COURSE INFORMATION SHEET
DATE: SEPTEMBER 2014
SECONDARY SCHOOL: SENATOR O’CONNOR COLLEGE SCHOOL
DEPARTMENT HEAD: Mr. Fusaro, Mrs. Ventura
TEACHER: MR. FUSARO, MS. HENNESSEY, MR. CARRABS, MR. PETROLITO
DEPARTMENT: CANADA AND WORLD STUDIES
CURRICULUM POLICY DOCUMENT
COURSE TITLE
PRE-REQUISITE
FULL YEAR /
SEMESTER
THE ONTARIO CURRICULUM GRADES 9 AND 10 CANADIAN AND
WORLD STUDIES 1999
CANADIAN HISTORY IN THE TWENTIETH
CENTURY
COURSE CODE
CHC 2DF
NONE
SEMESTER
GRADE & TYPE
Gr. 10 ACADEMIC
CREDIT VALUE
1
COURSE DESCRIPTION
This course explores Canadian participation in global events and traces our development as a nation through the
changes in population, economy, and technology. Students analyze the elements that constitute Canadian identity,
understand and interpret the stories of both individuals and communities, and study the evolution of political and
social structures. Students examine differing interpretations of the past and come to understand the importance in
historical studies of chronology and cause-and-effect relationships. They also learn to develop and support a thesis,
conduct research and analysis, and effectively communicate the results of their inquiries.
COMMON ASSESSMENT
UNIT TITLES
1900-1928: Birth of an
Identity – Growth,
Sacrifice and Dreams of
Peace
Unit 2: 1929-1945:
Values TestedDepression and the
Horrors of War
UNIT DESCRIPTION
This opening unit introduces students to the
study of twentieth century Canadian history
by looking at the period from 1900 to 1928.
The unit is divided into main areas: Canada
at the Turn of the Century; World War I The Course of Events; World War I - On the
Homefront; Economic Development.
Interwoven throughout the unit, students
look at the development of both Canada’s
autonomy from Britain and international
relations. Students are called upon to respect
and celebrate the rich historical and cultural
heritage of Canadian society and to promote
the dignity of the individual as a gift from
God.
Summative
1. Propaganda Poster (Promoting
Canada and Immigration to
Canada) or (World War 1)
2. Unit Test
In this unit students come to understand how
the world economy collapsed after the Stock
Market Crash of 1929 and how the different
nations of the world reacted, adapted, and
survived the Great Depression. From this
students examine the causes of the growth of
fascism and the resulting World War II.
Summative
1. Famous Canadian
Events/Ideas/People Trading
Cards or Diary
2. Tests – 1920s/1930s and
World War 2
Formative
Formative
1. Cause and Effect
2. Note taking
3. Organizer - Important World
War 1 Battles
4. Primary/Secondary Source
Study – Canada World War 1
homefront (stump the chump)
5. Homework Check
Students examine Canada's political, social,
and economic evolution in dealing with
World War II. Students develop an
awareness of the responsibility involved in
following the teachings of the Catholic
Church towards social justice and human
rights, especially during the Great
Depression, and the internment of JapaneseCanadians. This unit culminates with
students producing a diary which follows the
experiences of Canadians from the Stock
Market Crash, the Great Depression,
Canada's entry into World War II, and DDay to the surrender of the Axis Powers.
1.
2.
3.
4.
Comparison Organizer 1920s
vs 1930s
Political/Social/Economic
Timeline – Development of
Canadian workplace (labour,
economics, politics)
Cause and Effect Chart –
Causes of World War 2
Homework Check
Unit 3: 1946-1963:
Redefining the Nation –
Pursuit of Prosperity and
Security
This unit examines the ways in which
Canada’s identity evolved due to both
external and internal forces. Students observe
how the postwar industrial and economic
boom helped create a prosperous, urban
society that presaged the creation of the
welfare state. In light of the growing
influence of the United States on the
changing face of Canada, students study the
expanding and evolving nature of the
Canadian culture and Canadian defense
policy, wrinkles and all. The development of
our status as a middle power and the decision
to join NATO are linked to our relationship
with the US in the Cold War. Our role as an
international peacekeeper in Korea and
peacemaker in the Suez Crisis are evaluated.
Summative
1. Unit Test
Formative
1. Cold War Organizer
2. Note taking
3. Homework Check
Introduction to ISU
Unit 4: 1964 – 1983:
Troubles in the Family –
Canada’s Identity in
Crisis
In this unit, students examine events that
challenged our concept of nationhood.
Students study our cultural and economic
transition from a British orientation to a
North American one. Demographically,
Canada changed as well. Students examine
how the Baby Boom generation and our
growing mosaic challenged the traditional
values of society. In light of these challenges,
this unit examines the timelessness of Gospel
values. The backdrop to this unit is the
national unity issue.
