British Columbia’s Unemployment Relief Act, 1931; the Ontario Human Rights Code, 1990; the Canadian Bill of Rights Act, 1960; the Charter of Rights and Freedoms) have sought to protect the human rights of Canadians;

CH4.05 – evaluate current developments within Canada that address the equitable treatment of individuals and groups (e.g., apology and reparations to Japanese-Canadian internees in
World War II; Aboriginal self-government; gay rights; equal pay for work of equal value).

Social, Economic, and Political Structures

Overall Expectations

SEV.01 · describe the development of Canada’s social programs and their significance in terms of Canadian identity;

SEV.02 · analyse how women’s participation in Canadian society has changed over time;

SEV.03 · assess the impact of Canada’s major economic relationships on Canadian sovereignty;

SEV.04 · describe and evaluate the nature of the Canadian political system and the groups and individuals who contributed to its development;

SEV.05 · assess the efforts of popular movements to reform Canadian society.

Specific Expectations

Social Programs and Policies

SE1.01 – demonstrate an understanding of the history, development, and extent of Canada’s social programs (e.g., unemployment insurance, family allowance, medicare, pension plans);

SE1.02 – assess the extent to which education has been used in Canada as an instrument for shaping regional, provincial, and national identities (e.g., Jesuit schools, Egerton Ryerson’s public school system, the Manitoba Schools Question, Catholic and public school systems, residential schools for Aboriginal children, French-language education in Quebec in the 1990s);

SE1.03 – assess how labour legislation has evolved in response to changes in the workforce and the workplace (e.g., laws setting maximum hours and minimum wages, restrictions on child labour, pay equity).

Women in Canada

SE2.01 – analyse the extent to which women’s traditional roles as wives and mothers and their status in Canadian society have changed since Victorian times;

SE2.02 – analyse women’s changing participation in the paid labour force;

SE2.03 – analyse the contributions of women to the Canadian identity (e.g., Marguerite Bourgeoys, Mary Ann Shadd, Agnes Macphail, Emily Carr, Thérèse Casgrain, Kahn-Tineta Horn, Margaret Laurence, Bertha Wilson, Roberta Bondar).

Economic Relations and Policies

SE3.01 – describe the evolution of economic relations among North American nations (e.g., National Policy, the Reciprocity Election of 1911, the Auto Pact, Canada–U.S. Free Trade Agreement, North American Free Trade Agreement) and the impact on the Canadian economy;

SE3.02 – evaluate how the process of economic globalization (e.g., General Agreement on Tariffs and Trade, Asia-Pacific Economic Cooperation, World Trade Organization) has challenged Canadian economic and cultural autonomy (e.g., control over cultural industries);

SE3.03 – assess the relationship between modern economic and humanitarian practices in Canada (e.g., foreign aid to and trade with Cuba, military support for the Gulf War, trade with the People’s Republic of China, sale of nuclear technology to Pakistan);

SE3.04 – assess the effectiveness of post-Confederation government economic policies designed to promote Canadian sovereignty (e.g., National Policy, Foreign Investment Review Agency, National Energy Policy, split-run legislation).

Political Structures

SE4.01 – describe past and present Aboriginal political organizations (e.g., Ojibwe clan system, Iroquois Confederacy, western Arctic Inuit hereditary leadership, the Assembly of First Nations);

SE4.02 – demonstrate an understanding of the principles of the Canadian political system (e.g., “peace, order and good government”; concept of federalism; parliamentary democracy; cabinet system);

SE4.03 – describe the role of selected significant events and legislation in the development of the current Canadian political system (e.g., the Conquest; the Quebec Act; the Constitutional Act, 1791; the Rebellions in Upper and Lower Canada; responsible government; Confederation; the Balfour Report; the Constitution Act, 1982);

SE4.04 – describe the contributions of selected prime ministers (e.g., Macdonald, Laurier, Borden, King, Pearson, Trudeau) to the evolution of the Canadian identity.

Popular Reform Movements

SE5.01 – analyse the evolution of the women’s movement in Canada (e.g., married women’s property reform, Woman’s Christian Temperance Union, the Famous Five and the Persons Case, Royal Commission on the Status of Women);

SE5.02 – analyse the evolution of the labour movement in Canada (e.g., Knights of Labor, One Big Union, Winnipeg General Strike, Asbestos strike, Canadian Labour Congress, the drive to organize young workers in the service sector);

SE5.03 – demonstrate an understanding of the rise of popular reform movements in western Canada (e.g., United Farmers of Alberta, “Bible Bill” Aberhart and Social Credit, Co-operative Commonwealth Federation);

SE5.04 – assess the influence of anti-war sentiment in Canadian history (e.g., J.S. Woodsworth, opposition to conscription, the anti-nuclear movement during the Cold War, Voice of Women);

SE5.05 – analyse the growth of environmentalism (e.g., the establishment of national parks, Federation of Ontario Naturalists, Greenpeace) and its influence on how Canadians live.

Methods of Historical Inquiry

Overall Expectations

HIV.01 · demonstrate an understanding of historians’ methods of locating, gathering, and organizing research materials;

HIV.02 · critically analyse interpretations related to Canadian history, culture, and identity;

HIV.03 · communicate opinions and ideas 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 questions for research that lead to a more profound understanding of the evolution of Canadian culture, drawing on examples from Canadian history;

HI1.02 – conduct organized research, using a variety of information sources (e.g., primary and secondary sources, audio-visual materials, Internet sites) that present a diverse range of perspectives on Canadian history and culture;

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 – compare key interpretations of Canadian history (e.g., as reflected in the “two founding nations” thesis or the notion of Canada as a land of immigrants);

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

HI2.04 – draw conclusions based on the effective evaluation of sources, analysis of information, and awareness of diverse historical interpretations;

HI2.05 – demonstrate an ability to develop a cogent thesis substantiated by effective research.

Communication

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

HI3.02 – use an accepted form of academic documentation effectively and correctly (e.g., footnotes, endnotes, or author-date citations; bibliographies or reference lists; appendices), and avoid plagiarism;

HI3.03 – express ideas, opinions, and conclusions clearly, articulately, and in a manner that respects the opinions of others.

Creativity, Collaboration, and Independent Study

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).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

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

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

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

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

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

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

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

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

CGE1i -integrates faith with life;

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

An Effective Communicator who

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

CGE2b -reads, understands and uses written materials effectively;

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

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

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

A Reflective and Creative Thinker who

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

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

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

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

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

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

A Self-Directed, Responsible, Life Long Learner who

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

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

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

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

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

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

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

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

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

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

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

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

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

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

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

A Caring Family Member who

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

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

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

CGE6d -values and nurtures opportunities for family prayer;

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

A Responsible Citizen who

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

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

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

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

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

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

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