CHC2D, Grade 10, Canadian History Since World War I, Academic

Course Title/ Grade/ Course Type: Canadian History since World War I, Grade 10 Academic

Ministry Course Code: CHC2D

Curriculum Document: THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies (2018)

Prerequisite: None

 

*If you are a current UMC High School student, please contact your advisor.

SKU: N/A Category: Tags: ,

Description

COURSE DESCRIPTION This course explores social, economic, and political developments and events and their impact on the lives of different individuals, groups, and communities, including First Nations, Métis, and Inuit individuals and communities, in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on identities, citizenship, and heritage in Canada. Students will develop an understanding of some of the political developments and government policies that have had a lasting 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 key issues and events in Canadian history since 1914.   Outline of Course Content Unit 1:  Historical Inquiry and Skill Development In this introductory unit students will examine the following questions. What is history? What counts as historic? Why even bother studying it? What are historical thinking concepts?   Unit 2:  Conflict & Cooperation, Canada 1914-1929 This Unit introduces students to various aspects of Canadian History during the years 1914-1929. It focuses on events and groups that caused conflict and/or cooperation during difficult times. It also demonstrates the adversity that Canadians and Indigenous groups had to overcome. Students will develop their Historical Thinking by applying and discussing the concepts throughout the unit. Students will finish the unit by presenting in a manner of their choosing, one of the big ideas covered in the unit.   Unit 3:  Union, Depression, & War, Canada 1929 – 1945 In this Unit, students will follow in the footsteps of the previous. They will continue to explore and express the Historical Thinking Concepts in various forms. They will explore Canada during the Interwar years as well as during the Second World War. The unit will present various topics in relation to these contexts, such as social justice, government response, communities within Canada, and individual accomplishments. As a summative assignment, students will write a proper essay arguing for a specific point of view in the form of an answer to a historical question based on one of the big ideas.   Unit 4: Fear, Change, & Identity (1945 – 1982) In this unit, students will learn about the post-war effects of WWII leading up to The Cold War and decades later. They will examine the difference between economic policies such as capitalism and communism. Students will learn about the details of the space and nuclear race and Canada’s role in the Cold War era. The unit also exposes students to various ideas on Canadian Identity, leaving students to decide if that identity has been earned or not by Canada’s history.   Unit 5: Truth, Science, & Social Change (1982 to Present) In this unit, students will learn the history of Residential Schools demonstrated the horrors of the system to destroy First Nations, Inuit, and Metis culture and language under the guise of assimilation. In addition, students will be learning about the Social, Economic, and Political Changes in Canada. Lastly, they will learn about Canada’s current history and relationship with the United States of America.   Culminating Activity Students will complete a Study Guide in a visual presentation or website format. The study guide will guide Canadian History students through the 4 periods of study in CHC2D. Furthermore, the guide will include various components such as vocabulary, questions, images, and source examinations.         Final Mark will be determined following percentages: 70% Determined by the evaluations conducted throughout the duration of the course: Products – Assignments, Essays, Journals, Portfolio Observations – Presentations Conversations – Conference with the Teacher 30% Final examination of the students and/or a Culmination Assignment  
 

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