ONLINE LEARNING SECONDARY SUMMER SCHOOL

CANADIAN HISTORY SINCE WORLD WAR I

Course Outline: CHC2D-02 Credit Value: 1.0
Teacher: Aileen MacInnes
[email protected]

Curriculum Policy: The Ontario Curriculum Grades 9 to 10: Canadian and World Studies, 2018.
http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld910curr2018.pdf
Prerequisite: None
COURSE DESCRIPTION:
This course explores the 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 historical thinking concepts and the historical inquiry process, including interpreting and analyzing
evidence when investigating key issues and events in Canadian history since 1914.
UNITS OF STUDY
Unit 1: 1914-1929: To what extent was this a period of progress and decline?
Unit 2: 1929 - 1945: How did Canadians react to extreme problems?
Unit 3: 1945-1982: Did Canadians create the country they wanted?
Unit 4: 1982 to Present: Whose voices and what issues should Canadians care about?

Each unit will explore the key events, issues, individuals, and challenges that Canadians faced during the specified time
period, both at home and in an international context.

OVERALL CURRICULUM EXPECTATIONS

A1. Use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian
history since 1914
A2. Apply in everyday contexts skills developed through historical investigation, and identify some careers in which these
skills might be useful

B1. Describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and
assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit
communities
B2. Analyze 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
B3. Explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to
the development of identities, citizenship, and heritage in Canada

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C1. 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
C2. Analyze some key interactions within and between 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
C3. 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

D1. Describe some key social, economic, and political events, trends, and developments in Canada between 1945 and
1982, and assess their significance for different individuals, groups, and/or communities in Canada, including First
Nations, Métis, and Inuit individuals and communities
D2. Analyze some key experiences of and interactions between different communities in Canada, including First Nations,
Métis, and Inuit communities, as well as interactions between Canada and the international community, from 1945 to
1982 and the changes that resulted from them
D3. Analyze how significant events, individuals, and groups, including Indigenous peoples, Québécois, and immigrants,
contributed to the development of identities, citizenship, and heritage in Canada between 1945 and 1982

E1. Describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the
present, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and
Inuit communities
E2. Analyze some significant interactions within and between various communities in Canada, including First Nations,
Métis, and Inuit communities, and between Canada and the international community, from 1982 to the present, and
how key issues and developments have affected these interactions
E3. Analyze how various significant individuals, groups, organizations, and events, both national and international, have
contributed to the development of identities, citizenship, and heritage in Canada from 1982 to the present

Instructional Approaches
Effective instruction motivates students and instills positive habits of mind, such as curiosity and open-mindedness; a
willingness to think, question, challenge, and be challenged; and an awareness of the value of listening or reading closely
and communicating clearly. In this class, we will use a variety of approaches designed to support your learning. You will
be given opportunities to engage in inquiry-based learning to examine multiple perspectives and resources designed to
help you construct your understanding and develop your own position on many historical and current issues.

Lessons and Office Hours

Your teacher will be available each weekday via Google Meet at 9:30 am, 1:00 pm, and 3:00 pm to answer questions and
provide support. The teacher will also share the date and time of an evening office hour session each week. The lesson
and activity instructions for the day will always be reviewed at the 9:30 am meeting. Live lesson videos will be posted
and shared with students. In addition, your teacher will be available via email to promptly reply to and answer any
questions between 9:00 am - 6:00 pm.

Program Planning Considerations

Assessment, instructional, and environmental accommodations are provided to individual students as per their IEP.
Similarly, adaptations for ELLs are provided based on the student's level of language development, strengths, and needs.

Learning Environment
This course provides students with a variety of opportunities to learn about diversity and diverse perspectives. In an
inclusive learning environment, all students see themselves reflected in the curriculum so that they can be engaged and
empowered through their learning experiences. The learning environment will foster a sense of community where all
students feel included and appreciated.

