Department of Canadian & World Studies
John Cabot Catholic Secondary School
CHC 2P1 Applied
Canadian History Since World War I
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Period:
Room Number:
Course Overview:
This course explores some of the pivotal events and experiences that have influenced the development of
Canada’s identity as a nation, from World War I to the present. By examining how the country has
responded to economic, social, and technological changes and how individuals and groups have contributed
to Canadian culture and society during this period, students will develop their ability to make connections
between historical and current events. Students will have opportunities to formulate questions, locate
information, develop informed opinions, and present ideas about the central issues and events of the period.
Specific Strands of Study and Expectations include:
 Communities: Local, National, and Global
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By the end of this course, the students will:
describe some of the major local, national, and global forces and events that have influenced
Canada’s policies and Canadian identity since 1914;
explain the significance of some key individuals and events in the evolution of French-English
relations in Canada since 1914;
evaluate Canada’s participation in war and contributions to peacekeeping and security.
 Change and Continuity
By the end of this course, the students will:
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explain some major ways in which Canada’s population has changed since 1914;
evaluate the impact of some technological developments on Canadians in different periods;
describe changes in Canada’s international status and its role in the world since 1914.
 Citizenship and Heritage
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By the end of this course, the students will:
describe the impact of significant social and political movements on Canadian society;
describe how individual Canadians have contributed to the development of Canada and its emerging
sense of identity.
 Social, Economic, and Political Structures
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By the end of this course, the students will:
explain changing economic conditions and patterns and how they have affected Canadians;
assess the changing role and power of the federal and provincial governments in Canada since 1914.
 Methods of Historical Inquiry and Communication
By the end of this course, the students will:
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formulate questions on topics and issues in the history of Canada since 1914, and use appropriate
methods of historical research to locate, gather, evaluate, and organize relevant information from a
variety of sources;
interpret and analyze information gathered through research, employing concepts and approaches
appropriate to historical inquiry;
communicate the results of historical inquiries, using appropriate terms and concepts and a variety
of forms of communication.
Efforts will be made to meet the individual learning needs of students in order
to ensure these expectations are being met.
Resources:
Course Breakdown
The course will use a variety of resources
including video, CD-ROM, Internet Applications
and a variety of print sources.
The textbook Spotlight Canada will be
distributed to students during the first week of
the course. The text and all other resources
assigned to students are the responsibility of the
student. Any damage incurred will result in
payment for replacement. The replacement cost
for the text is $60.00.
Unit One: World War One
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Preparing for War
False Glory
Conflict and Change at Home
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The Twenties: A Decade of Change
The Great Depression
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Causes of World War II
Events of World War II
The War at Home
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Peace and Security
Booming Fifties
The Sixties: A Decade of Change
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Promise and Problems
Politics and Economics
Face of Modern Canada
Redefining Canada
Unit Two: Boom and Bust
Unit Three: World War II
Evaluation Structure::
Unit Four: Pursuing Peace and Prosperity
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
Unit Five: Canada at the Crossroads
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25%
25%
25%
25%
The above is reflected both in the term work
(worth 70% of the final mark) and the
summative work (worth 30% of the final mark).
Summative work consists of the Final Exam
(15%) and a Culminating Activity (15%).
Assessment & Evaluation Policy
Students will be assessed & evaluated according to the work produced & skills displayed. Methods of providing feedback will include
assessing work in process & evaluating completed assignments, tests, co-operative learning activities, simulations and presentations.
Peer & self-assessments will also be utilized. Student marks will be determined by evaluating product according to 4 categories & 4
levels. Please see the chart below for specific skills and key words used to determine student competency in the different categories.
Level
Category
Knowledge/Understanding
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Knowledge of content
Understanding of content
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Thinking
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Critical/creative thinking skills
Planning Skills
Processing Skills
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Communication
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Level 1:
50-59%
Level 2:
60-69%
Level 3:
70-79%
Level 4:
80-100%
demonstrates/
expresses
knowledge and
skills with
limited
effectiveness
demonstrates/
expresses
knowledge and
skills with
some
effectiveness
demonstrates/
expresses
knowledge and
skills with
considerable
effectiveness
demonstrates
/expresses
knowledge
and skills with
thorough
effectiveness
Expression and organization of ideas and
information (oral, written & visual)
Communication for different
audiences/purposes
Use of conventions of form, vocabulary &
terminology
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Application
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Application of knowledge/skills in familiar
contexts
Transfer of knowledge/skills to new contexts
Making connections within and between
various contexts
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Feedback will also be provided for student learning skills. Skills like working independently, team work, organization, work habits and
homework, and initiative are assessed independently student achievement and will be conducted through the use of a rubric
indicating specific criteria to be achieved to receive each of the following letter grades:
E –Excellent
G – Good
S – Satisfactory
N - Needs Improvement
Other Evaluation Issues
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LATE ASSIGNMENTS. Assignments submitted after the Primary Due Date established by the teacher will be accepted with a penalty of 5%
off for the first day late and 2% for subsequent days to a maximum of 10%. This four day Penalty Zone is the maximum time allowed for
submissions. The fourth day after the assignment is due is considered the Closure Date upon which no further assignments will be accepted.
If the teacher returns the marked assignments within the four day penalty zone, the date of return is considered the closure date. Repeated
lateness in submissions indicates poor organization skills and will result in parental contact and will be reflected in the learning skills section of
the report card.
INCOMPLETE ASSSIGNMENTS Assignments will be graded according to the extent with which they meet the criteria established
MISSED TESTS Tests missed with a legitimate reason will be written within a few days of the student returning from the absence. Student
eligibility to write the test and the date of writing will be at the discretion of the teacher in consultation with the department head.
CULMINATING ACTIVITIES These activities will be due toward the end of the course. They are valued between 5 and 15 per cent of the
final mark and will reflect course material and competencies not otherwise emphasized on the final exam.
PLAGARISM in any form reflects academic dishonesty and may result in a mark of zero for the assignment in question