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THAMES VALLEY DISTRICT SCHOOL BOARD

Central Elgin Collegiate Institute

COURSE OUTLINE 2011-2012 Course Name: Course Type: Teacher(s): Canadian History Since World War I Grade 10 Applied D. Barker Course Code: Credit Value: CHC 2P 1.0

Course Description: This course explores some of the events and experiences that have influenced the development of Canadas identity as a nation, from World War I to the present. By examining how the country has responded to economic, social, and technological changes and how individuals and groups have contributed to Canadian culture and society during this period, students will develop their ability to make connections between historical and current events. Students will have opportunities to formulate questions, locate information, develop informed opinions, and present ideas about the central issues and events of the period.

http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld910curr.pdf Course Overall Expectations: Strand Communities: Local, National, and Global Overall Expectations describe some of the major local, national, and global forces and events that have influenced Canada's policies and Canadian identity since 1914; explain the significance of some key individuals and events in the evolution of FrenchEnglish relations in Canada since 1914; evaluate Canada's participation in war and contributions to peacekeeping and security. Change and Continuity explain some major ways in which Canada's population has changed since 1914; evaluate the impact of some technological developments on Canadians in different periods; describe changes in Canada's international status and its role in the world since 1914. Citizenship and Heritage describe the impact of significant social and political movements on Canadian society; describe how individual Canadians have contributed to the development of Canada and its emerging sense of identity. Social, Economic, and Political Structures explain changing economic conditions and patterns and how they have affected Canadians; assess the changing role and power of the federal and provincial governments in Canada since 1914.

Methods of Historical Inquiry and Communication

formulate questions on topics and issues in the history of Canada since 1914, and use appropriate methods of historical research to locate, gather, evaluate, and organize relevant information from a variety of sources; interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry; communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication.

Assessment and Evaluation Strategies: The purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the provincial curriculum expectations and the achievement levels outlined in the curriculum document. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers use a variety of strategies throughout the course, including: providing students with feedback about their work (known as assessment for learning), helping to set learning goals and monitor their own progress (known as assessment as learning), and evaluation and reporting of progress in the form of grades and marks (known as assessment of learning). Assessment and Evaluation Methods (May include major evaluations) immigration poster, test, letter from the trenches

Unit Overview

1907-1919: immigration, trench warfare, Vimy Ridge, conscription, propaganda

1920's and 1930s: The Winnipeg General Strike, Roaring 20s, role of women, residential schools, stock market crash, causes of Great Depression, WWII Canadas growing independence, the rise of Nazism, WWII.

Position paper: did the 20s roar? Test, stock market simulation culminating task Jigsaw research, Time line, test

Canada Since WWII: United Nations, Cold War, NATO, FLQ crisis, Canadian/American relations, Suez crisis, Rwanda

UN role play, political cartoon analysis

Course Culminating Activity/Independent Study

Time Capsule for chosen decade 2 hours

Final Exam

Assessment and Evaluation Categories and Weights:

Achievement Chart Categories Achievement Category Knowledge/Understanding Thinking/Inquiry Communication Application Percentage 25 25 25 25

Evaluation/Weight of Marks Evaluation Term Evaluation Final Evaluation ISP Exam 15 15 Percentage 70

Learning Skills and Work Habits Assessment: The development of learning skills and work habits is an integral part of student learning. These skills are: Responsibility Organization Independent Work Collaboration Initiative Self-Regulation

Learning skills and work habits influence student achievement and are included as a formal part of the assessment and evaluation process. Learning skills and work habits will be assessed through a variety of teacher strategies. ( e.g. observation, student /teacher conference, self-reflection, checklists, exit cards, etc.) These important learning skills and work habits will be formally reported on the Provincial Report Card according to the following scale: E- Excellent, G- Good, SSatisfactory, N- Needs Improvement.

Academic Dishonesty - Cheating and Plagiarism: Learning tasks that students complete as well as the assignments, tests and exams that students submit for evaluation must be their own work. Cheating and plagiarism is a serious offence that will not be condoned. Academic consequences will result. Late and Missed Assignments - Student Roles and Responsibilities Students are expected to: be responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher; understand that there will be consequences for not completing assignments for evaluation and/or for submitting those assignments late; use class time productively; in extenuating circumstances, request an extension from the teacher before the due date. Mark deductions for late and missed assignments may apply to major assignments only. References: TVDSB Assessment & Evaluation Policy, September 2011; Growing Success Assessment and Evaluation, and Reporting in Ontario Schools, 2010. Student Planner and School Web site

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