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ASSESSMENT, EVALUATION AND COMMUNICATION OF STUDENT ACHIEVEMENT

Week 1

1 Wed. Jul.3 (9:00 am) Orientation Assignment (Mandatory / Compulsory)

2 Wed. Jul. 3 (11:59 pm) Discussion #1 (4%)

3 Thurs. Jul. 4 (9:00 am) Opinion Paragraph Task (5%)

4 Fri. Jul. 5 (9:00 am) Short Answer Responses Task (10%)

Week 2

5 Mon. Jul. 8 (11:5 9 pm) Discussion #2 (4%)

6 Wed. Jul. 10 (9:00 am) Presentation Task (11%)

7 Fri. Jul. 12 (11:59 pm) Discussion #3 (4%)

Week 3

8 Mon. Jul. 15 (9:00 am) Essay Outline Task (14.5%)

9 Thurs. Jul. 18 (9:00 am) Research Outline Task (17.5%)

Week 4

10 Tues. Jul. 23 (11:00 am) Culminating Activity Part A (20%)

11 Wed. Jul. 24 (11:00 am) Culminating Activity Part B (10%)

The final mark for this course will be based on Term Work completed over the time period the course runs in July. Tasks
will be evaluated according to each of the following areas of achievement based on the assigned category weights:

The primary purpose of assessment and evaluation is to improve student learning. The Achievement Chart for Canadian
and World Studies will guide all assessments and evaluations.

Tasks will be evaluated according to each of the following areas of achievement based on the assigned category weights:

Achievement Chart Category Weight

Knowledge and Understanding: Facts and terms and understanding of concepts and theories 17.5%

Application: Ability to transfer ideas, draw conclusions, make predictions and connections 17.5%

Thinking: Critical and creative thinking and inquiry skills 17.5%

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Communication: Ability to communicate information and ideas in a variety of ways 17.5%

Course Summative Task 30%

Total 100%

Assessment and evaluation are divided into two important parts. The student's grade on a midterm or final report
indicates achievement/ proficiency in Curriculum Expectations. A level of competence (Needs Improvement,
Satisfactory, Good or Excellent) will be assessed and reported in the area of Learning Skills and Work Habits:
Independent Work, Collaboration, Responsibility, Initiative and Self-Regulation.

LEARNING SKILLS DESCRIPTORS

● completes and submits class work and assignments according to agreed-upon
timelines
Responsibility ● punctual
● academic honesty
● devises and follows a plan and process for completing work and tasks
Organization ● establishes priorities, manages time to complete tasks, and achieves goals
● preparedness
● uses class time appropriately to complete tasks
Independent Work ● follows instructions with minimal supervision

● responds positively to the ideas and opinions of others

● shares information, resources and expertise
Collaboration ● promotes critical thinking to solve problems and make decisions
● encourages and motivates others
● demonstrates the capacity for innovation and a willingness to take risks
Initiative ● demonstrates curiosity and interest in learning
● actively participates in class
● sets own individual goals and monitors progress toward achieving them
● seeks clarification or assistance when needed
Self-Regulation ● takes responsibility for and manages own behaviour
● stays on task

Academic Dishonesty
Academic dishonesty includes practices such as plagiarism and cheating on tests, examinations, and assignments. It may
result in the suspension of online privileges and disciplinary action.

Plagiarism
When you borrow another writer's words or ideas and include them in your work, you must acknowledge this, whether it
is a direct quotation or paraphrasing an idea. Failure to do so is a form of academic dishonesty known as plagiarism and
will result in a mark of zero for the work submitted.

Late Policy
Throughout the course, the teacher will provide opportunities for students to receive formative feedback and to ensure
students are on track to meet deadlines. All assignments have been given a due date. Extension requests are not
necessary, as the zero (0%) goes into Teach Assist as soon as a deadline is missed as a reminder only. The zero (0%) will
be replaced with your earned grade after the assignment has been submitted and your teacher has had enough time to
mark it. Your parent/guardian will also be contacted. You have until noon on July 24 to complete any outstanding work.
That deadline is non-negotiable.

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Reporting
Students will receive two formal reports. One will be issued mid-semester and the other after the final examination.

On-Line Etiquette:
Online learning must be a safe, supportive learning environment. As such, all participants in eLearning school are
responsible for and expected to adhere to the appropriate use of online platforms. All items posted are to be appropriate
and free from foul or offensive language or images. If you are unsure if you should post something, it is likely you should
not; please consult with your teacher before making the post.