COURSE OF STUDY: CHC 2D1- Canadian History in the 20th Century

Markville Secondary School
Course of Study:
Canadian History in the 20th Century

CHC 2D1

Course Description

Canadian history is often perceived by students as being dull and boring, lacking in the bloody wars and wild west of American history, and devoid of the colorful characters who spring to life from the pages of British and European history. Perhaps the negative perception of our own history springs from an all too often attempt to study the past as a single historical narrative which ignores or at best marginalizes many Canadians. As a nation of immigrants living in a richly diverse nation, we cannot accurately depict this country’s past without setting out on a journey of exploration which will take us down innumerable paths. While we take the time to dig into our own history students will find a past as rich and fascinating as any other country.

In this course students will be required to think critically and creatively, and to build the academic and social skills necessary for success in future educational and career endeavors. While we will cover many historical events, they will seldom be asked to memorize dates and facts. Rather, they will be asked to uncover the many facts of Canadian history through the use of variety of both print and electronic resources. The purpose is to show students the connections between Canada’s past, present and future.

Expectations of Students

Students are expected to put forth at all times a sincere effort and to maintain an organized notebook. Regular attendance and punctuality are essential to ensure success in the course.

Should students miss a class due to illness or any legitimate reason, they are expected to catch up on the work they missed and to see the teacher to ensure that all the material covered in the class is clearly understood.

Students are encouraged to develop their time management skills by completing assignments by the deadline.

Strands:

The Canadian and World Studies course are developed around five strands: Communities Local, National, and Global, Change and Continuity, Citizenship and Heritage, Social, Economic and Political Structures, and Methods of Historical Inquiry

Communities: Local, National, and Global

By the end of the course, students will:

  • demonstrate an understanding of the elements of Canadian identity:
  • demonstrate an understanding of the ways in which outside forces and events have shaped Canadian’s policies;
  • demonstrate an understanding of the main steps in the development of French –English relations;
  • demonstrate an understanding of Canada’s participation in war, peace, and security

Change and Continuity

By the end of the course, students will:

  • demonstrate an understanding of the changing demographic patterns within Canada since 1900
  • demonstrate an understanding of the impact of technological developments on Canadians;
  • explain how and why Canada’s international status and foreign policy have changed since 1914

Citizenship and Heritage

By the end of the course, students will:

  • demonstrate an understanding of the contributions of various social and political movements to Canadian history during the twentieth century
  • demonstrate an understanding of how individual Canadians have contributed to the development of Canada and an emerging sense of Canadian identity.

Social, Economic, and Political Structures

By the end of the course students will:

  • evaluate how and why changing economic conditions and patterns have affected Canadians;
  • demonstrate an understanding of the changing role of Canadian governments from World War I to the present, including the evolution of Canada’s social support programs

Methods of Historical Inquiry

By the end of the course students will:

  • ask questions, identify problems, and effectively use historical research methods to investigate topics and issues in history
  • use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information in a meaningful way;
  • analyse and evaluate information when researching historical topics or issues; communicate effectively the results of research presentations, and demonstrate an ability to apply insights from history to other situations.

Introduction to the Course

Students will review Canada’s history at the turn of the twentieth century with emphasis on Canada’s emerging identity. Students will explore the events or factors that shape a person, people and a nation. Students will further examine how history can be relevant through an examination of their own personal history and family experiences.

MAIN QUESTIONS:

  • How was Canada changing and evolving at the turn of the century?
  • Was Laurier justified in his statement that the “20th Century would belong to Canada”?
  • How did Canada’s immigration policy at the turn of the century reflect racism and prejudice? How has this changed with Canada’s current attitudes on multiculturalism?
  • How does examining our own personal history and defining moments make history real and relevant?
  • What is distinctive about Canada, Canadian culture and our own personal culture?

Unit 1: The Hell Fires of War

In this unit students will examine the factors that contributed to the beginning of World War I. More specifically, Canada’s role in the war effort will be studied and critiqued. Students will learn about the tactics and strategies as well as various propaganda methods used to influence the masses during combat. Students then research the impact of World War I on Canada; how Canada was involved and affected.

MAIN QUESTIONS:

  • What were the main factors that contributed to the Great War?
  • How did Canadian contributions to the war effort forge a sense of Canadian nationalism?
  • How effective was propaganda in influencing soldiers to join the war?
  • What were the lasting social, economic, and political consequences of WWI?
  • How can too much patriotism be destructive on a global level, by comparing World War I to global politics today?

Unit 3 Boom To Bust: The Roller Coaster Years

Students will begin this unit with an exploration of the aftermath of World War I and the mood of the 1920’s. Students will examine events that helped define Canada socially, politically and economically through this time period, as well as, look at how Canada encountered and survived one of its most traumatic events: The Great Depression.

