CHC2D

Canadian History since World War I, Grade 10, Academic

January 2018 - June 2018

Course Description

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 interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914. (The curriculum document is available HERE.)

Course Outline

Assessment Plan: This assessment plan is a living document and is subject to change throughout term. Any changes will be communicated to students as soon as they occur.

Course Calendar

Link to Google Classroom

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Overall Expectations:

By the end of this course, students will:

A - Historical Inquiry and Skill Development

1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914.

2. 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

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. Communities, Conflict, and Cooperation: analyze 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;

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.

C - Canada, 1929-1945

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;

2. Communities, Conflict and Cooperation: analyze some key interactions within and between communities in Canada, and between Canada and international community, from 1929 to 1945, with a focus on key issues that affected these interactions and changes that resulted from them;

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.

D - Canada, 1945 - 1982

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;

2. Communities, Conflict, and Cooperation: analyze some key experiences of 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;

3. Identity, Citizenship, and Heritage: analyze 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

1. Social, Economic, and Political Context:describe some key social, economic, and political events, trends, and developments in Canada between 1982 to the present, and assess their significance for different groups in Canada;

2. Communities, Conflict, and Cooperation: analyze some key experiences of interactions 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;

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.

Assessment & Evaluation

In secondary schools, 70% of the final grade will be based on evaluation conducted throughout the course and will incorporate a variety of assessment strategies that are triangulated to include observation, student-teacher conversations, and student products to elicit information about student learning and achievement of the overall expectations.

In secondary schools, 30% of the final grade will be based on one or more final evaluation(s) administered at or towards the end of the course under the direct supervision of teachers and/or administration. The evaluation(s) of the achievement of the overall expectations will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or (an)other method(s) of evaluation suitable to the course content.

IT IS EXTREMELY IMPORTANT THAT STUDENTS ATTEND AND COMPLETE THE FINAL EVALUATION AT THE END OF THE SEMESTER.

For more on the Assessment and Evaluation policy at A.Y. Jackson SS, please review the policy document here. For additional information on the Code of Conduct and Dress Code, please review the policy document here.

Students will be evaluated using four levels of achievement:

Students who achieve level 3 or above have met the provincial standard for the course, and are prepared for the next course along the current pathway.

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