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Course Profile
Course Overview
Prerequisite:
Any University or
University/College Preparation course in
Canadian and World
Studies, English, or Social Sciences and Humanities
The
learning expectations that are identified in The
This
course prepares students for a university destination and offers numerous
opportunities to improve the essential skills associated with critical and
creative thinking, research, and communication, both oral and written. Through
various activities, students have opportunities to practise and develop skills
associated with historical studies. These skills include the formulation of
questions for research and conducting research from primary and secondary
sources, audio-visual material, and Internet sites. Students learn to
communicate effectively by the use of debates, role play, interviews, group
presentations, and essays. Students demonstrate the ability to distinguish
bias, prejudice, stereotyping, or a lack of substantiation in statements,
arguments, and opinions. They compare key interpretations of Canadian history
and draw conclusions based on the effective evaluation of sources. They demonstrate
an ability to develop a cogent thesis and to use an a
This
Course Profile is a suggested approach to curriculum. The professional
classroom teacher may judiciously select and/or adapt material presented in
this document. Each unit in this profile has a performance task as a
culminating activity. In some units a teacher may wish to substitute a
paper-and-pencil test as a culminating activity in the place of the suggested
performance task. The teacher should always be cognizant of the fact that throughout
the course students must be presented with opportunities to exhibit learning
across the four categories of the Achievement Chart outlined on pages 246-247
of The Ontario Curriculum, Grades 11 and 12.
In
each of the course units there are activities that allow students to improve
their skills of historical inquiry. The course culminating activity is a series
of debates where students argue the thesis that they have researched for the
final product, which is a research paper on ‘What it Means to be Canadian.’ A
formal examination is also suggested as part of the summative evaluation for
this course. The research paper, which is envisaged as part of the 70% term
evaluation, is introduced in the first unit and students work through the
process of developing this product through the five content units of the
course.
The
teacher of this course should be aware of the resources available for the
delivery of this curriculum. There are many Internet sites that may be a
Canada:
History, Identity, and Culture is divided into six units of study. The table
below indicates a suggested time frame for the completion of each unit.
|
* Unit
1 |
The
Foundations of the Canadian Identity: Prehistory–1763 |
21
hours |
|
Unit 2 |
The
Founding People Create a Dominion: 1763–1867 |
21
hours |
|
Unit 3 |
From
Dominion to Canadian Nation: 1867–1918 |
20
hours |
|
Unit 4 |
The
Development of Canada as an Independent Nation: 1918–1945 |
20
hours |
|
Unit 5 |
Changing
Roles and Values in the Post-World War II Period: 1945–Present |
20
hours |
|
Unit 6 |
What It
Means to Be Canadian: Culminating Unit |
8 hours |
* This
unit is fully developed in this Course Profile.
Time: 21 hours
Unit
Description
This
unit introduces students to the key historical concepts and themes in Canadian history
that will be developed throughout the rest of the course. A major focus of this
unit is an examination of the role of Canada’s Aboriginal peoples in the
development of modern Canada. The lifestyles and world view of selected
Aboriginal groups such as the Haudenosaunee (formerly Iroquois) prior to
contact with Europeans are described. The goals and motivating principles for
settling New France by early French explorers and the impact of their contact
with First Nations are analysed. Students compare the different colonial
experiences of French and British settlers in North America. Students also
investigate the extent to which Canada has always been influenced by world
events through an examination of the Imperial Wars of Britain and France in the
seventeenth and eighteenth centuries and the impact that these conflicts had on
their North American colonies. Each activity deals not only with major events
in the chronological history of Canada, but focuses on a specific theme that
contributes to the question of what it means to be Canadian.
Students
continue to develop important historical skills. In Unit 1, the skill of
recognizing the difference between primary and secondary sources and analysing
these sources is a focus. Associated with recognizing various types of sources
of information is the skill of recognizing bias and identifying different
points of view. This unit also introduces students to the course culminating
activity ‘What it means to be Canadian,’ which takes the form of a research
paper. The culminating activity in this unit is intended to be the first
significant part of the process that students are working towards in the
culminating unit.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
COV.01,
SEV.04, HIV.02, HIV.03, CO1.01, CO1.04, SE4.01, HI2.01, HI2.04, HI3.03,
HI4.03 |
Knowledge/
Understanding Thinking/Inquiry, Communication, Application |
The
cultures and values of the Aboriginal peoples prior to contact |
|
2 |
COV.02,
CHV.02, HIV.02, CO1.02, CO1.03, CO2.02, CO4.01, CH2.01, HI2.01, HI4.03 |
Knowledge/
Understanding Thinking/Inquiry |
Early
French colonial history in North America: 1534–1663 |
|
3 |
COV.02,
CCV.01, CHV.02, SEV.02, HIV.01, HIV.03, CC1.01, SE2.03, CH2.01, HI1.02,
HI3.01 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Les
Canadiens and the roots of French Canada |
|
4 |
COV.02,
CCV.01, HIV.02, SEV.02, CO2.01, CO4.01, CC1.01, CH2.01, SE2.03, HI2.02 |
Knowledge/
Understanding Communication Thinking/Inquiry Application |
The
colonial experiences of British and French peoples in Canada: The foundations
and complications of the Canadian Identity |
|
5 |
CCV.05,
CHV.02, CHV.04, HIV.02, CO4.01, CC5.01, CH2.02, CH4.01, CH4.02, HI2.03,
HI2.04, HI3.01 |
Thinking/Inquiry
Communication Application |
The
conflict between French and British empires in North America to 1763 |
|
6 |
CCV.01,
CHV.02, CHV.03, HIV.01, HIV.02, HIV.03, HIV.04, CO1.04 CC1.01, CC5.01,
CH3.01, SE2.03, HI1.02, HI2.01, HI2.02, HI2.04, HI3.03, HI4.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
The
foundation and components of Canada’s culture and identity. A culminating
activity where students analyse a primary source document and are introduced
to historiography |
Culminating
Activity for Unit 1
Students
analyse primary and secondary source documents in order to determine the
validity of the two founding nations’ interpretation of Canadian history. The
primary documents might include a report, a treaty, a
Time: 21
hours
Unit
Description
This unit
examines the transformation of the British North American colonies into the
confederated nation of Canada. Continuing conflict and compromise between the
French and English elements in Canada is analysed through the study of both the
