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About the course

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. Note: This course description reflects the revisions that have been made to the history courses as part of Ontario’s curriculum strategy in response to the Truth and Reconciliation Commission’s Calls to Action numbers 62 and 63.

Canadian History since World War I

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)


Course Code

Department Head & Contact Information


Course Type


Grade Level

Grade 10

Course Development Date

June 10th, 2021

Course Outline

Canada 1914-1929

In this unit students will read various material on World War I. These include but not limited to: the weapons, trench warfare, the Halifax Explosion, Canadian fighter pilots and conscription. Students will examine the Treaty of Versailles and the different types of propaganda and propaganda machine used during this war. Students will learn about the Flu. They will explore different Canadian inventors from the ’20s. They will also look at the Winnipeg General Strike, the Group of Seven and the Dionne Quintuplets.

Expected Hours of Instruction: 27 Hours

Canada 1929-1945

The great depression has left a stain on the world. In this unit students will examine the cause and determine what we can take from that era to prevent another such event. They will study the rise of Nazism and the cause and effect of World War 2 on Canada and the world. Students will look at when the Nazi troops arrived in France and learn about the children of the Holocaust and the role Irene Sendler played.

Expected Hours of Instruction: 27 Hours

Canada 1945-1982

In this unit, students will examine the Cold War period and its impact on Canada and the world. Students will learn about the formation of different military alliances including NATO and NORAD and their purpose. Students will analyze the Great Flag Debate and explore how Canada adopted it. Students will look at the relationship between Quebec and Canada during this time period as well as the October Crisis. Students will also learn about Pierre Trudeau and his contribution to Multiculturalism in Canada.

Expected Hours of Instruction: 27 Hours

Canada 1982- Present

In this unit, students will learn about Canada and National Unity, specifically the Meech Lake Accord, the Charlottetown Accord and the 1995 Referendum. They will be introduced to Romeo Dallaire and the Rwandan Genocide. Students will also learn about Canada’s local hero, Terry Fox and his significance to Canadians. Students will examine Canada’s role as a world player, specifically addressing international political issues, the War on Terror and Canada’s role in Afghanistan. This course will address aboriginal affairs and the ongoing issues regarding this in Canada. They will look at Quebec’s Sovereignty and Canada’s identity.

Expected Hours of Instruction: 27 Hours


This is a proctored exam worth 30% of your final grade.

Expected Hours of Instruction: 2 Hours

Total Hours: 110 hours


This course does not require or rely on any textbook.

● Every student needs access to an electronic device to communicate with their teacher
● All class notes and assignments will be provided by teachers.

Overall Curriculum Expectations

A. Historical Inquiry and Skill Development

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

B. Canada, 1914–1929

B1: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups in Canada
B2: analyze some key interactions within and between different communities in Canada, and between Canada and the international community, from 1914 to 1929, and how they affected Canadian society and politics
B3: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identity, citizenship, and heritage in Canada

C. Canada, 1929–1945

C1: describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups in Canada
C2: analyze some key interactions within and between communities in Canada, 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 identity, citizenship, and heritage in Canada between 1929 and 1945

D. Canada, 1945–1982

D1: describe some key social, economic, and political events, trends, and developments in Canada between 1945 and 1982, and assess their significance for different groups in Canada
D2: analyze some key experiences of and interactions between different communities in Canada, 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 Aboriginal peoples, Québécois, and immigrants, contributed to the development of identity, citizenship, and heritage in Canada between 1945 and 1982

E. Canada, 1982 to the Present

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 in Canada
E2: analyze some significant interactions within and between various communities in Canada, 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 identity, citizenship, and heritage in Canada from 1982 to the present

Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate.

These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for may or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).

For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies, 2018 ; Date of extraction: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English-language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution.

This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other. This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning.

Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members. This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution.

Each student in turn does this. The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself. Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique.

This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.

Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course

Final Exam 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%

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