Cardinal Leger Secondary School
Department of Social Sciences
Course Name: Canadian History
Since World War I
Course Code: CHC 2D1
Teacher:
Textbook: Face of a Nation
Ministry Guidelines: Canadian and World
Studies, 2013.
Level: Grade 10, Academic
Pre-Requisite: none
Replacement Cost: $90.00
Course Overview
This course explores social, economic, and political developments and events and their impact on the lives
of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in
Canadian society, Canada’s evolving role within the global community, and the impact of various
individuals, organizations, and events on Canadian identity, citizenship, and heritage. They 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 key issues and events in Canadian history since
1914.
Curriculum Strands and Overall Expectations
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HISTORICAL INQUIRY AND SKILL DEVELOPMENT: Overall Expectations
t
 use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian
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history since 1914;
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 apply in everyday contexts skills developed through historical investigation, and identify some
careers in which these skills might be useful.
i
o
CANADA,
1914-1929: Overall Expectations
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 describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and
s
h their significance for different groups in Canada;
assess
 analyze some key interactions within and between different communities in Canada, and between Canada and the
i
international community, from 1914 to 1929, and how they affected Canadian society and politics;
s B  explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the
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development
of identity, citizenship, and heritage in Canada.
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CANADA,
1929-1945: Overall Expectations
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h
 describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and
u e their impact on different groups in Canada;
assess
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 analyze some key interactions within and between communities in Canada, and between Canada and the international
community,
from 1929 to 1945, with a focus on key issues that affected these interactions and changes that resulted from them;
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 explain how various individuals, groups, and events, including some major international events, contributed
e nthe development of identity, citizenship, and heritage in Canada between 1929 and 1945.
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Cardinal Leger Secondary School
Department of Social Sciences
CANADA, 1945-1982: Overall Expectations
 describe some key social, economic, and political events, trends, and developments in Canada between 1945 and
1982, and assess their significance for different groups in Canada;
 analyze some key experiences of and interactions between different communities in Canada, as well as interactions
between Canada and the international community, from 1945 to 1982 and the changes that resulted from them;
 analyze how significant events, individuals, and groups, including Aboriginal peoples, Québécois, and immigrants,
contributed to the development of identity, citizenship, and heritage in Canada between 1945 and 1982.
CANADA, 1982 TO THE PRESENT: Overall Expectations
 describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the
present, and assess their significance for different groups in Canada;
 analyze some significant interactions within and between various communities in Canada, and between Canada and
the international community, from 1982 to the present, and how key issues and developments have affected these interactions;
 analyze how various significant individuals, groups, organizations, and events, both national and international, have
contributed to the development of identity, citizenship, and heritage in Canada from 1982 to the present.
Assessment and Evaluation
Evaluation will be based on unit tests, assignments, reflections and group work.
Term Work
Formative Evaluation
70%
Knowledge and Understanding
25%
Thinking
25%
Communication
25%
Application
25%
Final Assessment
Summative Evaluation
30%
Formal Examination
20%
Culminating Task
10%
Course Total
100%
Skills and Work Habits
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-Regulation
E= Excellent G=Good S=Satisfactory N= Needs Improvement
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Fulfills responsibility and commitments.
Takes responsibility for and manages own behavior.
Devises and follows a plan and process for completing tasks.
Establishes priorities and manages time
Independently monitors, assesses, and revises plans to complete tasks
and meet goals.
Uses class time to complete tasks.
Accepts various roles and an equitable share of work in a group.
Builds healthy peer-to-peer relationships.
Looks for and acts on new ideas and opportunities.
Approaches new tasks with a positive attitude.
Sets own goals and monitors progress towards achieving them.
Seeks clarification or assistance when needed.
Cardinal Leger Secondary School
Department of Social Sciences
Missed/Late/Incomplete Assignments
It is the student’s responsibility to address missed, late, or incomplete assignments. Students are expected
to complete assignments and to adhere to assignment deadlines as follows:
Due Date
A due date is set by the teacher.
10% Penalty Zone
Closure Date
1 school day late – 3%
2 school days late – 6%
3 school days late – 10%
Maximum penalty of 10%
Once the closure date has passed,
work is considered incomplete
and a mark of zero applies.
Parent Signature _________________________ Student Signature _________________________