Royal Proclamation Act (1763) and the Quebec Act (1774). The impact that the
United States had on strengthening of the Canadian psyche and emerging identity
is studied by examining immigration patterns and the social effects that the
United Empire Loyalists, including Aboriginal people and African Americans, had
on the BNA colonies. American influences on the decision to create the
Constitution Act of 1791, and the effects the War of 1812 had on promoting
autonomy for Canada are also examined. The position of interest groups is a
focus throughout the unit. The pioneer experiences of prominent women such as
Catherine Parr Traill and Susanna Moodie are studied as well as the
contributions of Marguerite Bourgeoys. The roles of key figures in the
Rebellions of 1837, such as William Lyon Mackenzie and Louis Hippolyte
Lafontaine are analysed as they battled the hold that the Family Compact and
Chateau Clique had on most of the economic and social institutions of the
colonies. The implications of passing the Act of Union (1840) are explored and
students participate in a debate that addresses, among other things, the nature
of the Ontario School system. Students study immigration and government
structures in the British North American colonies of Vancouver Island, Red
River and Nova Scotia. Political, military, and economic reasons for
Confederation are uncovered and evaluated. In the culminating activity, each
student will be given the opportunity to present the position of a particular
individual from Canadian history concerning the appropriateness of entering
into the British North America Act of 1867.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
COV.02,
CCV.05, CHV.01, SEV.04, HIV.01, HIV.02, CO2.02, CC5.01, SE4.03, CH1.03,
HI1.01, HI2.03, HI3.02 |
Knowledge/
Understanding Thinking/Inquiry |
The
failure of assimilation: The preservation of the French culture in Canada
(1763–1774) |
|
2 |
COV.03,
CCV.01, SEV.02, CH2.03, CO2.02, CO3.02, SE2.03, CC1.03 |
Knowledge/
Understanding Thinking/Inquiry |
Impact
of the American Revolution on political and social institutions of Canada
(1774–1791) |
|
3 |
COV.04,
CCV.01, HIV.01, CO4.01, CC1.03, HI1.01, HI1.03, HI3.03 |
Knowledge/
Understanding Communication Thinking/Inquiry Application |
Canada’s
struggle to maintain autonomy and The War of 1812 (1791–1814) |
|
4 |
COV.02,
CCV.05, CHV.02, SEV.04, HIV.02, CO2.03, CO2.02, CH2.03, CH2.04, SE4.03,
CC5.01, HI2.02 |
Thinking/Inquiry
Communication Application |
Events
leading to the Act of Union (1840): Social and political implications for
Canada (1812–1840) |
|
5 |
CCV.01,
CCV.02, CHV.02, SEV.03, SEV.04, HIV.02, HIV.04, CC1.03, CC2.02, CO2.02,
CH2.03, SE4.02, HI2.01, HI3.01, HI4.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Causes
of Canadian Confederation and the implications of the British North America
Act |
|
6 |
COV.03, CCV.01, HIV.01, HIV.02, HIV.03,
CO2.02, CO3.02, CC1.03, HI1.02, HI1, 03, HI2.03, HI2.04, HI3.01, HI3.02,
HI3.03, HI4.01, HI4.03 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
Confederation Conference: A culminating
activity where students role-play the key players in the Confederation
debates |
Culminating
Activity for Unit 2
Students
prepare to participate in The London Conference (1866) role-playing a character
from Canadian history. These characters are representative of different
interest groups in 1866 (e.g., farmers, Aboriginal people, women, railway
interests, etc.), and also important individuals from Canada’s past. Using
researched material from this unit, as well as additional independent research,
students present a short two-to-three minute speech arguing the credibility of
this newly-proposed union, focusing upon issues particularly sensitive to their
character and region. Students compose a 500-word paper justifying the position
of the character they are representing. Students conduct research in a
systematic and verifiable way and are introduced to proper methodologies for
citing sources and creating a proper bibliography.
Time: 20 hours
Unit
Description
This unit
explores the evolution of the new Canadian nation from the year of
Confederation to the year of the completion of the Great War. Students examine
the wide range of forces that allowed one of Great Britain’s colonies to expand
physically and psychologically into the nation of Canada. They study the
implications of the National Policy as the nation expanded westward, and
examine the clash between European civilization and Aboriginal cultures in the
dynamics of the Red River and Northwest Rebellions. Students examine a variety
of immigrant groups and the divergent government policies toward those
immigrant groups in the late 19th century. The culture of Canada is influenced
by the equity struggles of workers, women, and regional groups. Students meet
such groups and personalities as the Knights of Labour, an Aboriginal person,
Emily Stowe, Jennie Trout, and Henri Bourassa. The identity of Canada is
influenced by the twin forces of Britain and the United States. Students focus
on the emerging Canadian identity by studying such issues as the Boer War, the
Alaska Boundary Dispute, and the Reciprocity Election of 1911. They witness
Canada’s growth to nationhood in the cauldron of the First World War and analyse
the tensions in Canadian society created by government policies related to
education, language, citizenship, and conscription.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
COV.01,
CCV.02, CCV.04, CHV.02, SEV.03, HIV.02, CO1.03, CC2.01, CC4.01, CH2.01,
SE3.04, HI2.03 |
Knowledge/
Understanding Thinking/Inquiry |
The
nation’s expansion westward |
|
2 |
COV.03,
CCV.02, CCV.03, CCV.04, CCV.05, HIV.01, HIV.03, CO3.02, CO3.03, CO3.04,
CO4.04, CC2.02, CC5.02, CH4.01, CC3.01, CC4.02, HI1.01 |
Knowledge/
Understanding Thinking/Inquiry |
Issues
related to regionalism, immigration and industrialism |
|
3 |
CCV.01, CHV.01, SEV.02, SEV.03, HIV.01, HIV.02, HIV.03,
SE2.01, SE2.03, CH4.01, SE5.01, SE1.02, SE3.01, CC1.02, HI1.01, HI2.01,
HI3.01 |
Knowledge/ Understanding Communication
Thinking/Inquiry Application |
Issues related to public education, women’s
equality, and Canadian autonomy |
|
4 |
COV.04,
CCV.01, HIV.03, CO4.05, CC1.04, HI3.03 |
Thinking/Inquiry
Communication Application |
Canada
overseas in World War I |
|
5 |
CHV.01,
CHV.02, HIV.02, HIV.03, CH2.03, CH2.04, SE4.04, SE5.04, CH1.02, CO4.02,
HI2.02, HI2.05, HI3.01, HI3.03 |
Knowledge/
Understanding |
Canada
at home in World War I: A culminating activity where students participate in
a mock parliamentary debate set in 1917 role playing members of the
Conservative and Liberal parties |
Culminating
Activity for Unit 3
Students
prepare for, and participate in, a mock parliamentary debate set in the year
1917. Students role play assigned roles from the political interests of the
day. Using researched material from this unit, they debate issues such as National
Policy and the response of Western Canada to this policy, the government
response to French minorities outside of Quebec, government immigration
policies, the proposed Reciprocity Treaty, and Canada’s contribution to the war
effort. At the conclusion of the debate, each student writes a position paper
on one of the issues presented in the mock parliamentary debate.
