Charles P. Allen High School

200 Innovation Drive

Tel: (902) 832-8964

Learning Studio: 231

Canadian History 11– Term 1

Mme. Y. Smith

Text; Canada’s History: Voices and Visions

INTRODUCTION

A major question in the development of a Canadian History course, or any history course for that matter, is whether to use a chronological or thematic approach. Canadian History 11 addresses both approaches through the study of continuing or persistent questions in the history of Canada. A working definition of a "continuing/persistent question" is that the question is one of current concern and has deep historical roots in that previous generations of Canadians have had to address the question and the efforts to address it have shaped the development of Canada and its identity. In analyzing these essential questions in Canadian history, students will be required to individually investigate a historical question by engaging in ongoing research through independent study and then communicating the results of this research effectively(Canadian history 11, Implementation draft, May 2002 pg.1).This course meets the requirements for a Canadian history credit.This course explores the challenges associated with the formation of a Canadian national identity. Students will examine the social, political, and economic forces that have shaped Canada from the pre-contact period to the present and will investigate the historical roots of contemporary issues from a variety of perspectives. Students will use critical-thinking and communication skills to consider events and ideas in historical context, debate issues of culture and identity, and present their own views.

ASSESSMENT AND EVLAUATION

In order to receive a passing grade in CHS11, students must demonstrate that they have met the outcomes of the course. The Charles P. Allen High School Assessment and Evaluation Policy states that term work will comprise 80% of the final grade and the final exam will be worth 20%. The mark in PowerSchool reflects the standing of the student at that point in the course; it is a “snapshot” of his/ her mark. This mark is not calculated into the final grade at that time and will change as the student continues to work toward the outcomes. When the final mark is calculated at the end of semester the marks earned from the whole semester will be included.

Term marks will be calculated based upon the outcomes covered in each unit. Assessment events may include /are not limited to assignments, skills labs, tests & quizzes, debates, formal papers, multimedia presentations document analysis, artifact analysis, self-evaluations and reflections, and student/teacher conferences. During each unit student will be assessed and evaluated in two ways:

1)Formative assessments are an opportunity for students to submit work for evaluation and to receive feedback to guide his/her learning. Formative assessments will be posted on PowerSchool but will not be calculated in the final grade (examples: homework tasks, small in class activities, entrance and exit cards).

2) Summative assessments will be used at the end of a specific period of learning and give students the opportunity to demonstrate what they know about the topic or skill(s) in question (examples: formal assignments tests, presentations). These are formal assessment events and are calculated as part of the term mark.

Expectations and Responsibilities

  1. Respect for yourself and others always
  2. Engage in learning (no disruptions, i.e. follow cell phone policy)
  3. Attend class regularly and arrive on time
  4. A note is required to excuse an absence or if you need to leave early/arrive late due to an appointment.
  5. Come to class prepared with proper materials and participate in discussions as much as possible
  6. No food in class please! Water, however, is acceptable.
  7. Understand what plagiarism is and the consequences as explained in class.
  8. Check SIS regularly to monitor your progress Attend extra help if you need to.

Procedures on Late Work

Late work must be accompanied by a note from home on or before the specified due date. Otherwise, unless previous arrangements have been made, there will be consequences that could negatively impact your grade according to the HRSB Assessment and Evaluation policy. Please see me immediately if you have concerns about meeting a deadline.

UNITS AND GUIDING QUESTIONS

Please note: The breakdown of unit values on the term is subject to change based on class /time needs.

All marks earned are directly related to how well you are able to demonstrate understanding of learning outcomes for this course.

Semester Mark: 80% of final mark

Exam: 20% of final mark

Unit 1: Globalization Value on term: 25 % What has been Canada’s place in the community of nations and what should Canada’s role be?

GLI investigate and assess various traditional and emerging theories regarding the peopling of the Americas

GL2 analyse the effects of contact and subsequent colonization

GL3 demonstrate an understanding that Canada's development was influenced by evolving relationships with France, Britain, and the USA

GL4 analyse the role played by WWI in shaping Canada's identity

GL5 analyse the role played by WWII in shaping Canada's identity

GL6 analyse the evolution of Canada's roles in the late twentieth century

Unit 2: Development Value on term: 15%

How has the Canadian economy evolved in an attempt to meet the needs and wants of all Canada’s people?

D1 investigate the economic systems of Aboriginal societies in North America

D2 analyse the role played by the Staple Trade in the development of (Colonial) Canada

D3 analyse the relationship between the National policy and the industrialization of Canada

D4 analyse the role of the free trade debate/issue in Canada’s development

D5 analyse the economic trends and policies that impact on Canada’s current and future development

Unit 3: Governance Value on term: 15%

How have governments in Canada, past and present, been reflective of Canadian societies?

G1 demonstrate an understanding of how pre-contact and post-contact first Nations governing structures and practices were reflective of their societies

G2 demonstrate an understanding of how and why competing French, British and American governing philosophies merged in BNA

G3 analyse how emerging political and economic structures led to confederation

G4 evaluate the evolution of federalism in Canada from Confederation to Patriation

G5 analyse the shift from a traditional two-party process to a multi-party process in post- Confederation Canada

Unit 4: Sovereignty Value on term: 15 %

How have the struggles for sovereignty defined Canada and how will they continue to define Canada?

