CLARKSON SECONDARY SCHOOL
Course Code: CHC 2D0
Course Name: Grade Ten, Canadian History Since World War I, Academic
Prerequisite:
None
Course Description:
Text:
 Making History: The Story of Canada
 Canadiana Scrapbooks
 Canadian Heritage Collection
 Canadian Sources Investigated
This course explores the local, national, and global forces that have shaped Canada's national
identity from World War I to the present. Students will investigate the challenges presented by
economic, social, and technological changes and explores the contributions of individuals and
groups to Canadian culture and society during this period. Students will use critical-thinking and
communication skills to evaluate various interpretations of the issues and events of the period
and to present their own points of view.
Replacement cost: $85.00
Overall Course Expectations
By the end of this course, students will:

Explain how local, national, and global influences have helped shape the Canadian identity.

Asses Canada's participation in war and contributions to peacekeeping and security.

Explain how and why Canada's international status and foreign policy have changed since 1914.

Analyze changing demographic patterns and their impact on Canadian society since 1914.

Analyse the contributions of various social and political movements in Canada since 1914.

Analyse the changing responses of the federal and provincial governments to social and economic pressures since 1914.

Formulate questions and communicate the results of historical inquiries, using appropriate methods, terms and concepts in a variety of forms of
communication.
ASSESSMENT BREAKDOWN INCLUDING CATEGORIES AND WEIGHTINGS
Formative assessments are learning practices that provide important feedback to student progress. Summative assessments form the foundation for
final mark allocation at the end of a unit, term and exam. Please note that all assessments are subject to change in order to best reflect the learning
styles of each class and to respond to significant events that might impact Canada and Canadians.
Summative Assessment Breakdown
Category
Examples of Summative Types
% allotments
Knowledge
Tests
17.5
Thinking
Simulations
17.5
Application
Assignments
17.5
Communication
Presentations, written work…
17.5
ISU Essay (Independent Research Unit)
Structured research project
15
Exam
15
Unit
1. 1994 - Present
2. 1914-1929
3. 1930 to1945
4. 1945 to 1967
5. 1968 to 1993
Unit Breakdown
Summative Assessments
The Chretien, Martin Years
French /English relations and the 1995 Referendum
Multiculturalism and Aboriginal relations
Foreign affairs : Canada in the world, Peacekeeping vs Peacemaking
Canadian provinces/cities
Responses which may include the
following elements :
Research assignment, Written
reflection, organizer, presentation, etc.
World War One : causes (long/short term) and significant Canadian battles
Canada’s war effort and war economy
First wave of Feminism
Racism and minorities
Prosperity of the Twenties
Stock market crash and economic consequences
Role of government and new Political movements
Types of Government: Socialism, Communism,Fascism
WWII : Causes, Battles
Homefront and the War Effort
Women and minorities
Immigration and multiculturalism
Post-war prosperity and effects of the Baby Boom
Canada's role in international affairs : Foreign policy
French/English relations :Duplessis, The Quiet Revolution
St. Laurent, Dienfenbaker & Pearson
The Trudeau Years -- French/English relations : FLQ, sovereignty
Constitutional reform and the Charter
Canadian /American Political Economic relations
Aboriginal issues : Oka
The Mulroney Years
Movie reflection
Primary source analysis
Game Assignment
Unit test
Game Assignment
Note taking assignment
Unit test
US hegemony and Canada's role
Statistical Analysis
Research final essay
Unit test
Final Essay
Audio-Visual Curriculum Delivery
Any Social Science curriculum has multi-media instruction as part of the delivery process. Peel District School Board Policy requires parental permission
for any media rated 14A-18A by the Ontario Film Board, regardless of the age of the student. By signing this course outline, parents acknowledge that
material up to and including 18A may be shown in the classroom. If you have any specific concerns, contact the individual teacher.
Clarkson S.S. Assessment & Evaluation Policy
CHEATING:
Students are expected to demonstrate HONESTY and integrity and submit assessments that are reflective of their own work. Cheating is defined as
completing an assessment in a dishonest way through improper access to the answers. Examples include, but are not limited to; using another
student’s work as your own, using an unauthorized reference sheet during an assessment, receiving / sending an electronic message to another student
with test questions / answers, etc.
In order to ensure that all assessments are free from cheating:
Students will:

