CHC2P - Grade 10, Applied
Canadian History in the Twentieth Century
Teacher: M. Salvo
Room: 210
Website: http://mssalvo.weebly.com/
Textbook: Canada: Continuity and Change and others
Course Description:
This course focuses on the social context of historical developments and events and how they have affected the lives of people in
Canada since 1914. Students will explore interactions between various communities in Canada as well as contributions of individuals
and groups to Canadian heritage and identity. Students will develop their ability to apply the concepts of historical thinking and the
historical inquiry process, including the interpretation and analysis of evidence, when investigating the continuing relevance of
historical developments and how they have helped shape communities in present-day Canada
Key Curriculum Expectations. By the end of this course students will:
Strand A: Historical Inquiry and Skill Development
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history
since 1914
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in
which these skills might be useful
Strand B. Canada, 1914–1929
B1. Describe some key social, economic, and political events, trends, and developments in Canada between 1914 and 1929, and assess how they
affected the lives of people in Canada (Historical Significance; Historical Perspective)
B2. Describe some key interactions between different communities in Canada, and between Canada and the international community, from 1914 to
1929, and explain their effects (Cause and Consequence)
B3. Describe how some individuals, organizations, and domestic and international events contributed to the development of identity, citizenship,
and/or heritage in Canada between 1914 and 1929 (Continuity and Change; Historical Perspective)
Strand C: Canada, 1929–1945
C1. Describe some key social, economic, and political events, trends, and developments in Canada between 1929 and 1945, and explain how they
affected the lives of people in Canada (Cause and Consequence)
C2. Describe some significant interactions between different communities in Canada, and between Canada and the international community, from
1929 to 1945, and explain what changes, if any, resulted from them (Continuity and Change)
C3. Describe how some individuals, organizations, symbols, and events, including some major international events, contributed to the development
of identity, citizenship, and/or heritage in Canada between 1929 and 1945 (Historical Significance; Historical Perspective)
Strand D: Canada, 1945–1982
D1. Describe some key social, economic, and political trends, events, and developments in Canada between 1945 and 1982, and explain how they
affected the lives of people in Canada (Continuity and Change)
D2. Describe some key developments that affected interactions between different communities in Canada, and between Canada and the international
community, from 1945 to 1982, and assess their significance (Historical Significance; Historical Perspective)
D3. Describe how some individuals, organizations, and social and political developments and/or events contributed to the development of identity,
citizenship, and/or heritage in Canada between 1945 and 1982 (Historical Significance; Cause and Consequence)
Strand E. Canada, 1982 to the present
E1. Describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the present, and assess their impact
on the lives of different people in Canada (Historical Significance; Historical Perspective)
E2. Describe some significant issues and/or developments that have affected interactions between different communities in Canada, and between
Canada and the United States, from 1982 to the present, and explain some changes that have resulted from these issues/developments (Continuity
and Change)
E3. Describe how some individuals, groups, and events, both national and international, have contributed to the development of identity, citizenship,
and/or heritage in Canada from 1982 to the present (Historical Significance; Cause and Consequence)
The Full Curriculum Document is available at: http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld910curr2013.pdf
CHC2P - Grade 10, Applied
Canadian History in the Twentieth Century
Course outline
Within each unit the following themes will be examined:
1.
2.
3.
Unit
Social, Economic, and Political Context
Communities, Conflict, and Cooperation
Identity, Citizenship, and Heritage
Title and Guiding Questions
1
Course overview – Historical Inquiry
selected key moments and practice thinking like a
historian
2
1914-1929
How did WWI and the Twenties shape Canadians?
3
1929-1945
What were the consequences for Canadians of the
Depression and World War II
4
1945-1982
Why were social welfare programs and immigration
viewed with suspicion by some Canadians?
Summative #1
Memory Box
5
1982 – Present
What is your place in Canadian History?
Summative # 2
Canada: Change and Continuity
Time *
Key Evaluation Task*
*Subject to Change
3 weeks
Portfolio assessment of
Historical Thinking
3 weeks
Unit "test"
4 weeks
Historical Newspaper
4 weeks
Writing in Role
Week of
Dec. 16th
3 weeks
Selection of artifacts and
explanation
Timeline
During
Exams
Exam
Assessment & Evaluation
Course work –
KNOWLEDGE/UNDERSTANDING
THINKING
APPLICATION
COMMUNICATION
70%
Summative Tasks –
Memory Box – 15%
Exam – 15%
30%
Students will be assessed based on their most consistent level of
achievement of the curriculum expectations with consideration given to
work done more recently.
Students are expected to complete all tasks by the assigned deadline. Failure to do so can seriously affect a
student’s grade. Please see the following http://sta.hcdsb.org/assessment-and-evaluation-procedures/ for further
information.
Absences
Student success is directly linked to regular attendance.
You are responsible for catching up on all the class material when you are absent from class. Knowing in advance
means informing yourself – use a study-buddy, talk to the teacher, check the website
http://mssalvo.weebly.com/
to find out what you have missed.