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.
By the end of this course, students develop the following skills in these different areas:
| 1. Historic Inquiry and Skill Development | |
| 1.1 | Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914 |
| 1.2 | Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful |
| 2. Canada, 1914-1929 | |
| 2.1 | Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups in Canada |
| 2.2 | Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, and between Canada and the international community, from 1914 to 1929, and how they affected Canadian society and politics |
| 2.3 | Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identity, citizenship, and heritage in Canada |
| 3. anada, 1929-1945 | |
| 3.1 | Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups in Canada |
| 3.2 | Communities, Conflict, and Cooperation: analyse 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 |
| 3.3 | Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identity, citizenship, and heritage in Canada between 1929 and 1945 |
| 4. Canada, 1945-1982 | |
| 4.1 | Social, Economic, and Political Context: 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 |
| 4.2 | Communities, Conflict, and Cooperation: analyse 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 |
| 4.3 | Identity, Citizenship, and Heritage: analyse 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 |
| 5. Canada, 1982- Present | |
| 5.1 | Social, Economic, and Political Context: 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 |
| 5.2 | Communities, Conflict, and Cooperation: analyse 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 |
| 5.3 | Identity, Citizenship, and Heritage: analyse 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 |
| Time Allocated | Online/Offline Component | |
|---|---|---|
| 1. Unit 1: Canada, 1914-1929 | ||
Students will investigate Canada’s coming of age through an examination of the march to war in Europe and the role of Canadians both at home and on the front. Relationships with international partners before and after World War I, Canada’s emergence as an independent voice on global matters, historical significance of aspects of the war and the domestic consequences of war participation will be assessed. We will then study historical perspectives, conflict, growth and continuity and change in the post war years and during Canada’s apparent emergent prosperity in the 1920s. | 26 hours | 27 hours Online/ 9 hours Offline |
| 2. Unit 2: Canada, 1929-1945 | ||
Students will examine the Great Depression and its causes and consequences; as well as the rise of political uncertainty and extremes. The causes and consequences of WWII and its impact on Canada will be analyzed. Students will look for continuity and change within Canada and through Canada’s role on the international stage in response to the aggression of fascist and militaristic nations in Europe and in the Pacific Rim (Germany, Italy and Japan). Students will examine different historical perspectives on the consequences of international political aggression including the effects of the war, the holocaust and the dropping of the atomic bomb. | 24 hours | 18 hours Online/ 6 hours Offline |
| 3. Unit 3: Canada, 1956-1982 | ||
Student study the relationships between events of historical significance during the post war rise in international liberalism and human rights both internationally and domestically. In this unit, students study the events, issues, conflicts and economic and social challenges that Canadians faced in the period 1950-1982 with a focus on continuity and change. | 24 hours | 18 hours Online/ 6 hours Offline |
| 4. Unit 4: Canada, 1982- Present | ||
Students examine primary and secondary sources and further develop a variety of historical skills that were introduced in earlier units. Students will be introduced to the key events that have shaped the emergence of modern Canada as we enter the twenty-first century. Topics include federal-provincial relations, individual versus collective rights, NAFTA, the impact of modern technology, Canada’s foreign policy, Gender and Social Roles, First Nations Relations and Canadian identity in an increasingly North American and Globalized culture. | 24 hours | 18 hours Online/ 6 hours Offline |
| 5. Final Evaluation | ||
Culminating Task and Presentation | 9 hours | 9 Offline |
| Total | 107 Hours | |
This course is organized into a semester format. Lessons and activities will be presented to students online via web conferences conducted in real-time by a teacher. There also be regularly scheduled one on one student-teacher conferences and student to student online discussion forums.
A variety of strategies will be used in the online delivery of this course. Instructional strategies include but are not limited to:
Learning goals will be discussed at the beginning of each assignment and success criteria be provided to students. The success criteria are used to develop the assessment tools in this course, including rubrics and checklists.
A variety of assessment and evaluation methods, strategies and tools are required as appropriate to the expectation being assessed. These include diagnostic, formative and summative within the course and within each unit. We strictly follow the Ministry of Education’s Growing Success document.
Assessment FOR Learning and Assessment AS Learning is obtained through a variety of means, including the following:
Evidence of student achievement (assessment OF learning) is collected through ongoing observations of most consistent work, with consideration given to most recent work from various sources.
Assessment and evaluation in this course will be based on the provincial Ontario Curriculum expectations. Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement. Categories of assessment and breakdowns are as follows:
A final grade will be determined as follows:
Students with special needs and English Language Learners will be provided with accommodation, including additional time, assistive technology and scribe where available. Teachers who are planning a program in this subject make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Learning Skills listed below are key to student success. Learning Skills are assessed independently of achievement and are determined through observation and participation. A checklist and student conference will be used to determine the level in each category.
For this course it will be necessary for the student to purchase the following eBook from Pearson for $11.00 CAD
$549.00
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