Twentieth Century Canadian History

Description of Course: This course explores Canadian participation in global events and traces our development as a nation through changes in population, economics and technology. The course will enable students to evaluate major social, economic, and political changes in Canadian history in the twentieth century. The understanding that students will gain through this examination of Canada’s historical and cultural roots will help them to formulate a definition of what it means to be Canadian.

Pre-Requisite or Co-Requisite: none

Policy Document Reference: The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies

Textbook(s):Cruxton, J. Bradley and Wilson, W. Douglas, Spotlight Canada, 4^th Edition, 1999

Unit Titles (With approximate time allotted per unit)

Growth, Sacrifice and Dreams of Peace (1900-1928)

Depression and the Horrors of War (1929-1945)

Pursuit of Security, Prosperity and Unity (1946-1967)

Conflicts and Economic Challenges (1968-1983)

The North American Reality (1984-present)

Defining Canada (culminating activity)

Assessment and Evaluation 

According to Ministry policy, the primary purpose of assessment and evaluation is to improve student learning. It will be based upon the provincial curriculum expectations and the achievement levels outlined in the secondary curriculum policy documents.

Assessment is the process of gathering information from a variety of sources such as assignments, demonstrations, projects, learning skills, etc.

Evaluation is the process of judging the value of the student’s work on the basis of established criteria and assigning a value to represent that quality. The course evaluation is based on the DSBN Subject Council Consistency in Assessment and Evaluation Agreement, 2003-2004. 

Learning Skills 

These skills are supportive of student learning, marks serve another purpose. A student’s ability to work with others, to attend class regularly, to be punctual, and to keep up with the work and maintain an accurate and complete notebook is very important and has an impact on how well a student performs. The report card allows these skills to be recorded for the public record. Therefore, teachers will continue to record information on these skills and assign a value to them for the report card.

Types of Assessment, Evaluation and Activities

tests, quizzes and exams

projects

reports

presentations

debates

hands-on activities

essays

journals

          Term Work Assessment   70%

          Summative Assessment  30%

                                                                    Communication

Application

Thinking and Inquiry

Knowledge and Understanding

Culminating Activity 10%

Final Exam         20%

Specific Course Expectations:

Students should have with them each day:

●3 ring binder containing lined and blank paper

●pencil, pen, ruler, eraser

●course textbook

●A. N. Myer Student Planner