CHC2D - Canadian History Since World

War I
COURSE OUTLINE
Course Title: Canadian History Since World War I
Course Code: CHC2D
Grade: 10
Course Type: Academic
Credit Value: 1
Prerequisite: None
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades
9 and 10, 2005, revised
Department: Canadian and World Studies
Course Developer: Virtual High School (Ontario)
Development Date: 2002
Revision Dates: 2005, 2007

Course Description:
This course explores the local, national, and global forces that have shaped Canada's national
identity from World War I to the present. Students will investigate the challenges presented by
economic, social, and technological changes and explore the contributions of individuals and
groups to Canadian culture and society during this period. Students will use critical-thinking and
communication skills to evaluate various interpretations of the issues and events of the period
and to present their own points of view.

Unit Titles and Descriptions

Time and
Sequence

Unit Growing Pains

14 hours
1
This unit will set the stage for the study of Canada since World War I. topics
to be pursued in this introductory unit include: social change, inventions and
technological innovations, life style changes, the role of women and the war

to end all wars, World War One.

Unit Roaring Twenties to World War II
2
The second unit of the course will focus on the economic prosperity that
Canada experienced in the 1920's and how this all changed with the Stock
Market Crash in 1929. The years to come were desperate for the nation's
people. Students will get a sense of life during that time and about the
hardships that people had to endure. They will also have the chance to learn
about the role Canada played in W.W.II.

25 hours

Unit A New Global Nation

25 hours
3
This unit looks into the role of Canada in North America, the country's
political climate and Canada in the global view. Within North America, the
economic situation was changing quickly with the formation of the labour
movement. Students will continue to learn about the changes taking place in
Canada's political climate as a new province and flag are introduced and they
will learn about the global involvement that Canada begins to become known
for: Peacekeeping.
Unit Rapid Change
20 hours
4
This time period was a time of many economic and politic changes. Students
will learn about Prime Minister Pierre Trudeau and the involvement of his
government in the lives of Canadians of this time. One province which
experienced strong political changes was Quebec.
Unit The New Millennium
18 hours
5
The final unit in this course takes students through the changes in the
Canadian economy including the Free Trade agreement, the Charlottetown
Accord and the Meech Lake Accord. A more in-depth look into the role of
Canadian peace keeping and the evolution of our relationship with the United
States and the rest of the world after 9/11 will form a key part of the unit.
Final Evaluation

8 hours

The final assessment task is comprised of two parts: a project that is worth
15% of the final mark and a final exam which is worth 15% of the final mark.
In the final project students will construct a comparison between Canada and
another country and examine social, technological and economic changes that
have shaped the two nations as well as compare two significant historical
figures from each nation that have had a powerful impact on shaping their
respective countries.
Total
Teaching / Learning Strategies:

110 hours

A wide range of teaching and learning strategies are employed including inductive reasoning
exercises, reading text and articles, answering questions, completing graphic organizers, research
and reporting, essay writing, research skills, interpreting data from tables, graphs, graphing,
predicting, pursuing case studies, picture studies, test writing, creating power point presentations
and finding and posting resources analyzing primary documents, critical analysis of arguments,
comparing and contrasting opinions expressed in writing. In fact, the skills of history are taught
and measured as seriously as the content of history throughout this course.
Since the over-riding aim of this course is to help students use language skillfully, confidently
and flexibly, a wide variety of instructional strategies are used to provide learning opportunities
to accommodate a variety of learning styles, interests and ability levels. These include:
Interpreting News Articles

Independent Research

Directed Reading Activities

Visuals

Direct Instruction

Writing to Learn

Independent Study

Writing Processes

Multimedia Productions

Newspaper Writing Simulations Interpreting Pictures

Analyzing Immigrant Accounts

Scenario Writing

Chart Analysis

Expressing Points of View

Interviews

Guided Internet Research Guided Writing

Historical Dilemma Analysis

Independent Reading

Terms

Writing to Learn

Media Analysis

Research Projects

Brainstorming

Map Analysis

Analysis of Symbols

Case Studies

Role Playing

Issue Based Analysis

Primary Document Analysis

Investigations

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about a student's
progress towards meeting the learning expectations. Assessment is embedded in the instructional
activities throughout a unit. The expectations for the assessment tasks are clearly articulated and
the learning activity is planned to make that demonstration possible. This process of beginning
with the end in mind helps to keep focus on the expectations of the course. The purpose of
assessment is to gather the data or evidence and to provide meaningful feedback to the student
about how to improve or sustain the performance in the course. Scaled criteria designed as
rubrics are often used to help the student to recognize their level of achievement and to provide
guidance on how to achieve the next level. Although assessment information can be gathered
from a number of sources (the student himself, the student's course mates, the teacher),
evaluation is the responsibility of only the teacher. For evaluation is the process of making a
judgment about the assessment information and determining the percentage grade or level.
Assessment is embedded within the instructional process throughout each unit rather than being
an isolated event at the end. Often, the learning and assessment tasks are the same, with

formative assessment provided throughout the unit. In every case, the desired demonstration of
learning is articulated clearly and the learning activity is planned to make that demonstration
possible. This process of beginning with the end in mind helps to keep focus on the expectations
of the course as stated in the course guideline. The evaluations are expressed as a percentage
based upon the levels of achievement.
Overall Expectations: CHC2D
Communities: Local, National, and Global
Overall Expectations
020.040.01.01

explain how local, national, and global influences have helped

shape Canadian identity;