review school policy with regards to academic honesty

submit their own work for evaluation to show evidence of skill and knowledge

use only teacher approved materials during an evaluation

demonstrate the qualities of good character and good intention (honesty, caring, respectful, responsibility, when preparing evidence of
their learning.
If a student cheats on an assessment:
Students may be:

required to complete an alternate evaluation under direct supervision in a timely manner

required to write a reflective piece which demonstrates an understanding of the character attribute of honesty.

assigned a mark deduction

referred to a vice-principal

assigned a zero
PLAGIARISM:
Students are expected to demonstrate HONESTY and use proper citations and referencing when completing assessments.
Plagiarism is defined as the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's
own original work. Examples include, but are not limited to; copying another’s project (portions or whole) and paraphrasing parts of a book or article
without reference or citation.
In order to ensure that all assessments are free from plagiarism:
Students will:

Be required to complete a workshop in correct documentation

produce their own work

give credit through appropriate citations and referencing when quoting or paraphrasing the work of others

be diligent in maintaining and protecting their own work

seek clarification or assistance from teachers or other available resources
If an assessment is plagiarized:
Students may be:

required to rewrite or resubmit all or parts of the assignment

referred for remedial lessons on proper citation and references

required to do a reflection on the character attribute of honesty

referred to a vice-principal

required to sign a contract with the administration and teacher about commitment to academic honesty

assigned a zero.
LATE ASSIGNMENTS – assignments submitted after the due date and before the absolute deadline.
Students are expected to demonstrate RESPONSIBILITY and submit all assessments by the established due date. Students are responsible for
providing evidence of their achievement of the overall course expectations within the time frame specified by the teacher and in a form approved by the
teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late.
In order to ensure that all evaluations are submitted by the established due date:
Students will:

record due dates in personal organizers

consider other commitments including co-curricular activities in planning assignment completion

negotiate alternate due date well before due date, not last minute (a minimum of 24 hours in advance or at teachers discretion)

find out what they missed during absences

use school support systems (i.e. special education, counselors, extra help, …)
LATE ASSIGNMENTS: (cont…)
If an evaluation is submitted after the due date:
Students :

must notify the teacher and explain why the assignment was not submitted on the due date – in grades 9 & 10 a note from a
parent/guardian may be required

marks may be deducted for late assignments

may be required to complete the assignment with supervision

may be referred to a school based support team or a vice-principal

may be placed on a contract for assignment completion
MISSED ASSIGNMENTS – assignments either not submitted or submitted after the absolute deadline
In order to ensure that all evaluations are submitted:
Students will:

be responsible for meeting and knowing absolute deadlines for missed assignments

use personal organizers to manage time and meet deadlines

be responsible for maintaining on- going communication with their teacher

take responsibility for missed work during all absences
.
If an evaluation is submitted after the absolute deadline:
Students:

must notify the teacher and explainwhy the assignment was not submitted

students may be asked to provide a note from a parent/guardian

may be required to complete the assignment or an alternate assignment under supervision

may be referred to a school based support team or a vice-principal

may be placed on a contract for assignment completion

may be involved in an action plan to complete the required assignment within a given time frame

may be assigned a zero.
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Student/Parent Acknowledgement
Please complete and return to your child/ward’s teacher this section to indicate that you have been made aware by your
child/ward of the basic academic and behavioural expectations of this course department and school.
To ensure regular and efficient communication between yourself and the course teacher, please provide a current phone
number and email address so that you may be made aware of any concerns regarding the academic success of your
ward/child.
If you have any comments, questions or concerns, please contact _____________________ at ______________________.
.
________________________________________________________________________________________
Student Name(Print)
Student Signature:
_________________________________________________________________________________________
Parent(s)/Guardian(s) Name (Print)
Parent(s)/Guardian(s) Signature(s)
__________________________________________
Parent(s)/Guardian(s)Contact Phone #
________________________________________________
Parent(s)/Guardian(s) Email