S1 demonstrate an understanding that struggles for sovereignty (self-rule) affect countries and people globally

S2 demonstrate an understanding of how desires for sovereignty create conflict and compromise

S3 analyse the struggles of First Nations to re-establish sovereignty

S4 identify and explain the historical and contemporary facts that promoted the emergence of Quebec nationalism

S5 analyse the external factors that have impacted on the struggle for Canadian sovereignty

Unit 5: Justice Value on term: 10%

How has Canada struggled for a just and fair society?

J1 analyse the contributions of First Nations, France and Britain to Canada’s legal system

J2 demonstrate an understanding of the relationship between land and culture and analyse the effects of displacement

J3 demonstrate an understanding of Canada’s immigration policies and analyse their origins and effects

J4 demonstrate an understanding of how the lack of political and economic power has led to inequities and analyse the responses to these inequities

J5 analyse the evolution of the struggle to achieve rights and freedoms

Unit 6: Independent Study and Research Skills Value on term: 20 %

Each student will complete a specific piece of historical research. The specific SCO for this unit is: Students will be expected to engage in specific research using the historical method and to communicate the findings of their research effectively.” Though this SCO is designed to provide the frame for a specific piece of historical research by the student, it will be reflected in the overall approach to the course.

Unit / Titles and Descriptions
Unit 1
Development / Early European Settlement of the North American Continent: 1532 – 1760
What were some of the conditions in Europe that led so many people to make that dangerous migration across the treacherous Atlantic Ocean during the 17th and 18th centuries? In this first unit students will tackle this question head-on focusing on the first European contact with Natives and the effect of this event on their civilizations, as well as exploring the socio-cultural differences and similarities of Anglo-French colonial settlement. The topic highlights include: Native Peoples, Effects of Contact, the Early Explorers, Colonial Canada and the Fall of New France.
Unit 2
Justice / Governance/ Sovereignty / The Canadas and Beyond: 1760 – 1864
The major conflicts of the 18th and 19th centuries will be examined in this unit, providing students with the context for how those wars and conflicts would influence the movement towards confederation in Canada. The impact of this period on the identity of the colonists will be discussed, with particular attention to developments that would shape Anglo-French relationship. Topics highlights: The Quebec Act, Canada and the American Revolution, The Loyalists, The War of 1812, The Rebellions of 1837, and The Durham Report.
Unit 3
Justice / Governance/ Sovereignty / Building the New Dominion: 1864 – 1914
In this unit, students will identify the myriad of immediate and remote causes of British North America Confederation in 1867. What role did American and European geo-political events play in shaping this federation movement? How did the two party system of government evolve after 1867 and what are some of the traditional Conservative and Liberal policies and politics that built and shaped Canada after Confederation and into the 20th century? The implications for Canadian identity of Louis Riel's Red River Rebellion and involvement in the Boer War will also be discussed. Topic Highlights: Civil War Incidents, The Fenian Raids, Confederation, Louis Riel, The Klondike Gold Rush and The Boer War.
Unit 4
Justice / Governance/ Sovereignty / The Impact of the Two World Wars and the Great Depression: 1914 – 1945
The two world wars are considered 'catalysts of national development'. In this unit students will come to appreciate the exceptional role Canada played in the two largest wars in the history of humanity. Students will be encouraged to reflect on the courage, valour and sacrifices that were made by Canadians in their passionate defence of Canadian values. The Great Depression will as well be examined and recognized as yet another tumultuous period in Canadian history with special attention being paid to the rapidly changing political movements of the period. The effects of the wars on the role and rights of women in Canadian society will also be closely examined. Topic Highlights: The Great War, Impact of the Depression, The Persons Cases, Canadian Autonomy and World War II.
Unit 5
Globalisation / Modern Canada: 1945 – 2005
So this is how Canada came to be? Now it's all beginning to come together. In this final unit students will begin drawing their own conclusions as to just how Canada has come to fruition, not only in a physical or chronological sense, but also in terms of the national culture and identity that shape every day perceptions and monumental political decisions. Students will consider Canada's national policies during this time and how they affected and continue to affect all Canadians. Topic Highlights: The Cold War, The Korean War, Trudeaumania, Canada's Charter of Rights and Freedoms, The Mulroney Years, The Chretien Era, Moving Right with Harper, Human Rights Issues and Canadian Identity.

Multiple Opportunities

Students will have multiple opportunities during the semester to improve on their summative pieces assessments pending they have met the necessary criteria.

Literacy Goal

Student will develop critical thinking skills.

Communication and Contact Information

  1. It is the responsibility of the student to see the teacher if any class-work, tests or assignments are missed. Students who miss a class have access to folders with handouts and copies of assignments. A class calendar is also available on my webpage.
  2. Students are encouraged to bring their own devices to school regularly.
  3. Students are expected to pass in assignments at the beginning of class on the due date. Parents are encouraged to check PowerSchool on a regular basis to monitor student progress and attendance (available on the school website).
  4. Incomplete work can impact the student’s summative evaluation. Please refer to the HRSB Assessment and Evaluation Policy.
  5. If a student misses a test he/ she will be expected to write the test the next day during lunch or at an alternative time arranged in advance with the teacher.
  6. Please see the school website to review the attendance and exam exemption policies.
  7. This course outline is subject to change- any change of a significant nature will be clearly communicated to students and parents/guardians.