Time:
20 hours
Unit
Description
This unit
examines the developing maturity of Canada between the wars through to the end
of World War II. Students evaluate the evolution of Canada’s role on the
international stage. Students examine how this evolution leads to new
relationships with France, Britain and the United States and consequently has
an impact on Canada’s identity. They analyse the extent that Canada’s
international reputation as a humanitarian nation is merited, in light of
certain internal policies regarding Aboriginal peoples, refugees, and the roles
played by Canadian forces during international conflicts. Change and the
reaction to change in Canada is an overriding theme of this unit. As Canada
moves onto the international stage, a number of significant internal
developments are o
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
COV.04, CCV.01, SEV.03, HIV.02, CO4.02,
CO4.05, CC1.04, SE3.04, HI2.03, HI4.04 |
Knowledge/ Understanding |
Canada moves onto the international stage |
|
2 |
COV.03,
CCV.05, HIV.02, CO3.04, CO4.04, CH4.01, CH4.02, CH4.03, CH4.04, CH4.05,
HI2.04, HI2.05 |
Knowledge/
Understanding |
Canada’s
reputation as a humanitarian nation at home and abroad: How has it changed? |
|
3 |
CHV.02,
HIV.02, HIV.03, CH2.02, CH2.03, CH2.04, CH3.03, HI2.01, HI2.02, HI3.03 |
Knowledge/
Understanding Communication Thinking/Inquiry |
Quebec
and French Canadian nationalism: How it was developed and adapted from
1918–1945? |
|
4 |
CCV.03,
CCV.04, CCV.05, SEV.01, SEV.02, SEV.05, HIV.02, HIV.04, CC3.01, CC3.02,
CC3.03, CC4.02, CC4.03, CC5.02, SE1.03, SE2.01, SE2.02, SE5.01, SE5.02,
SE5.03, HI2.04, HI4.01, HI4.03 |
Thinking/Inquiry |
The
internal changes in Canada as a result of industrialization. Protest and
political reform. The changing roles of women |
|
5 |
CCV.01,
CCV.02, CHV.03, SEV.01, HIV.03, HIV.04, CC1.04, CC3.04, CH1.01, CH3.01,
CH3.02, SE2.03, SE4.01, HI3.01, HI3.03, HI4.01, HI4.02, HI4.03, HI4.04 |
Knowledge/
Understanding |
The
impact of change and international relations on Canada’s culture and
identity: A culminating activity |
Culminating
Activity for Unit 4
Students
take a role such as a researcher, museum or archive curator, teacher,
journalist, or writer who is living in 1945. Each is assigned the job of
preparing a retrospective look at the extent that life, attitudes, and values
in Canada have changed since the end of the First World War. The focus is to
analyse one aspect of Canadian life or one segment of Canadian society, (e.g.,
prairie farmers, French Canadians, urban factory workers, women, Aboriginal
people, immigrants, etc.). Students produce a product of a type that would be
associated with one of the careers related to the study of history (e.g. a
photo essay, an article, an analysis of primary documents, a short story). The
goal is to analyse the extent to which the human experiences of that individual
or group, including leisure activities, technology, socio-economic status, and
world view, have changed over the previous twenty-seven years. The product must
incorporate primary sources and clear bibliographic information. There must be
a clearly defined thesis that demonstrates how a particular individual or group
might have lived, what they believed and how their lives and views have changed
as a result of the events that have taken place between 1918 and 1945. This
provides students with the opportunity to apply their historical research
skills with a related career focus, and express their learning through multiple
intelligences.
Time: 20 hours
Unit
Description
This unit moves students into a
close examination of Canada in the post World War II period through to the
early years of the twenty-first century. Students are familiar with much of the
detailed content of this period from the compulsory Grade 10 Canadian History
in the Twentieth Century course. The focus, therefore, is to provide students
with the opportunity to examine and analyse the events of the last sixty years
within the context of establishing a definition of the Canadian identity. The
activities are organized around key themes of the late twentieth and early
twenty-first centuries. Students first examine the social, economic, and
political changes that have taken place in Quebec since 1945. The issues
associated with the Quiet Revolution, the growth of the separatist movement
both in Quebec and Western Canada, and the struggle throughout Canada over the
patriation of the constitution are examined. The values of Canadians in the
post-World War II period are analysed as they are expressed in government
legislation pertaining to the treatment of Aboriginal veterans, immigration,
multiculturalism, and human rights. The economy is traced from the immediate
post-war boom and examples of sectoral trade agreements, to the implications of
globalization and hemispheric trading blocs, to Canada’s future prosperity.
Students analyse Canada’s role on the international stage as a peacekeeper and
participant in significant international conflicts, as well as the impact that
such events have had on Canada’s self image. The extent that the United States
has had an impact on Canada’s culture and identity and the extent to which
Canadian identity has remained distinct are investigated as one of the major
themes of this unit. Throughout this unit, students refine and ultimately
submit their research paper on ‘What it Means to be a Canadian.’ The nature of
Canadian identity in light of modern historical events and key interpretations
of Canadian history are demonstrated in the culminating activity. In this
activity, students present a seminar that focuses on how Canadian identity is
demonstrated through cultural expression.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CHV.02,
CHV.03, SEV.04, SEV.05, HIV.02, HIV.03, CO4.03, CH2.01, CH2.02, CH2.03,
CH2.04, CH3.03, SE1.02, SE4.03, SE4.04, SE5.03, HI1.01, HI2.01, HI2.02,
HI2.05, HI3.01, HI3.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Quebec
and French Canadians: Before, During and After the Quiet Revolution: Was it a
Quiet Revolution or a Noisy Evolution? |
|
2 |
COV.03,
CCV.05, CHV.01, CHV.02, CHV.04, SEV.05, HIV02, HIV.03, HIV.04, CO3.01,
CO3.02, CO3.03, CO3.04, CO4.04, CC5.02, CC5.03, CC5.04, CH1.01, CH1.03,
CH1.04, CH4.01, CH4.02, CH4.03, CH4.04, CH4.05, SE5.01, HI2.02, HI2.03,
HI3.03, HI4.01, HI4.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Immigration,
Multiculturalism, and Human Rights: What more should be done to build a
Canada for all Canadians? |
|
3 |
CCV.04,
SEV.01, SEV.02, SEV.03, SEV.05, HIV.02, CC4.01, CC4.02, SE1.01, SE1.03,
SE2.01, SE2.02, SE3.01, SE3.02, SE3.03, SE3.04, SE5.02, HI2.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
From
Post-War Boom to the Global Economy of the 21st Century: Is our identity
still distinct? |
|
4 |
COV.04, SEV.05, HIV.01, HIV.02, HIV.04,
CO4.03, CO4.04, CO4.05, CC1.02, CC1.04, SE5.04, SE5.05, HI1.01, HI1.02,
HI1.03, HI2.03, HI2.04 |
Knowledge/ Understanding Communication
Thinking/ Inquiry Application |
New International Challenges: How to keep the
peace in an increasingly complex world? |
|
5 |
CCV.01,
CCV.02, CHV.03, SEV.03, HIV.02, HIV.04, CC1.03, CC1.05, CC2.03, CH3.01,
CH3.02, CH3.04, SE3.01, HI2.03, HI2.04, HI4.01, HI4.03 |
Thinking/
Inquiry Communication Application |
Living
beside a superpower and surviving? |
|
6 |
CCV.02,
CCV.05, CHV.01, HIV.01, HIV.02, HIV.03, HIV.04, CC2.02, CC5.02, CC5.03,
CC5.04, CH1.01, CH1.04, SE2.03, SE4.01, SE4.03, SE4.04, HI1.02, HI2.02,
HI2.04, HI2.05, HI3.01, HI3.03, HI4.01, HI4.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
How is
culture reflected within the themes of Canadian history? A Culminating
Activity Seminar |
Culminating
Activity for Unit 5
Students
present seminars focusing on the major themes in Canadian history since 1945
that have been articulated through an artistic or cultural expression. Students
are organized into small groups, each of which selects a different theme in
Canadian history. Each member of the group selects a different piece of work to
demonstrate the theme. For example, students in a group might select a number
of literary, artistic, or musical examples to demonstrate how Quebec has
defined itself within, and distinct from, Canada. Another group might research
and present examples of literary, artistic, or musical examples to demonstrate
how Canadian culture has been influenced by, or has remained distinct from,
American culture. The members of each group present the same theme, but each individual
must use a different example of how the theme has been expressed culturally or
artistically.