020.040.01.02

analyse the impact of external forces and events on Canada

and its policies since 1914;

020.040.01.03

analyse the development of French-English relations in

Canada, with reference to key individuals,issues, and events;

020.040.01.04

assess Canada's participation in war and contributions to

peacekeeping and security.

Change and Continuity

Overall Expectations
020.040.01.02.01

analyse changing demographic patterns and their impact on

Canadian society since 1914;

020.040.01.02.02

analyse the impact of scientific and technological

developments on Canadians;

020.040.01.02.03

explain how and why Canada's international status and foreign

policy have changed since 1914.

Citizenship and Heritage

Overall Expectations
020.040.01.03.01

analyse the contributions of various social and political

movements in Canada since 1914;

assess how individual Canadians have contributed to the

020.040.01.03.02 development of Canada and the country's emerging sense of
identity.
Social, Economic, and Political Structures
Overall Expectations
020.040.01.04.01 analyse how changing economic and social conditions have

affected Canadians since 1914;

020.040.01.04.02

analyse the changing responses of the federal and provincial

governments to social and economic pressures since 1914.

Methods of Historical Inquiry and Communication

Overall Expectations
formulate questions on topics and issues in the history of
Canada since 1914, and use appropriate methods of historical
020.040.01.05.01
research to locate, gather, evaluate, and organize relevant
information from a variety of sources;
interpret and analyse information gathered through research,
020.040.01.05.02 employing concepts and approaches appropriate to historical
inquiry;
communicate the results of historical inquiries, using
020.040.01.05.03 appropriate terms and concepts and a variety of forms of
communication.
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 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 for this course 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 a final assessment administered at the end of the
course. The final assessment task is comprised of two parts: a project that is worth 15%
of the final mark and a final exam which is worth 15% of the final mark. In the final
project students will construct a comparison between Canada and another country and
examine social, technological and economic changes that have shaped the two nations as
well as compare two significant historical figures from each nation that have had a
powerful impact on shaping their respective countries.

The Report Card:

The report card will focus on two distinct but related aspects of student achievement; the
achievement of curriculum expectations and the development of learning skills. The report card
will contain separate sections for the reporting of these two aspects.
A Summary Description of Achievement in Each Percentage Grade Range
and Corresponding Level of Achievement
Percentage Achievement
Grade
Level
Range

Summary Description

80-100%

Level 4

A very high to outstanding level of achievement.

Achievement is above the provincial standard.

70-79%

Level 3

A high level of achievement. Achievement is at the

provincial standard.

60-69%

Level 2

A moderate level of achievement. Achievement is

below, but approaching, the provincial standard.

50-59%

Level 1

A passable level of achievement. Achievement is

below the provincial standard.

below 50%

Level R

Insufficient achievement of curriculum expectations.

A credit will not be granted.

Achievement Chart: Canadian and World Studies, Grades 9-12

Categories

50-59%
(Level 1)

60-69%
(Level 2)

70-79%
(Level 3)

80-100%
(Level 4)

Knowledge and Understanding - Subject-specific content acquired in each course (knowledge),

and the comprehension of its meaning and significance (understanding)
The student:
Knowledge of content
(e.g., facts, terms,
definitions)

demonstrates
limited
knowledge of
content

demonstrates
some
knowledge of
content

demonstrates
considerable
knowledge of
content

demonstrates
thorough
knowledge of
content

Understanding of
content (e.g., concepts,
ideas, theories,
procedures, processes,
methodologies, and/or
technologies)

demonstrates
limited
understanding
of content

demonstrates
some
understanding
of content

demonstrates
considerable
understanding
of content

demonstrates
thorough and
insightful
understanding
of content

Thinking - The use of critical and creative thinking skills and/or processes

The student:
Use of planning skills
(e.g., focusing research,
gathering information,
organizing an inquiry,
asking questions, setting
goals)

uses planning
skills with
limited
effectiveness

Use of processing skills

(e.g., inquiry process,
problem-solving process,
decision-making process,
research process)
Use of critical/creative
thinking processess (e.g.,
oral discourse, research,
critical analysis, critical
literacy, metacognition,
creative process)

