Guelph Collegiate Vocational Institute Upper Grand District School Board Course Outline Department: History and Native Studies Course Title: Canadian History since World War 1 Course Type: Applied Grade: 10 Course Code: CHC2P Credit Value: 1 Department Head: J. Goodreau Teachers: J. Goodreau, E. Howie, C. MacGillivary, and K. Mullen Date of Development: September 29, 2015 Curriculum Document: (copy subject-­‐specific document from secondary curriculum website http://www.edu.gov.on.ca/eng/curriculum/sec
ondary/) The Ontario Curriculum: Grades 9 and 10 Canadian and World Studies (2013) http://www.edu.gov.on.ca/eng/curriculum/sec
ondary/canworld910curr2013.pdf Course Prerequisites/Corequisites: None 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. Term Work (70% of the final mark) Unit Title, Big Ideas, and Unit Culminating Tasks Unit One: Canada, A Time of Transformation 1914-1929
Unit Two: Canada, From The Great Depression to WW2 1929-1945
Unit Three: Canada Responds to Voices for Change 1945-1982
Unit Four: Canada, More Voices Heard 1982-Present
Throughout each unit students will meet the overall Ministry expectations: • use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914; • apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful; • describe some key social, economic, and political events, trends, and developments and assess how they affected the lives of people in Canada; • describe some key interactions between different communities in Canada, and between Canada and the international community and assess their significance; • describe how some individuals, groups, and events, both national and international, have contributed to the development of identity, citizenship, and/or heritage in Canada “As per Ministry policy the term work has been set at 70% of the final mark. The final summative assessment has been set at 30% of the final mark.” Unit Culminating Tasks
• WW1 Paragraph
• WW1 Test
• 1920s paragraphs – Progress or Decline?
• 1930’s Comic
• Hope House Reflection
• WW2 Essay Outline
• Post WW2 Timeline with Attitude
Culminating Tasks/Exams (30% or the final mark) Course Culminating Task/Exams and Description In-­‐Class Essay – Discussing the most significant event in Canadian history between 1914-­‐
2001 Memory Box Interview Assignment Based on the range of students’ learning needs, a selection from the strategies listed below may be utilized. Refer to list of teaching and assessment strategies. Teaching Strategies: A wide range of teaching and learning strategies are employed including inductive reasoning exercises, reading text and articles, answering questions, completing graphic organizers, research and reporting, essay writing, research skills, interpreting data from tables, graphs, graphing, predicting, pursuing case studies, picture studies, test writing, creating power point presentations and finding and posting resources analyzing primary documents, critical analysis of arguments, comparing and contrasting opinions expressed in writing. In fact, the skills of historical thinking are taught and measured as seriously as the content of history throughout this course. Since the over-­‐riding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These may include: Interpreting Primary and Independent Research Directed Reading Activities Secondary sources Investigations Direct Instruction Writing to Learn Independent Study Writing Processes Multimedia Productions Newspaper Writing Interpreting Pictures Analyzing Immigrant Accounts Simulations Scenario Writing Chart Analysis Expressing Points of View Interviews Guided Internet Research Guided Writing Historical Dilemma Analysis Independent Reading Terms Writing to Learn Media Analysis Research Projects Brainstorming Map Analysis Analysis of Symbols Case Studies Role Playing Issue Based Analysis Taken from https://vhsdev.desire2learn.com/courses/outlines/chc2d.asp and https://sites.google.com/site/mrrobertsonsclasswebsite/chc2d-­‐course-­‐details Assessment and evaluation strategies: Assessment is a systematic process of collecting information or evidence about a student's progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student's course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level. Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement. Taken from https://vhsdev.desire2learn.com/courses/outlines/chc2d.asp and https://sites.google.com/site/mrrobertsonsclasswebsite/chc2d-­‐course-­‐details Textbooks/Learning Resource Materials (align with Policy 603) Des Rivieres, D. and Colin M. Bain. Experience History. Toronto: Oxford University Press,
2006.
Please refer to the GCVI Student Handbook for our school policies on: ● academic integrity ● late and missed assignments