Time: 8 hours
Unit
Description
This
culminating unit takes the form of a series of debates based on the major
themes and interpretations of Canadian history that have been identified
through the previous five units of the course. Students are divided into teams
to debate the resolutions that are put forward as topics associated with ‘What
it means to be Canadian.’ Students have the opportunity through these debates
to present their thesis, research, and conclusions from the research paper that
has been submitted at some point in Unit 5. It is intended that the entire time
identified in this unit be used for students to plan and present their debates.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CCV.02,
CCV.05, CHV.01, HIV.01, HIV.02, HIV.03, HIV.04, CC2.02, CC5.02, CC5.03, CC5.04,
CH1.01, CH1.04, SE2.03, SE4.03, SE4.04, HI1.02, HI2.02, HI2.04, HI2.05,
HI3.01, HI3.03, HI4.01, HI4.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Canada’s
True Identity: A paper strewn path or a rich Cultural Mosaic? A series of
student debates on ‘What it means to be Canadian’ |
Culminating
Activity for Unit 6
Students engage in a series of
debates as to what has been the greatest influence on Canada’s identity and the
key elements that define this identity. A number of resolutions are put forward
on the major themes presented in the course. Students are divided into teams to
consolidate the research that has been presented in their research essay, and
argue for one of the two sides. Examples could include: Be it resolved that the
three original founding peoples of Canada (Aboriginal, French, and British)
have had the greatest influence on what Canada is today; Be it resolved that
policies and products of immigration serve to best define what Canada has been
and what it is today. Resolutions should be comprehensive so as to include all
of the major themes. Once students have taken part in a debate, each
participant produces a personal reflection on the extent that the debate topic
reflects her/his personal view of Canada’s identity.
This
course seeks to have students become independent, self-motivated learners who
will be prepared to su
In
this course, students become familiar with the major themes of Canadian history
as they develop within a chronological organization of units. Given that the
learning expectations clearly reflect the course title Canada: History,
Identity, and Culture, students are consistently encouraged to explore the
development of Canada’s identity and culture by becoming familiar with the
ideological, literary, artistic, social, military, and political history of the
country. In preparation for university level history courses, students are
given opportunities to become familiar with historiography by critically
analysing the key interpretations of Canadian history as they have developed
over time. Students are also provided with a foundation for the research and
organizational process involved in preparing an historical research essay.
The teaching/learning
strategies employed in this Grade 12 University History course should:
·
encourage
maximum student engagement in the learning activity;
·
encourage
student choice regarding the processes and products of learning in the History
classroom;
·
include
whole class, small group, and individual instruction;
·
use
electronic technology as appropriate;
·
address
a variety of learning styles;
·
provide
opportunities for genuine inquiry - to generate questions, apply a variety of
investigative approaches, and communicate learning in a variety of ways;
·
encourage
students in self-and peer evaluation;
·
use
formative assessment to provide opportunities for practice and consolidation;
·
make
authentic connections with the classroom, the school, and the local community;
·
respect
the cultural diversity of Ontario classrooms.
History has its own particular ways in which language is used to express concepts. In order to help all students, but especially ESL/ELD students, teachers should emphasize the following aspects of language in written and oral forms:
·
specialized
vocabulary/idioms
·
use
of a wide range of tenses, and of active and passive voice
·
words,
phrases, and clausal structures that indicate:
·
sequence/chronology
·
cause/effect
relationships
·
contrast/comparatives/superlatives
·
statements
of opinion, interpretation, inference
·
statements
of speculation/hypothesis/prediction
·
statements
of belief, intent, necessity, persuasion, evaluation, definition
·
explanations
of reason
·
formation
of questions for formal and informal circumstances, oral or written
·
active
listening skills: e.g., phrases and syntax that express encouragement, requests
for repetition, clarification, and restatement
·
activities
such as reading/listening tasks (case study/video viewing) that need a specific
and concrete product expected of students
·
completion
of a graphic organizer/re-enactment or structured oral response
·
note
taking/summarizing
·
non-verbal
communication skills, of particular importance to presentation tasks
Language
development and the expression of concepts taught are greatly facilitated if
written tasks are reinforced by oral tasks, and vice versa. Students
experiencing difficulties benefit greatly if models or scaffolds for oral and
written expressive communicative functions are initially provided for them by
their teachers.
The
Achievement Chart, which is the basis for assessment and evaluation in this
course, is found on pages 246 and 247 of The Ontario Curriculum, Grades 11
and 12, Canadian and World Studies, 2000. The chart identifies four major
categories of knowledge and skills: Knowledge/Understanding, Thinking/Inquiry,
Communication, and Application. These categories encompass the curriculum
expectations in all courses in Canadian and World Studies. When planning
courses and assessment, teachers should review the required curriculum
expectations and link them to these categories. They should ensure that all the
expectations are a
The
primary purpose of assessment and evaluation is to improve student learning. The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000
outlines the philosophy and guiding principles concerning assessment and
evaluation for Ontario teachers. Sample rubrics are provided for some of the
major activities and for the unit culminating activity. The course culminating
activity is designed to be a work in progress for all students. At the
beginning of the course, the teacher should examine Unit 6 to become familiar
with the suggested course culminating activity.
The activities and
performance tasks in this profile are examples of some strategies teachers may
use with their classes. The following are some generic suggestions for
assessment and evaluation techniques in History courses:
·
provide
opportunities for student learning to improve by using formative assessment
tools in each unit, e.g., visual organizers, practice quiz, self-and peer
editing of written work, teacher feedback;
·
model
the skill that students are to master, e.g., formulating a thesis, note taking,
report writing;
·
share
with students clearly developed criteria for their assessment and evaluation,
e.g., checklists, rubrics. Developing these tools with students helps to
clarify how and why they are being assessed or evaluated;
·
a
·
use
assessment tools that are appropriate for the expectations being addressed and
that relate to the categories on the achievement charts;
·
ensure
that criteria used for assessment match expectations in culminating activities
that involve performance assessment;
·
in
performance tasks involving group work, ensure that these tasks build in
positive interdependence and individual a
·
match
the assessment/evaluation strategy to the teaching/learning strategy.
Students
should become competent researchers and writers through the activities
suggested in this profile. They will also practise and demonstrate a variety of
written and verbal communication skills.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation.
The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment states that thirty per cent of the
grade is based on a final evaluation in the form of an examination,
performance, essay, and/or other method of evaluation suitable to the course
content and administered towards the end of the course.
Decisions
about how the thirty percent will be allocated are ultimately up to individual
teachers, schools, or boards. However, it is recommended that the thirty per
cent should be divided between at least two activities.
The
desired outcome is for all students to achieve su
Technology
can also be important in modifying activities and a
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Ajzenstat,
Janet, ed. Canada’s
Founding Debates.
Toronto: Stoddart Publishing Co., 1999.
ISBN 0-7737-3214-4
Bothwell,
Robert and J. L. Granatstein. Our Century: The Canadian Journey.
Toronto: McArthur and Company, 2000. ISBN 1552-781615
Bothwell,
Robert, Canada and Quebec: One Country, Two Histories. Vancouver: UBC
Press. 1995. ISBN 0-7748-0542-0
Boulton,
Marsha. The Just A Minute Omnibus. Toronto: McArthur & Co., 2000.
ISBN 1-55278-151-8
Boyko,
John. Last Steps to Freedom: the Evolution of Canadian Racism. Winnipeg:
Watson and Dwyer, 1995. ISBN 0-920486-11-8
Bumsted,
J.M. A History of the Canadian Peoples. Toronto: Oxford University
Press, 1998.
