CHC 2P – Canadian History

$549.00

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Description

Course Title: Canadian History, Grade 10
Course Code: CHC 2P
Grade: 10
Course Type: Applied
Credit Value: 1.0
Prerequisite: None required
Department: Canadian and World Studies
Tuition Fee (CAD): $549

This course focuses on the social context of historical developments and events and how they have affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities, since 1914. Students will explore interactions between various communities in Canada as well as the contributions of individuals and groups to heritage and identities in Canada. Students will develop an understanding of some key political developments and government policies that have had an impact on First Nations, Métis, and Inuit individuals and communities. 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 the continuing relevance of historical developments and how they have helped shape communities in present-day Canada.

Curriculum Expectations

By the end of the course, students will gain proficiency in the following areas:

Historical Inquiry and Skill Development
  • Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914.
  • Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful.
Canada, 1914-1929
  • Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914-1929, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities
  • Communities, Conflict, Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and
  • Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914-1929, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities
  • Communities, Conflict, Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1914 to 1929, and how these interactions affected Canadian society and politics
  • Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identities, citizenship, and heritage in Canada
Canada, 1929-1945
  • 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 and communities in Canada, including First Nations Métis, and Inuit communities
  • Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, 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
  • Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identities, citizenship, and heritage in Canada between 1929 and 1945
Canada, 1945-1982
  • Social, Economic, and Political Context: describe some key social, economic, and political trends, events, and developments in Canada between 1945 and 1982, and explain how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities
  • Communities, Conflict, and Cooperation: describe some key developments that affected interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1945 to 1982, and assess their significance
  • Identity, Citizenship, and Heritage: describe how some individuals, organizations, and social and political developments and/or events contributed to the development of identities, citizenship, and/or heritage in Canada between 1945 and 1982
Canada, 1982 – Present
  • 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 impact on the lives of different people in Canada, including First Nations, Métis, and Inuit individuals and communities
  • Communities, Conflict, and Cooperation: describe some significant issues and/or developments that have affected interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the United States, from 1982 to the present, and explain some changes that have resulted from these issues/developments
  • Identity, Citizenship, and Heritage: describe how some individuals, groups, and events, both national and international, have contributed to the development of identities, citizenship, and/or heritage in Canada from 1982 to the present

Unit Overview

Unit 1: Canada – 1914 to 1929 In this unit you will be introduced to the Historical Thinking Concepts. You will have the chance to see how they help us “do history” and understand the past. You will also learn valuable skills such as making inferences and analyzing primary sources. You will focus on evaluating and assessing evidence to determine if Canada made wise decisions for its citizens and the world during the period of 1914-1929. You will have the opportunity to practice using the Historical Thinking Concepts while gaining valuable feedback. 25 hours
Unit 2: Canada – 1929 to 1945 In this unit, you will build on your historical thinking skills as you take a In this unit you will focus on evaluating and assessing evidence to determine if Canada’s response and actions led Canada towards becoming a stronger or weaker nation. You will continue to learn new skills for applying and using the historical thinking concepts as well as the inquiry process. Throughout this unit, you will practice the necessary skills to be successful in the unit culminating task which focuses on using Historical Significance and Cause and Consequence. 25 hours
Unit 3: Canada – 1945 to 1982 In this unit you will continue to learn the skills necessary to “do history” and continue to use the Historian’s Handbook to gather your thoughts, ideas, questions, and evidence. Throughout this unit you will practice the necessary skills to successfully complete the unit culminating task which focuses on using Historical Significance and Historical Perspective. You will answer the unit question, “Was Canada a better place to live for all Canadians after World II (1945-1982)?” by choosing a format to communicate one perspective on an issue, event, or decision. 25 hours
Unit 4: Canada – 1982 to Present Welcome to the last unit of the course! In this unit you will focus on evaluating and assessing evidence to determine if Canada is on the right path. You will continue to develop your ability to use the Historical Thinking Concepts with ease. As the activities progress, you will become more and more responsible for applying and using the inquiry process with ease. 25 hours
Unit 5: Culminating Activity The Culminating Activity use the things you learned in the first four units in one culminating project. 10 hours
Total Hours 110 hours

Policies

Teaching and Learning Strategies

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Individualized Accommodations for Students

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.

For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available. 

For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.

A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires: accommodations only; or modified learning expectations, with the possibility of accommodations; Assessment accommodations are changes in procedures that enable the student to demonstrate his or her learning. These may include: visual supports to clarify verbal instructions, assistive devices, or some form of human support; alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment; alternative settings that may be more suitable for the student to demonstrate his or her learning. If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP. For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)

Materials Required

Standard Computer Requirements for all courses: -Processor speed of 2 GHz or faster -Memory of 4 GB RAM or greater -A high speed internet connection with a connection speed of 10 MB/s or better. -Monitor and video card with 1024×768 or greater resolution -Keyboard and Mouse is recommended -Speakers/Headphones