This course traces Canadian history from Wilfred Laurier’s pronouncement that the twentieth century belongs to Canada to the United Nation’s recognition of Canada as one of the best countries in which to live. Students learn about various expressions of Canadian identity, the stories of individuals and communities, and changes in political and social structures. Students discover the importance in historical studies of chronology and cause-and-effect relationships. As well, they are given opportunities to formulate appropriate questions, develop informed opinions, and present information in a variety of ways. A variety of instructional strategies are used throughout the course to promote the building of literacy, social skills, and critical thinking.
|Unit Titles and Descriptions||Time Allocated|
|Canada and The Great War|
In this unit, student will learn about the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914. They will apply everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful. In this unit, students will begin with the knowledge of Canada as a fairly new country and begin to understand its evolution as a country through international and national events. Students will learn about Canada’s participation in the First World War and its influence on nationalism.
|The Roaring Twenties and The Great Depression|
This unit focuses on a pivotal era in Canadian History; the years during and following the First World War. In this unit, students will learn about the perspectives of various regions and groups within Canada during the period. In examining the First World War, students will analyze Canada’s participation, and what the country’s participation meant for Canada. Students will examine the economic, political, and social impacts of Canada’s involvement in World War One.
|1939-1945: Second World War|
The Second World War was a major turning point in Canadian (and World) history. WWII was the deadliest conflict in human history. This, in addition to the mass slaughter of civilians during this time, led to massive social, political, and economic changes in Canada, and throughout the world. International organizations were implemented to make sure atrocities, such as the Holocaust, would never occur again. Citizens felt entitled to more rights and a higher standard of living after what they had contributed to their country. This led to the formation of many human rights organizations, and the implementation of new social welfare policies.
|A Time of Rapid Change|
This unit examines life after the Second World War and the ‘boom’ that came with it, including increases in birth rates, immigration and quality of life. They will learn about the birth of Suburbia and teen cultures. Students will delve into the tenure of Canada’s Prime Minister Pierre Elliot Trudeau and his vision of our nation as a “Just Society”. They will also have a chance to describe tensions surrounding French-English relations in Canada and what would eventually lead to the October Crisis.
|Canada in a Global Context|
This unit examines the theme of French-English relations with a discussion of the patriation of the constitution and the failure of the Meech Lake and Charlottetown accords, and the Québec referendum in 1995. It will also study the fall of the Berlin Wall in 1989, and the end of the Cold War. With only one super-power left in the world, politics became, in some ways, more complex. The European Union was born; Iraq became an enemy state to the West; Yugoslavia and Rwanda became notorious during periods of intense violence. Undoubtedly, the greatest sea change was the terrorist attack of September 11, 2001, and the world’s response to it, which continues to this day.
There will be a final summative project where students will write a final paper on a historical topic of their choice.
This is a proctored exam worth 20% of your final grade.
Resources required by the student:Note: This course is entirely online and does not require or rely on any textbook.
- Access to various internet websites for guided research activities
*students who have registered for the on-campus course will be provided all the resources, including the textbook
Overall Curriculum Expectations
|A. Historical Inquiry and Skill Development|
|A1||Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914|
|A2||Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful (|
|B. Canada, 1914–1929|
|B1||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|
|B2||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|
|B3||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|
|C. Canada, 1929–1945|
|C1||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|
|C2||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|
|C3||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|
|D. Canada, 1945–1982|
|D1||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|
|D2||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|
|D3||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|
|E. Canada, 1982 to the Present|
|E1||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|
|E2||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|
|E3||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|
Teaching & Learning Strategies:
The Canadian and world studies courses will prepare students for a life of responsible citizenship in which they think critically about events, developments and issues in their daily lives. In the history courses, the goal is to help students develop a sense of time. At their own pace, students will work towards:
- developing an understanding of past societies, developments, and events that enables them to interpret and analyse historical, as well as current, issues;
- analysing how people from diverse groups have interacted and how they have changed over time;
- understanding the experiences of and empathizing with people in past societies;
- developing historical literacy skills by analysing and interpreting evidence from primary and secondary sources.
Assessment, Evaluation and Reporting Strategies of Student Performance:
Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by ICE teachers. ICE assessments and evaluations,
- are fair, transparent, and equitable for all students;
- support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
- are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
- are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
The Final Grade:
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
- 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The Report Card:
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Program Planning Considerations:
Teachers who are planning a program in this subject will 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.
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