ISBN 0-19-541200-1
Burnet,
Jean R. Coming Canadians. Toronto: McClelland and Stewart, 1989. ISBN
0-7710-1783-9
Carter,
Sarah. Capturing Women: The Manipulation of Cultural Imagery in Canada’s
Prairie West. McGill-Queen’s University Press, 1997. ISBN 0-7735-1656-5
Calloway,
Colin G. New World for All: Indians, Europeans, and the Remaking of Early
America. Baltimore. Johns Hopkins University Press, 1997. ISBN 080185959X
Dickason,
Olive Patricia. The Myth of the Savage: And the Beginnings of French
Colonialism in the Americas. Edmonton. University of Alberta Press, 1997.
ISBN 0888640366
Dickason,
Olive Patricia. Canada's First Nations: A History of Founding Peoples from
Earliest Times, 3rd ed. Toronto: Oxford University Press, 2001. ISBN
019541652X
Encyclopedia
of North American History. Woodbridge: Marshal Cavendish, 1999. ISBN 0-7614-7084-0
Gillmor,
Don and Pierre Turgeon. Canada: A People’s History. Toronto: McClelland
and Stewart Ltd., 2000. ISBN: 0-7710-3340-0 – Volume1, ISBN: 0-7710-3341-9 –
Volume 2
Greer,
Allan. The People of New France. Toronto: University of Toronto Press,
1997.
ISBN 0-8020-7816-8
Greer,
Allan, ed. The Jesuit Relations. Boston: Bedford, 2000.
Hehner,
Barbara, ed. Spirit of Canada. Toronto: Cross Canada Books, 1999. ISBN
1-89421-14-7
Jaenan,
Cornelius and Cecilia Morgan, ed. Material Memory: Documents in
Pre-Confederation Don Mills: Addison-Wesley Longman Ltd., 1998. ISBN
0-673-98479-6
James,
Carl and Adrienne Shadd. Talking About Difference: Encounters in Culture,
Language and Identity. Toronto: Between the Lines Press, 1994. ISBN
0921284926
Karpinski,
Eva C. Pens of Many Colours: A Canadian Reader, 2nd ed. Toronto:
Harcourt, Brace and Company, Ltd., 1997. ISBN 0774735104
Keshen,
Jeffrey and Suzanne Morton, ed., Material Memory: Documents in
Post-Confederation Don Mills: Addison-Wesley Longman Ltd., 1998. ISBN
0-673-98480-X
Kingwell,
Mark and Christopher Moore. Canada Our Century: 100 Voices 500 Visions.
Toronto: Cross Canada Books, 1999. ISBN 0-385-25893-3
Lunn,
Janet, Christopher Moore and Alan Daniel. The Story of Canada, Revised
3rd ed. Toronto: Cross Canada Books, 2000. ISBN 1-55263-150-8
Mallory,
Enid. The Remarkable Years: Canadians Remember the 20th Century.
Markham: Fitzhenry and Whiteside, 2001. ISBN 1-55041-605-7
McPherson,
Kathryn, ed. Gendered Pasts: Historical Essays. Toronto: Beacon Press,
1999.
ISBN 0-195414497
Mollins,
Carl. Canada’s Century: An Illustrated History of the People and Events That
Shaped Our Identity. Toronto: Cross Canada Books, 1999. ISBN 1-55013-993-2
Moogk,
Peter N. La Nouvelle France: The Making of French Canada–A Cultural History.
Michigan State University Press. ISBN 0-87013-528-7
Morgan,
Cecilia, ed., Heroines and History. Toronto: University of Toronto
Press, 2001.
ISBN 0-802083307
Prentice,
Alison, ed., Canadian Women: A History. Toronto: Harcourt Brace, 1996.
ISBN 0-7747-3293-8
Ray,
Arthur. I have lived here since the world began: An Illustrated History of
Canada's Native People. Toronto: Key Porter Books, 1996. ISBN 155013986X
Strong-Boag,
Veronica and Anita Clair Fellman, Rethinking Canada: The Promise of Women’s
History. Toronto: Oxford University Press, 1997. ISBN 0-19-541291-5
Thorner,
Thomas, ed. ‘A few Acres of Snow’: Documents in Canadian History, 1577-1867.
Peterborough: Broadview, 1997.
Trofimenkoff,
Susan Mann, The Dream of Nation: A Social and Intellectual History of Quebec.
Toronto: Macmillan, 1982. ISBN 0-7715-5691-8
Trudel,
Marcel. Introduction to New France. Toronto: Quintin Publications, 1997. ISBN 188656065X
Symbols
of Canada. Ottawa.
Government of Canada-Canadian Heritage. ISBN 0-660-17770-6
White,
Richard. The middle ground: Indians, Empires, and republics in the Great
Lakes Region 1650-1815. Cambridge University Press, 1991. ISBN 0-521-37104-x
Videos
Canada:
A People’s History. Videocassette.
CBC.
A sweeping saga that explores Canada’s history from when the world began around
the year 15000 B.C. to 1990. Includes exploration, first encounters between
Native peoples and Europeans, the development of the Canadian nation, major
events in Canadian history and current issues.
Canada:
Growth and Change Video Series. Videocassette. Prentice-Hall Canada. 1996.
This is a series of six videos that address the entire twentieth century on
issues such as immigration, regionalism, peace and conflicts in Quebec, rights
and responsibilities and economic links. The material has been gathered from
CBC sources.
The
Canadian History Series: 1945-1995. Videocassette. Epoch Multimedia Inc.
Available in French and English, this series of six videos covers Canadian
history from 1945 to 1995, drawing on the themes of Canadian-American
relations, Canada and the world, economic development and technological change
in Canada, French-English relations and social and cultural change in Canada.
Mosaic:
The Social Background of Canada. Videocassette. Prod. CTV Television Network. Magic Lantern Videos.
1990.
This program examines how Canadians face the challenge of living in such a
geographically vast country that is bilingual and increasingly becoming
multi-racial and multi-ethnic.
Who
Gets In?
Videocassette. Dir. Barry Greenwald. Prod. Michael Scott and John Naylor.
National Film Board of Canada. 1989.
An interesting documentary about Canada’s immigration process and policies. It
is shot in Africa and Hong Kong and reveals the diverse experiences of new
immigrants applying for entry to Canada.
Canadian
History Debate – www.canadahistory.cin/index.htm
Brings the richness of Canadian culture, diversity and heritage to the world.
Collects, presents and disseminates writings, visual sources and opinions on
all aspects of Canadian history.
Curricular
Resources in Canadian Studies – www.cln.org/subjects/can-histcur.html
A list of pages to supplement the study of Canadian history. Theme pages
contain links to useful Internet sites about a topic. For example, the Canadian
military history theme page, the Canadian heritage theme page, and Canadian
portraits. Also provides links to teacher resources and lesson plans.
National
Archives of Canada – www.archives.ca/08/08e.html
Includes living memory section, searchable by themes such as arts and culture,
politics and government, women, war. Also searchable by time periods. The
peoples’ section includes biographies of Prime Ministers and 120 other
prominent Canadians. Also sections on World Wars, Aboriginal peoples. Includes
teachers’ guide.
Oh
Canada – www.ualberta.ca/bleeck/canada
Site provides a
Oh
Canada – www.macabees.ab.ca/Canada/canhist.html
Provides a
Canadian
Symbols and Emblems – http://canadaonline.about.com/cs/canadasymbols/index.htm
Links to articles on the Canadian flag, coat of arms, motto, national colours,
and symbols including the beaver and maple leaf. Provides history of each and
significance. Also a section on Canadian music.
Citizenship
and Immigration – Milestones of the 20th Century –
www.cic.gc.ca/english/about/milestones
A brief look through pictures and text at the history of immigration in Canada.
