Cardinal Leger Secondary School
Department of Social Sciences
Course Name: Canada: History, Identity
Ministry Guidelines: Canadian and World
and Culture
Studies, 2005.
Course Code: CHI 4U1
Level: Grade 12 University
Teacher:
Textbook: Defining Canada: History, Identity and Culture
Replacement Cost: $ 93.00
Course Overview
This course explores the challenges associated with the formation of a Canadian national identity.
Students will examine the social, political, and economic forces that have shaped Canada from the precontact period to the present and will investigate the historical roots of contemporary issues from a variety
of perspectives . Students will use critical-thinking and communication skills to consider events and ideas
in historical context, debate issues of culture and identity, and present their own views.
Curriculum Strands and Overall Expectations
Communities: Local, National, and Global: Overall Expectations
c
t
• describe
the characteristics of Aboriginal communities before and after contact with
Europeans
and analyze the significant effects of the interactions between Aboriginal communities
a
and the colonizers;
t
• analyze
the principal characteristics of the French and English colonial experience in
Canada;
i
• assess the significance of successive waves of immigration in the development of regional,
o
provincial,
and national identities in Canada;
• evaluate
Canada’s changing role on the international stage.
n
s
Change
and Continuity: Overall Expectations
• analyze how Canada’s relationships with France, Britain, and the United States have influenced
Canada’s identity and culture;
• evaluate
the role of east-west and north-south ties in the development of Canada;
B
• assess changes in Canada’s rural-agricultural and urban-industrial communities;
y
• analyze
the relationship between major technological and social changes in Canada;
• evaluate the extent to which Canada has been transformed into a pluralistic society.
h
it
Citizenship
and Heritage:
sh
Overall Expectations
• analyze the evolution of citizenship in Canada;
e
• analyze
how various francophone communities have defined themselves and their place in Canada;
• assess the role played by literature, the arts, and popular culture in the development of
Canadian identity;
e
• evaluate
the claim that Canada is a just society, by examining issues related to human rights.
c
o
n Economic and Political Structures: Overall Expectations
uSocial,
d
•ranalyze changes in Canadian social programs and policies over time;
•sanalyze the changing roles and contributions of women in Canada;
o
• evaluate
the impact of Canada’s national and international economic policies on Canadian
and
sovereignty;
eidentity
f
• describe the nature of the Canadian political system and the groups and individuals who
have contributed to its development;
• assess
the efforts of popular movements to reform Canadian society.
t
e
x
i
•puse methods of historical inquiry to locate, gather, evaluate, and organize research materials
s a variety of sources;
from
•l interpret and analyze information gathered through research, employing concepts and
approaches appropriate to historical inquiry;
c
•ocommunicate
the results of historical inquiries, using appropriate terms and concepts and a
o of forms of communication.
rvariety
eu
sr
h
Methods
of Historical Inquiry and Communication: Overall Expectations
s
Cardinal Leger Secondary School
Department of Social Sciences
Assessment and Evaluation
Evaluation will be based on quizzes, unit tests, daily and unit assignments.
Term Work
(Formative Assessment)
70%
Knowledge and Understanding
25%
Thinking
25%
Communication
25%
Application
25%
Final Evaluation
(Summative Assessment)
30%
Formal Examination
30%
Culminating Task
Part of
term
work
Course Total
100%
Skills and Work Habits
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-Regulation
E= Excellent G=Good S=Satisfactory N= Needs Improvement
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.
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
1 school day late – 3%
2 school days late – 6%
3 school days late – 10%
Maximum penalty of 10%
Closure Date
Once the closure date has
passed, work is considered
incomplete and a mark of
zero applies.