MAIN QUESTIONS:

  • What problems did Canada encounter in the transition from wartime to post war peace?
  • The 1920’s are often referred to as the Roaring Twenties; for whom did the 20’s roar? For whom did they not roar?
  • What problems in our economic system allowed for the near collapse of the economy on October 29th 1929?
  • What measures were taken by the Canadian government to deal with the Great Depression?
  • How did the collapse of the economy contribute to a significant shift in the Canadian political landscape? How can this be paralleled in Europe as a pre-cursor to war?

Unit Four: Round Two: Back intothe Hell Fires, Canada at War 1939-1950

In this unit, students will examine what many have argued, is the continuation of World War I. Students will explore the causes of World War II by looking at the rise of Hitler and the Treaty of Versailles. Students will research how and why Canada became involved in yet another World War, and how it impacted many Canadians both in the front lines and at home. Students will also compare and contrast the end of World War II with World War I.

MAIN QUESTIONS:

  • Why do some see World War II as a continuation of World War I?
  • What were the policies of appeasement, isolationism, fascism, communism, Nazism? How did these contribute to the outbreak of WWII?
  • How did the nature of war change in WWII? (blitzkrieg, strategic bombing, atomic bomb, war technology, anti-Semitism, Holocaust, discrimination) How did Canada respond to these atrocities?
  • What were Canada’s biggest contributions to WWII at war and at home? How did this transform Canada and its sense of growing identity?
  • How did the war experience alter Canada socially, politically, economically and culturally?

Unit Five: Burbs, Boomers, and Big Government: A New Canada Emerges 1950-1970

This unit explores the changes that took place in Canada in the two decades after World War II. Students use concepts familiar in their own lives such as security and change as the basis for an understanding of Canada’s social, political, and economic changes domestically, as well, as the connections the country had with the world. Students will also look at the conflicts and economic challenges that Canadians faced during this time period.

MAIN QUESTIONS:

  • Who were the baby boomers and what impact have they had on the Canadian economy, social and cultural change and urban developments since 1960?
  • How has Canada’s foreign policy changed since the end of World War II?
  • Describe the impact and implications of the Cold War on Canada.
  • How did Canada promote and protect Canadian culture and identity?
  • What were the major legacies of Prime Ministers Lester B. Pearson and John Diefenbaker?

Unit Six: Charting New Directions, Canada at the End (beginning?) of the Millennium: 1970 to present

In this unit, students will explore key issues that Canadians have faced from 1970 to the present. Students investigate issues from regional perspectives. The focus on: federal-provincial relations, individual versus collective rights, NAFTA, the impact of modern technology, Canada’s foreign policy, and Canadian identity in a North American culture.

MAIN QUESTIONS:

  • Why has Quebec nationalism taken a radical turn since the 60’s and how have Canadians outside of Quebec responded to the change?
  • Have English-French relations improved over the course of the 20th century?
  • What were the major legacies of Prime Ministers Pierre Trudea, Brian Mulroney, Jean Chretien, Paul Martin and Stephen Harper?
  • How have global forces affected economic, cultural and social changes in Canada?
  • Describe Canada’s role and contributions in major global events such as peacekeeping missions, NAFTA, NATO, Gulf War, War in Afghanistan, Kyoto and the G-8.

Assessment and Evaluation

All work submitted in this course will be assessed and evaluated using the standards set by the Ontario Ministry of Education.

Provincial Standards of Achievement Chart

Level / Grade / Achievement
Level 4 80-100% / Very high to outstanding level of achievement. Above the provincial standards.
Level 3 70-79% / High level of achievement. At the provincial level
Level 2 60-69% / Moderate level of achievement. Below, but approaching, the provincial standard
Level 1 50-59% / Passable level of achievement. Below the provincial standard
Below 50% / Insufficient achievement of curriculum expectations. Credit will not be granted.

Evaluation Categories

The evaluation of all achievement demonstrated in this course is based on the following ministry categories:

Knowledge and Understanding 17.5%

Thinking and Inquiry 17.5%

Communication 17.5%

Application 17.5%

Final Summative 30%

~Oral Exam: Trials of P.M. ---15%

~Written Exam: Final Exam----15%

Formative Assessment

Within each unit students will be assigned a number of tasks where they will receive direct feedback on their progress and learning. These tasks and the resulting feedback are designed to improve student learning and to provide a foundation for the successful completion of the summative tasks assigned in the unit.

Summative Assessment

Within each unit there will be at least one summative assessment task that incorporates the knowledge and skills learned throughout the unit. These summative assessments form the basis on your mid term mark and 70% of your final mark. Some of the methods used to showcase your learning in each unit my include tests, assignments, power point presentations, group activities, oral presentations, debates, and displays. Summative tasks are evaluated using one or more of the achievement chart categories and the results will be used to determine a student’s final grade.