Focus on cultural diversity and positive influence of immigration on Canadian
society.
The
Great Canadian History Page – www.3.sk.sympatico.ca/vavrr
A list of links to information on every conceivable topic in Canadian history,
including Aboriginal peoples, French Canadian culture, Prime Ministers,
important documents. Also provides links to the National Library of Canada, the
National Museum of Science and Technology, the CBC, Maclean’s magazine and
other Canadian sites. Comes with teacher’s resource lists.
Canada:
Birth of our Nation – Competition, Conquest, Colonization
– www.rockyview.ab.ca/bpeak/students/canada/canfront.html
Well organized into subject areas, for example Aboriginal peoples, other
groups, Confederation, settlements, roles of France and England and more. Each
subject area contains links to articles on topics relevant to that subject.
Early
Canadiana Online – www.canadiana.org/eco/english
A digital library of primary sources in Canadian history from the first
European contact to the early twentieth century. Particularly strong in the
areas of literature, women, Native studies and the history of French Canada.
Canadian
History on the Web – Historical Documents Section
– http://members.home.net/dneylan/hisdoc.html
Links to sites containing historical documents and primary sources. For
example, there is a section on immigration which includes passenger lists and a
description of handbooks immigrants received. Also includes a section on
testimony of fugitives on the Underground Railroad.
The
Grade 12 Canada: History, Identity and Culture course provides students with
the opportunity to acquire skills and knowledge that they need in order to
pursue education and career goals and to carry out social responsibility. This
course will provide students with learning experiences that are consistent with
program goals outlined in Choices into Action, Guidance and Career Education
Program Policy for Ontario Elementary and Secondary Schools, 1999. Students
relate what they are learning in this course to personal aspirations and
interests and to possible work and life roles. To reach this objective,
teachers should offer a range of career exploration activities. See, for
example, the culminating activity for Unit 4. In some cases, students may
benefit from co-operative education and work experience. If teachers choose to
add this component to the course, examples of ways of providing these
opportunities for students are suggested in Ontario Schools, Grade 9 to
Grade 12, Program and Diploma Requirements, 1999,
section 7.5, Co-operative education and work experience (pp. 52-54)
This
course also gives consideration to integrating technology across the curriculum
(i.e.,, use of Internet in research), aiding students with special needs (a
Students
taking this course may earn either an optional credit or an additional
compulsory credit for diploma requirements.
Coded
Expectations, Canada: History, Identity, and Culture, Grade 12, University Preparation,
CHI4U
COV.01 · describe the main features of
life in selected Aboriginal societies in Canada prior to contact with Europeans
and how they have changed over time;
COV.02 · analyse the principal
characteristics of the French and English colonial experiences in Canada;
COV.03 · assess the significance of su
COV.04 · evaluate the evolution of
Canada’s role on the international stage.
Aboriginal
Peoples
CO1.01 – describe various aspects of
Aboriginal life (e.g., economic life, spirituality, relationship with the
environment, political organization) prior to contact with Europeans;
CO1.02 – explain why and how Aboriginal
peoples helped European colonists adapt to their new environment;
CO1.03 – analyse the impact of European
contact on the lives of Aboriginal peoples and evaluate the responses of
Aboriginal peoples (e.g., spread of disease; territorial relocation;
introduction of new weapons and trade goods; rebellions of Pontiac and
Tecumseh, and at Oka; consequences of the Royal Proclamation of 1763; political
agitation for self-government);
CO1.04 – describe the contributions of
Aboriginal peoples to the development of Canadian identity and culture.
Colonial
Canada
CO2.01 – compare the colonizing policies
of the French (e.g., Company of One Hundred Associates, Catholic missionaries,
Colbert’s compact in Laurentian society, seigneurial system) and the British
(e.g., absentee landlords in Prince Edward Island, settlement of Napoleonic War
veterans, clergy and Crown reserves in Upper Canada) in colonial Canada;
CO2.02 – demonstrate an understanding of
colonial history as it contributed to the concept of Canada as the product of
“two founding nations” (e.g., Royal Proclamation of 1763; Quebec Act, 1774;
Constitutional Act, 1791; Lord Durham’s Report; Confederation);
CO2.03 – describe significant sectarian
divisions within colonial society and how they shaped the political and
cultural issues of the period (e.g., tensions between early and latter-day
Loyalists; Ryerson’s Methodism and the Church of England; Irish–Scottish
tensions).
Immigration
and Identity
CO3.01 – analyse the factors that led to
revisions of Canada’s immigration policies;
CO3.02 – describe significant waves of
immigration (e.g., United Empire Loyalists in the late 1700s, Black immigration
in the early 1800s, British immigration in the 1840s, Sifton’s “men in
sheepskin coats”, post–World War II immigration, Asian and African immigration
in the 1990s) and settlement patterns, and how they helped shape Canadian
identity and culture;
CO3.03 – describe the types of immigrants
the Canadian government sought to attract at the end of the nineteenth century
and the strategies immigration officials used to attract them;
CO3.04 – describe how ethnocultural
identities have been expressed in different provinces and regions at different
times (e.g., African Canadians in Nova Scotia, Chinese labourers in British
Columbia, Ukrainian grain farmers on the Prairies, post–World War II Italian
immigrants in Hamilton and Toronto).
Canada’s
International Role
CO4.01 – demonstrate an understanding of
Canada’s role in international affairs prior to Confederation (e.g., French
colonial trade under Louis XIV, trade between the Atlantic colonies and New
England, Seven Years’ War, War of 1812, Fenian raids);
CO4.02 – analyse Canada’s development as an
autonomous nation in the first half of the twentieth century (e.g.,
establishment of the Department of External Affairs, Treaty of Versailles,
Chanak Crisis, Statute of Westminster);
CO4.03 – describe the nature of Canada’s
role in international organizations in the twentieth century (e.g., development
of the United Nations Charter, John Humphrey and the Universal Declaration of
Human Rights, the Commonwealth, la Francophonie);
CO4.04 – evaluate the extent to which
Canada’s reputation as a humanitarian nation is merited (e.g., Canadian
treatment of Aboriginal peoples, Canada as a destination for escaping slaves in
the nineteenth century and refugees in the twentieth century, peacekeeping
efforts, United Nations rankings);
CO4.05 – demonstrate an understanding of
how Canada’s participation in significant international conflicts (e.g., Boer
War, World War I, World War II, Korean War, Cold War, Gulf War) changed the way
the country was perceived by the international community.
CCV.01 · analyse how Canada’s changing
relationships with France, Britain, and the United States have influenced the
formation and transformation of Canada’s identity;
CCV.02 · demonstrate an understanding of
the conflict between east–west and north–south linkages and their impact on the
maintenance of Canadian identity;
CCV.03 · describe Canada’s transformation
from a rural, agricultural nation to an urban, industrial nation;
CCV.04 · analyse the relationship between
major social and technological changes in Canada;
CCV.05 · evaluate the extent to which
Canada has been transformed into a pluralistic society.