Summative
1. Unit Quiz
Formative
1. Notebook Check
2. Comparison Chart - Prime
Ministers
STUDENT EVALUATION CRITERIA
TERM – 70%
10 ≤
RELATIVE EMPHASIS / WEIGHTING ≤
KNOWLEDGE/UNDERSTANDING
INQUIRY/THINKING
COMMUNICATION
APPLICATION
TERM TOTAL
WRITTEN
Research essay
Tests/quizzes
Newspaper
Diary
FINAL REPORT CARD GRADE
CALCULATION – 100%
FINAL – 30%
40
20
20
15
15
70
RELATIVE EMPHASIS / WEIGHTING
Culminating
activity ISU
Examination
FINAL TOTAL
10
20
TERM TOTAL + FINAL TOTAL
= REPORT CARD MARK
30
ASSESSMENT FORMAT USED
PERFORMANCE
OTHER
Debates
Teacher observations
Flag Design
Skills checklists
Research techniques
Formal written and oral
presentations
Letter
Charts
TEXTBOOK
LATE ASSIGNMENTS
PLAGIARISM
HOMEWORK
TEACHER CONTACTS
RESOURCES
Regard sur le Canada
Videos
Printed Sources
Selected Websites
News Broadcasts
Periodicals, Magazines, Newspapers
Library Research Facilities and Opportunities Provided i.e.
computer use
POLICIES & PROCEDURES
Students will be given an opportunity to negotiate due dates based on other
course assignments. Assignments which are not in time to be marked by the
negotiated due date will receive a 0. Repeated lates will necessitate parentstudent conferences.
See “School Code of Behaviour” page 24 of student agenda 2003-2004.
Homework is assigned to review and complete class work.
Students will receive a mid-semester progress report for parental review and
signature.
LEARNING SKILLS CRITERIA
IN EACH REPORTING PERIOD, REPORT ON THE QUALITY OF THE LEARNING SKILLS DEMONSTRATED BY THE
STUDENT IN EACH OF THE CATEGORIES IDENTIFIED ON THE REPORT CARD USING THE FOLLOWING LETTER
SYMBOLS.
E–EXCELLENT
G–GOOD
S–SATISFACTORY
N–NEEDS IMPROVEMENT
SKILL: WORKS INDEPENDENTLY
INDICATORS:
• accomplishes tasks independently
• accepts responsibility for completing tasks
• follows instructions
• regularly completes assignments on time and with care
• demonstrates self-direction in learning
• independently selects, evaluates, and uses appropriate
learning materials, resources, and activities
• demonstrates persistence in bringing tasks to completion
• uses time effectively
• uses prior knowledge and experience to solve problems and
make decisions
• reflects on learning experiences
SKILL: ORGANIZATION
INDICATORS:
• organizes work when faced with a number of tasks
• devises and follows a coherent plan to complete a task
• follows specific steps to reach goals or to make
improvements
• revises steps and strategies when necessary to achieve a goal
• manages and uses time effectively and creatively
• demonstrates ability to organize and manage information
• follows an effective process for inquiry and research
• uses appropriate information technologies to organize
information and tasks
SKILL: INITIATIVE
INDICATORS:
• seeks out new opportunities for learning
• responds to challenges and takes risks
• demonstrates interest and curiosity about concepts, objects,
events, and resources
• seeks necessary and additional information in print,
electronic, and media resources
• identifies problems to solve, conducts investigations, and
generates questions for further inquiry
• requires little prompting to complete a task, displaying selfmotivation and self-direction
• approaches new learning situations with confidence and a
positive attitude
• develops original ideas and devises innovative procedures
• attempts a variety of learning activities
• seeks assistance when needed
• uses information technologies in creative ways to improve
learning for self or others
SKILL: TEAMWORK
INDICATORS:
• works willingly and cooperatively with others
• shares resources, materials, and equipment with others
• responds and is sensitive to the needs and welfare of others
• solves problems collaboratively
• accepts various roles, including leadership roles
• takes responsibility for his or her own share of the work to be
done
• works to help achieve the goals of the group or the class
• helps to motivate others, encouraging them to participate
• contributes information and ideas to solve problems and
make decisions
• questions the ideas of the group to seek clarification, test
thinking, or reach agreement
• shows respect for the ideas and opinions of others in the
group or class
• listens attentively, without interrupting
• in discussions, paraphrases points of view and asks questions
to clarify meaning and promote understanding
• recognizes the contribution of group members by means of
encouragement, support, or praise
• seeks consensus and negotiates agreement before making
decisions
SKILL: WORK HABITS/HOMEWORK
INDICATORS:
• begins work promptly and uses time effectively
• completes homework on time and with care
• perseveres with complex projects that require sustained effort
• puts forth consistent effort
• applies effective study practices
• follows directions
• shows attention to detail
• uses materials and equipment effectively
NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the
Provincial Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .