COURSE OVERVIEWTEACHER: Mr. T Serviss
CANADIAN HISTORY IN THE 20TH CENTURYROOM: B-4
GRADE 10, ACADEMIC
COURSE CODE: CHC2D
CREDIT VALUE: 1
DESCRIPTION/RATIONALE
This course explores Canadian participation in global events and traces our development as a country through changes in population, economy and technology. Students will analyze the elements that constitute Canadian identity, learn the stories of both individuals and communities, and study the evolution of political and social structures. Students will learn about differing interpretations of the past, and will come to understand the importance of historical studies of chronology and cause and effect relationships. They will also learn to develop and support a thesis, conduct research and analysis and effectively communicate the results of their inquiries.
UNIT TITLES (Time and Sequence)
Unit 1 / 1914-1928—Growth, Sacrifice and Dreams of Peace / 24 hoursUnit 2 / 1929-1945—Depression and the Horrors of War / 19 hours
Unit 3 / 1946-1967—Pursuit of Security, Prosperity and Unity / 21 hours
Unit 4 / 1968-1983—Conflicts and Economic Challenges / 18 hours
Unit 5 / 1984 to the Present—North American Reality / 18 hours
Unit 6 / Greatest Canadian Essay—Major Independent Study / 10 hours
COURSE NOTES
History is a subject that inspires people to great acts of creativity, compassion and all too often, conflict. People discuss, debate and sometimes deny their history. For these reasons it is important for young Canadian students to study the history of their own country in the light of the major events of the 20th century.
There are no final answers in History. Everything cannot be known about the human story. At times we are too distant from events to reconstruct them in an accurate way; at other times we are too close to events and our personal experiences cloud our judgment. Students must learn the skills of historical inquiry that will allow them to investigate the past in a logical, balanced and creative fashion. History is a dynamic subject, which requires the research and communication skills of the detective, the journalist and the archivist/librarian. Students are invited to research defining moments in 20th century Canadian history and to draw and defend conclusions based on their research. Students learn that their conclusions are tentative and must remain open to revision based on the discovery of new evidence. History is alive, changing and controversial.
TEACHING/LEARNING STRATEGIES
This course provides students the opportunity to explore, analyze and reflect on history through diverse teaching and learning strategies. Critical thinking skills such as formulating a thesis, identifying bias and viewpoint, debating, analyzing primary sources and problem solving are a focus of many activities. Focused inquiry, data analysis, note-taking and guided Internet searches are examples of the research skills that students practice. Students have multiple opportunities to hone their skills in communication through formal presentation, role-playing, response journals, writing in role and persuasive paragraph writing. Tasks are designed to develop skills and concepts through a range of student learning styles.
ASSESSMENT/EVALUATION
Techniques in this course will include both formative assessment and summative evaluation. Although there are too many techniques to mention them all, the most prevalent are listed below.
-visual organizers-practice quiz-self and peer editing of written work
-teacher feedback-note-taking-report writing
-checklists-rubrics-unit tests
-seminar presentations-journal writing-formulating a thesis
This course will also focus heavily on culminating activities. In years past, students finished each unit with a unit test, designed to see if they had “digested” all the content from the unit. This course will focus more heavily on “performance-based” evaluation or culminating activities. These activities are just as they sound, active. Instead of simply regurgitating previously learned information; students will be asked to demonstrate their knowledge in the activities listed on the following page.
***IMPORTANT REMINDER***
Each student must reach the minimum level of 1 on each of the unit culminating activities. If the student does not reach this minimum standard, remediation must occur until the teacher determines that the student is demonstrating at least a competency of level 1. In addition, each culminating activity must be completed. A final grade for the course will not be given unless all culminating activities are completed.
Unit
/Culminating Activity
Unit 11914-28 /
- Unit test
- "Passchendaele" Movie Questions
- WW 1 Article Analysis
Unit 2
1929-45 /
- James Grey Article Analysis
- Depression and WW 2 Unit Test
- Holocaust Responsibility Analysis
- "Schindler's List" Movie Questions
Unit 3
1946-67 /
- Cold War Movie Analysis
- Canadian Foreign Policy Analysis
Unit 4
1968-83 /
- Article Analysis on October crisis
- Unit Test
Unit 5
1984 on /
- Pierre Trudeau Collage
Unit 6 /
Defining Canadians
Students research and write and argumentative essay defending their choice of greatest Canadian they would choose to commemorate, in statue, on the Laurier bridge in Ottawa. This unit runs the length of the course.Final
Exam /
The final exam will be both content based and performance driven. Students will have to demonstrate a thorough knowledge of Canadian history and also an ability to think critically. A portion of the final exam mark will be generated by an in-class article analysis during the moratorium.
FINAL MARK BREAKDOWN
Term 1 andTerm 2 = 70% Final Exam = 30%
CHC 2D, Canadian History in the 20th Century
LATE POLICY
The late policy for our class is clear and will be consistently applied.
Assignments are due on the date give at the beginning of class. Anything handed in after that time will be considered late and will affect a student’s work skills evaluation. In addition, consistent late assignments will result in parents and administration being contacted.
The late policy itself is simple, you must hand in your work on time. I mark assignments and return them quickly, usually 1-2 days after the due date. If you have not handed in your assignment before I have returned the classes’ work, your assignment will be simply graded PASS/FAIL, with no feedback. A passing grade will be level 1. If you consistently hand in work late, your mark will be a level one, in the 50’s. Or I can also choose not to accept your late work at all. I must give you multiple opportunities to demonstrate your mastery of the outcomes. Your multiple opportunities will be the assessments and your mid-term and final exams. So if you don't hand in your class work I can simply check for your mastery of outcomes on the two exams. This isn't the smart choice as the exams are pressure-packed and much more difficult than the assignments.
The next step will be to contact our student success teacher. She will set up an intervention meeting with you, discussing options for your work completion. Most likely, this will mean extra time spent during detentions and MSIP. In addition, repeated late assignments will mean that the school administration and your parents will also be contacted.
To show that you have read this contract and agree with all its clauses, please complete the section below.
I, ______, have read the late policy for
(print your name)
CHC2D and I agree with all of its conditions. I understand that my inability to
hand work in on time will cause my mark to be in the 50’s and also will see my
parents and administration contacted.
______
(sign your name here)(date)