Transformation
of Canadian Identity
CC1.01 – demonstrate an understanding of
the resistance of French and British settlers to the establishment of European
colonial institutions (e.g., coureurs de bois, habitant relationships with the
Catholic church, William Lyon Mackenzie versus the Family Compact, the Métis);
CC1.02 – describe significant steps in Canada’s
changing role within the British Empire and Commonwealth (e.g., Washington
Treaty, 1871; Laurier at the Imperial Conferences of 1897; Naval Services Bill,
1910; creation of the Canadian Corps, 1915; Suez Crisis, 1956);
CC1.03 – analyse how conflicts and
compromises between Canada and the United States have helped to shape Canadian
identity (e.g., migration of the United Empire Loyalists; War of 1812; 1849
Annexation Manifesto; Confederation; North American Air Defence Command;
Trudeau’s recognition of the People’s Republic of China; the North American
Free Trade Agreement);
CC1.04 – describe the ways in which the
world wars and other conflicts of the twentieth century altered Canadians’
self-image (e.g., Vimy Ridge, Canadian soldiers in Hong Kong in 1941, Korean
War, Pearson and peacekeeping, American draft dodgers in Canada during the war
in Vietnam, the Gulf War);
CC1.05 – assess the effectiveness of
attempts to protect Canadian culture from American domination (e.g., creation
of the CBC, Canadian content rules in broadcasting, the Governor General’s
Awards, the Order of Canada, attempts to protect cultural industries in trade
agreements).
East–West
and North–South Forces
CC2.01 – assess the origins and results of
Macdonald’s National Policy (e.g., tariff protection, development of domestic
agricultural markets, Laurier and reciprocity, Mackenzie King and tariffs,
branch plants);
CC2.02 – demonstrate an understanding of
the causes and implications of Canadian regional differences (e.g., economic
disparity between Central and Atlantic Canada, cultural differences between
Quebec and the rest of Canada, geographic separation of Western Canada);
CC2.03 – analyse the reasons for Canada’s
close political and economic relationship with the United States (e.g., extended
border, concentration of American ownership in the Canadian economy).
Urbanization
and Industrialization
CC3.01 – describe the evolution of
industrialization and urbanization in Canada;
CC3.02 – assess the effects of
industrialization on the regions and peoples of Canada (e.g., Aboriginal
peoples, Prairie farmers, French-speaking industrial workers, Cape Breton
steelworkers, Newfoundland fishers);
CC3.03 – evaluate the economic and
cultural contributions of Canadian agricultural and resource-based communities
(e.g., northern resource towns; Prairies as breadbasket of Canada; birthplace
of medicare; writers such as Thomas Chandler Haliburton, Pauline Johnson, W.O.
Mitchell, Antonine Maillet);
CC3.04 – evaluate the economic and
cultural contributions of Canadian cities (e.g., support for multicultural
diversity; role as financial centres; urban literature by Mordecai Richler,
Robertson Davies, Michel Tremblay; art galleries and theatres).
Technology
and Society
CC4.01 – analyse how changes in transportation
and communications technology (e.g., the Canadian Pacific Railway, publicly
owned transportation and communication links, Diefenbaker’s Near North policy,
Anik satellite) have influenced Canadian society and identity;
CC4.02 – analyse how the cultures of
Canadian workplaces have been affected by technological changes (e.g., the age
of steam and the shipping industry, electrification and factories, the
typewriter and office work, the combine and farming, the snowmobile and Inuit
hunting);
CC4.03 – evaluate the extent to which
technological and scientific innovations in the home (e.g., the introduction of
electricity and electrical appliances, scientifically based advice on child
rearing) have affected Canadians’ everyday lives and helped shape national identity.
Cultural
Pluralism
CC5.01 – assess whether British colonial
policies were directed towards the creation of a homogeneous society in Canada
(e.g., Articles of Capitulation; Treaty of Paris, 1763; Quebec Act, 1774; Act
of Union, 1840; nineteenth-century immigration policies);
CC5.02 – analyse how obstacles that made
it difficult for immigrants to participate fully in Canadian society (e.g.,
discrimination in employment, Immigration Acts, denial of the franchise,
wartime discrimination and internment, stereotyping in literature and the
media) have been challenged and reduced over time;
CC5.03 – explain the basic objectives of
Canada’s official policy of multiculturalism (e.g., recognition of ethnic
diversity and the contributions of diverse cultures) and its relationship to
bilingualism and biculturalism, and explain how support for and opposition to
the policy have changed over time;
CC5.04 – assess the difficulties in
maintaining a united country while promoting diversity through
multiculturalism.
CHV.01 · analyse the evolution of
citizenship in Canada;
CHV.02 · demonstrate an understanding of
the characteristics of the French presence in Canada and its contributions to
Canadian identity;
CHV.03 · describe the role of literature,
the arts, and popular culture in the development of a distinctive Canadian
culture;
CHV.04 · evaluate Canada’s evolving
identity as a just society by analysing changes in Canadian perspectives,
policies, and documents on human rights.
Canadian
Citizenship
CH1.01 – demonstrate an understanding of
the development of citizenship in Canada (e.g., from British subject to
Canadian citizen);
CH1.02 – explain how and why citizenship
rights have been denied at particular times to certain ethnocultural minorities
(e.g., Chinese, Ukrainian, or Japanese Canadians);
CH1.03 – describe the actions that groups
who have been denied full citizenship have taken to achieve that status (e.g.,
women, Chinese immigrants, Aboriginal peoples);
CH1.04 – demonstrate an understanding of
what it means to be a Canadian citizen at the beginning of the twenty-first
century.
French-Canadian
Identity
CH2.01 – describe the character and
development over time of francophone communities outside Quebec (e.g., Acadians
in New Brunswick, Franco-Ontarians, Franco-Manitobans, Métis);
CH2.02 – describe the historical roots and
modern manifestations of bilingualism and biculturalism and how events have
shaped the meaning of these terms;
CH2.03 – analyse why and how the people of
Quebec have acted to preserve their political identity (e.g., the Rebellion in
Lower Canada, the response to a balanced assembly under the Act of Union,
negotiation of terms of Confederation, opposition to conscription, legislation
during the Quiet Revolution);
CH2.04 – describe the role of significant
Quebec-based political figures in the development of the French presence in
Canada (e.g., Louis-Hippolyte LaFontaine, Henri Bourassa, Maurice Duplessis,
Pierre Trudeau, René Lévesque, Jeanne Sauvé).
Culture
and Identity
CH3.01 – analyse how Canada and Canadians
have been portrayed by a representative sample of writers, visual artists,
musicians, composers, and filmmakers, and in television shows (e.g., Susanna
Moodie, Gabrielle Roy, Timothy Findley; Cornelius Krieghoff, Group of Seven;
Oscar Peterson, Glenn Gould, Susan Aglukark; Denys Arcand, Alanis Obomsawin; Les
Plouffe, Due South, North of 60);
CH3.02 – analyse how American movies,
television, music, advertising, professional sports, and other consumer
products have posed challenges to the creation of a home-grown Canadian
identity;
CH3.03 – describe the strategies that
French Canada has used to preserve francophone culture (e.g., Société
Radio-Canada, film subsidies in Quebec, French-language literary awards, Bill
101);
CH3.04 – analyse how Canadian governments
and leaders have used symbols and supported organizations to promote Canadian
culture (e.g., Canadian flag, national anthem, Canadian Broadcasting
Corporation, National Film Board, Canada Council, Ontario Black History
Society).
Human
Rights in a Just Society
CH4.01 – describe the origins and various
incidents of prejudice and discrimination in Canada’s history (e.g., expulsion
of the Acadians, residential schools for Aboriginal children, unwillingness to
admit Jewish refugees from Nazism, discrimination in hiring against people with
disabilities);
CH4.02 – analyse the individual and social
costs of human rights violations in Canadian history;
CH4.03 – identify and critically analyse
the efforts of Canadian individuals and groups who have worked to promote human
rights within Canada (e.g., National Council of Women, Child Savers, Tommy
Douglas, Elizabeth Fry Society, Ovide Mercredi);
CH4.04 – identify how various provincial
and federal statutes (e.g., British Columbia’s Unemployment Relief Act, 1931;
the Ontario Human Rights Code, 1990; the Canadian Bill of Rights Act, 1960; the
Charter of Rights and Freedoms) have sought to protect the human rights of
Canadians;
CH4.05 – evaluate current developments
within Canada that address the equitable treatment of individuals and groups
(e.g., apology and reparations to Japanese-Canadian internees in
World War II; Aboriginal self-government; gay rights; equal pay for work of
equal value).
SEV.01 · describe the development of
Canada’s social programs and their significance in terms of Canadian identity;
SEV.02 · analyse how women’s participation
in Canadian society has changed over time;
SEV.03 · assess the impact of Canada’s
major economic relationships on Canadian sovereignty;
SEV.04 · describe and evaluate the nature
of the Canadian political system and the groups and individuals who contributed
to its development;
SEV.05 · assess the efforts of popular
movements to reform Canadian society.
Social
Programs and Policies
SE1.01 – demonstrate an understanding of
the history, development, and extent of Canada’s social programs (e.g.,
unemployment insurance, family allowance, medicare, pension plans);
SE1.02 – assess the extent to which
education has been used in Canada as an instrument for shaping regional, provincial,
and national identities (e.g., Jesuit schools, Egerton Ryerson’s public school
system, the Manitoba Schools Question, Catholic and public school systems,
residential schools for Aboriginal children, French-language education in
Quebec in the 1990s);
SE1.03 – assess how labour legislation has
evolved in response to changes in the workforce and the workplace (e.g., laws
setting maximum hours and minimum wages, restrictions on child labour, pay
equity).
Women in
Canada
SE2.01 – analyse the extent to which
women’s traditional roles as wives and mothers and their status in Canadian
society have changed since Victorian times;
SE2.02 – analyse women’s changing
participation in the paid labour force;
SE2.03 – analyse the contributions of
women to the Canadian identity (e.g., Marguerite Bourgeoys, Mary Ann Shadd,
Agnes Macphail, Emily Carr, Thérèse Casgrain, Kahn-Tineta Horn, Margaret
Laurence, Bertha Wilson, Roberta Bondar).
Economic
Relations and Policies
SE3.01 – describe the evolution of economic relations
among North American nations (e.g., National Policy, the Reciprocity Election
of 1911, the Auto Pact, Canada–U.S. Free Trade Agreement, North American Free
Trade Agreement) and the impact on the Canadian economy;
SE3.02 – evaluate how the process of economic
globalization (e.g., General Agreement on Tariffs and Trade, Asia-Pacific
Economic Cooperation, World Trade Organization) has challenged Canadian
economic and cultural autonomy (e.g., control over cultural industries);
SE3.03 – assess the relationship between
modern economic and humanitarian practices in Canada (e.g., foreign aid to and
trade with Cuba, military support for the Gulf War, trade with the People’s
Republic of China, sale of nuclear technology to Pakistan);
SE3.04 – assess the effectiveness of
post-Confederation government economic policies designed to promote Canadian
sovereignty (e.g., National Policy, Foreign Investment Review Agency, National
Energy Policy, split-run legislation).
Political
Structures
SE4.01 – describe past and present
Aboriginal political organizations (e.g., Ojibwe clan system, Iroquois
Confederacy, western Arctic Inuit hereditary leadership, the Assembly of First
Nations);
SE4.02 – demonstrate an understanding of
the principles of the Canadian political system (e.g., “peace, order and good
government”; concept of federalism; parliamentary democracy; cabinet system);
SE4.03 – describe the role of selected
significant events and legislation in the development of the current Canadian
political system (e.g., the Conquest; the Quebec Act; the Constitutional Act,
1791; the Rebellions in Upper and Lower Canada; responsible government;
Confederation; the Balfour Report; the Constitution Act, 1982);
SE4.04 – describe the contributions of
selected prime ministers (e.g., Macdonald, Laurier, Borden, King, Pearson,
Trudeau) to the evolution of the Canadian identity.
Popular
Reform Movements
SE5.01 – analyse the evolution of the
women’s movement in Canada (e.g., married women’s property reform, Woman’s
Christian Temperance Union, the Famous Five and the Persons Case, Royal
Commission on the Status of Women);
SE5.02 – analyse the evolution of the
labour movement in Canada (e.g., Knights of Labor, One Big Union, Winnipeg
General Strike, Asbestos strike, Canadian Labour Congress, the drive to
organize young workers in the service sector);
SE5.03 – demonstrate an understanding of
the rise of popular reform movements in western Canada (e.g., United Farmers of
Alberta, “Bible Bill” Aberhart and Social Credit, Co-operative Commonwealth
Federation);
SE5.04 – assess the influence of anti-war
sentiment in Canadian history (e.g., J.S. Woodsworth, opposition to
conscription, the anti-nuclear movement during the Cold War, Voice of Women);
SE5.05 – analyse the growth of
environmentalism (e.g., the establishment of national parks, Federation of
Ontario Naturalists, Greenpeace) and its influence on how Canadians live.
HIV.01 · demonstrate an understanding of
historians’ methods of locating, gathering, and organizing research materials;
HIV.02 · critically analyse
interpretations related to Canadian history, culture, and identity;
HIV.03 · communicate opinions and ideas
based on effective research clearly and concisely;
HIV.04 · demonstrate an ability to think
creatively, manage time efficiently, and work effectively in independent and
collaborative study.
Research
HI1.01 – formulate questions for research
that lead to a more profound understanding of the evolution of Canadian
culture, drawing on examples from Canadian history;
HI1.02 – conduct organized research, using
a variety of information sources (e.g., primary and secondary sources,
audio-visual materials, Internet sites) that present a diverse range of
perspectives on Canadian history and culture;
HI1.03 – organize research findings, using
a variety of methods and forms (e.g., note taking; graphs and charts, maps and
diagrams).
Interpretation
and Analysis
HI2.01 – demonstrate an ability to
distinguish bias, prejudice, stereotyping, or a lack of substantiation in
statements, arguments, and opinions;
HI2.02 – compare key interpretations of
Canadian history (e.g., as reflected in the “two founding nations” thesis or
the notion of
HI2.03 – explain relationships and
connections in the data studied (e.g., chronological ties, cause and effect,
similarities and differences);
HI2.04 – draw conclusions based on the
effective evaluation of sources, analysis of information, and awareness of
diverse historical interpretations;
HI2.05 – demonstrate an ability to develop
a cogent thesis substantiated by effective research.
Communication
HI3.01 – communicate effectively, using a
variety of styles and forms (e.g., essays, debates, role playing, group presentations);
HI3.02 – use an a
HI3.03 – express ideas, opinions, and
conclusions clearly, articulately, and in a manner that respects the opinions
of others.
Creativity,
Collaboration, and Independent Study
HI4.01 – demonstrate an ability to think
creatively in reaching conclusions about both assigned questions and issues and
those conceived independently;
HI4.02 – use a variety of time-management
strategies effectively;
HI4.03 – demonstrate an ability to work
independently and collaboratively and to seek and respect the opinions of
others;
HI4.04 – identify various career opportunities related to the study of history (e.g., researcher, museum or archive curator, teacher, journalist, writer).
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