uses planning
skills with
moderate
effectiveness

uses planning
skills with
considerable
effectiveness

uses planning
skills with a
high degree of
effectiveness

uses processing uses processing

skills with
skills with some
limited
effectiveness
effectiveness

uses processing
skills with
considerable
effectiveness

uses processing
skills with a
high degree of
effectiveness

uses critical /
creative
thinking
processes with
limited
effectiveness

uses critical /
creative
thinking
processes with
considerable
effectiveness

uses critical /
creative
thinking
processes with a
high degree of
effectiveness

uses critical /
creative
thinking
processes with
some
effectiveness

Communication - The conveying of meaning through various forms

The student:
Expression and
organization of ideas
and information (e.g.,
clear expression, logical
organization) in oral,
graphic, and written
forms, including media
forms

expresses and
organizes ideas
and information
with limited
effectiveness

expresses and
organizes ideas
and information
with some
effectiveness

expresses and
organizes ideas
and information
with
considerable
effectiveness

expresses and
organizes ideas
and information
with a high
degree of
effectiveness

Communication for
different audiences (e.g.,
peers, adults) and
purposes (e.g., to
inform,to persuade) in
oral, written, and visual
forms

communicates
for different
audiences and
purposes with
limited
effectiveness

communicates
for different
audiences and
purposes with
some
effectiveness

communicates
for different
audiences and
purposes with
considerable
effectiveness

communicates
for different
audiences and
purposes with a
high degree of
effectiveness

Use of conventions (e.g.,

conventions of form, map
conventions),
vocabulary, and
terminology of the
discipline in oral,
written, and visual

uses
conventions,
vocabulary, and
terminology of
the discipline
with limited
effectiveness

uses
conventions,
vocabulary, and
terminology of
the discipline
with some
effectiveness

uses
conventions,
vocabulary, and
terminology of
the discipline
with
considerable

uses
conventions,
vocabulary, and
terminology of
the discipline
with a high
degree of

effectiveness

forms

effectiveness

Application - The use of knowledge and skills to make connections within and between various
contexts
The student:
Application of
knowledge and skills
(e.g., concepts,
procedures, processes,
and/or technologies) in
familiar contexts

applies
knowledge and
skills in familiar
contexts with
limited
effectiveness

applies
knowledge and
skills in familiar
contexts with
some
effectiveness

applies
knowledge and
skills in familiar
contexts with
considerable
effectiveness

applies
knowledge and
skills in familiar
contexts with a
high degree of
effectiveness

Transfer of knowledge
and skills (e.g., concepts,
procedures,
methodologies,
technologies) to new
contexts

transfers
knowledge and
skills to new
contexts with
limited
effectiveness

transfers
knowledge and
skills to new
contexts with
some
effectiveness

transfers
knowledge and
skills to new
contexts with
considerable
effectiveness

transfers
knowledge and
skills to new
contexts with a
high degree of
effectiveness

Making connections
within and between
various contexts (e.g.,
past, present, and future;
environmental; social;
cultural; spatial; personal;
multidisciplinary)

makes
connections
within and
between various
contexts with
limited
effectiveness

makes
connections
within and
between various
contexts with
some
effectiveness

makes
connections
within and
between various
contexts with
considerable
effectiveness

makes
connections
within and
between various
contexts with a
high degree of
effectiveness

Resources required by the student:

CHC2D online course of study

dictionary
various internet websites for guided research activities

Reference Texts:
Note: This course is entirely online and does not require or rely on any textbook. Should students
wish to seek additional information we would recommend these texts:

Canada: A Nation Unfolding, Ontario Edition; Garfield Newman; McGraw-Hill

Ryerson, 2000
Canada: Face of a Nation; Angelo Bolotta, Charles Hawkes, Fred Jarman, Marc
Keirstead, Jennifer Watt; Gage Learning Corporation, 2000
CANADA: Our Century, Our Story; John Fielding, Rosemary Evans; Nelson Thomson
Learning, 2000
Canadian History: 1900-2000; Ian Hundey, Michael Magarrey, Norma Pettit; Irwin
Publishing, 2000

Making History - The Story of Canada in the Twentieth Century; Colin Bain, Dennis
DesRivieres, Peter Flaherty, Donna Goodman, Elma Schemenauer, Angus Scully;
Pearson Education Canada, 2000
Spotlight Canada, Fourth Edition; J. Bradley Cruxton, W. Douglas Wilson; Oxford
University Press Canada, 2000

Program Planning Considerations for Canadian and World Studies:

Teachers who are planning a program in Canadian and World Studies must take into account
considerations in a number of important areas. Essential information that pertains to all
disciplines is provided in the companion piece to this document, The Ontario Curriculum,
Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers
that are outlined there include the following:

types of secondary school courses

education for exceptional students
the role of technology in the curriculum
English as a second language (ESL) and English literacy development (ELD)
career education
cooperative education and other workplace experiences
health and safety

Considerations relating to the areas listed above that have particular relevance for program
planning in Canadian and World Studies are noted here.
Education for Exceptional Students. In planning courses in Canadian and World Studies,
teachers should take into account the needs of exceptional students as set out in their Individual
Education Plan. Canadian and World Studies courses reflect the real world, which offers a vast
array of opportunities for exceptional students. Students who use alternative techniques for
communication may find a venue for their talents as historians, politicians, political analysts, etc.
Canadian and World Studies responds to the needs and demands of the real Canadian world.
The Role of Technology in the Curriculum. Information and communications technology
(ICT) provides a range of tools that can significantly extend and enrich teachers' instructional
strategies and support students' learning in Canadian and world studies. These tools include
simulations, multimedia resources, databases, and computer-assisted learning modules. Through
Internet websites and CD-ROM technology, students can now access primary resources held in
museums, libraries, archives, and public institutions across the country and around the world.
ICT resources allow secondary students to conduct more far-ranging and authentic research than
ever before. Applications such as databases, spreadsheets, word processors, and presentation
software can be used to support various methods of inquiry. The technology also makes possible
simulations of complex systems that are useful for problem-solving purposes or when field
studies on a particular topic are not feasible.
English As a Second Language and English Literacy Development (ESL/ELD). Young
people whose first language is not English enter Ontario secondary schools with diverse

linguistic and cultural backgrounds. Some may have experience of highly sophisticated
educational systems, while others may have had limited formal schooling. All of these students
bring a rich array of background knowledge and experience to the classroom, and all teachers
must share in the responsibility for their English-language development. Students who come to
Ontario from other countries will find the study of the subjects within Canadian and world
studies particularly useful. Through this study, they can develop an understanding of Canadian
economics, geography, history, law, and politics that will help them to become well-informed
Canadian citizens. This Canadian and World Studies course can provide a wide range of options
to address the needs of ESL/ELD students. Assessment and evaluation exercises will help ESL
students in mastering the English language and all of its idiosyncrasies. In addition, since all
occupations require employees with a wide range of English skills and abilities, many students
will learn how their own historical backgrounds can contribute to their success in the larger
world.
Antidiscrimination Education in Canadian and World Studies. The Canadian and world
studies curriculum is designed to help students acquire the "habits of mind " essential for citizens
in a complex democratic society characterized by rapid technological, economic, political, and
social change. Students are expected to demonstrate an understanding of the rights, privileges,
and responsibilities of citizenship, as well as willingness to show respect, tolerance, and
understanding towards individuals, groups, and cultures in the global community and respect and
responsibility towards the environment .They are also expected to understand that protecting
human rights and taking a stand against racism and other expressions of hatred and
discrimination are basic requirements of responsible citizenship. In Canadian and world studies,
students learn about the contributions of a variety of peoples, in the past and the present, to the
development of Canada and the world. The critical thinking and research skills acquired in
Canadian and world studies courses will strengthen students' ability to recognize bias and
stereotypes in contemporary as well as historical portrayals, viewpoints, representations, and
images. Learning activities and resources used to implement the curriculum should be inclusive
in nature, reflecting diverse points of view and experiences, including Aboriginal perspectives.
They should enable students to become more sensitive to the experiences and perceptions of
others.
Career Education. Canadian and World Studies definitely helps prepare students for
employment in a huge number of diverse areas. The skills, knowledge and creativity that
students acquire through this course are essential for a wide range of careers. Being able to
express oneself in a clear concise manner without ambiguity, interpret data, and communicate in
an electronic environment would be overall intentions of this Canadian and World Studies
course, as these processes help students prepare for success in their working lives.
Literacy, Numeracy, and Inquiry/Research Skills. Success in Canadian and world studies
courses depends in large part on strong literacy skills. Many of the activities and tasks students
undertake in Canadian and world studies courses involve the use of written, oral, and visual
communication skills. For example, students use language to record their observations, to
describe their inquiries in both informal and formal contexts, and to present their findings in oral
presentations and written reports. The language of Canadian and world studies courses includes
special terms associated with the subjects that the program encompasses. The study of these

subjects will thus encourage students to use language with greater care and precision and will
enhance their ability to communicate effectively.The Canadian and world studies curriculum also
builds on and reinforces certain aspects of the mathematics curriculum. For example, clear,
concise communication may involve the use of various diagrams, charts, tables, and graphs to
organize, interpret, and present information. In all courses in Canadian and world studies,
students will develop their ability to ask questions and to plan investigations to answer those
questions. They need to learn a variety of research methods in order to carry out their
investigations; they also need to know which methods to use in a particular inquiry. Students will
learn how to locate relevant information from a variety of sources, such as books, newspapers,
field studies and interviews, climate maps, aerial photographs and satellite images, diagrams and
charts, and electronic sources.