About the course
This course covers Canada’s metamorphosis over nearly a century, from the Great War to the country’s current form. Students will explore the different communities in Canada as well as Canadian heritage and identity. Students will develop an ability to use historical thinking and the historical inquiry process, to investigate historical developments and how they have helped shape communities in present-day Canada.
Canadian History since World War I
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
None
Course Code
Department Head & Contact Information
CHC2P
Ravi Sharma(ravi@mylearningoasis.com)
Course Type
Applied
Grade Level
Grade 10
Course Development Date
June 10th, 2021
Course Outline
Basic Description
Expected Hours of Instruction
What is History?
This unit addresses the definition of history. It will enable students to develop an ability to apply the concepts of historical thinking and the historical inquiry process, and how those skills can be applied to various careers. This unit is designed to prepare students for studying the concepts covered in later units.
15 hours
1914-1929: The Great War and Social Change
This unit focuses on a pivotal era in Canadian History; the years during and following the First World War. In this unit, students will learn about the perspectives of various regions and groups within Canada during the period. In examining the First World War, students will analyse Canada's participation, and what the country's participation meant for Canada. Students will examine the economic, political, and social impacts of Canada's involvement in World War One.
20 hours
1929-1945: Depression and War
This unit covers the stock market crash, which resulted in the Great Depression, and Canada's involvement in the Second World War. Students will study the Great Depression and its effects on the Canadian economy, the general racist and anti-semitist views of the world at that time and how Canada was perceived in international affairs after the Second World War.
20 hours
1945-1982: Post-War Life in Canada
The fourth unit in this course covers Canadian history from the end of the Second World War until 1982. Students will have a better understanding of Canada’s attempts at protecting citizens from hardships in the economic and social spheres. They will analyse changing philosophies regarding the responsibilities of government, and the development of a Canadian identity. This unit will also examine Canada's role in the Cold War and subsequent international politics.
20 hours
1982-Present: Recent History and Our Modern World
The final unit of this course will take students through an in-depth analysis of modern Canada, including but not limited to the daily lives at the end of the century, the changing cultural and political environment, and Canada’s growth into an international powerhouse.
20 hours
Project
The final portion of this course is composed of a two-part final project. Throughout the course, students will be developing a website. About the content they learn. Following this, students will be required to complete a viva voce in which they assess aspects of their website.
15 hours
Total
110 hours
Resources
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. RESEARCH AND INQUIRY SKILLS
A1
Exploring: explore topics related to philosophical questions and/or issues, and formulate questions to guide their research
A2
Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate philosophical research and inquiry methods
A3
Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry
A4
Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.
B. PHILOSOPHICAL FOUNDATIONS
B1
Identifying the Big Questions: describe the main areas of philosophy and identify the big questions that arise in each area
B2
Philosophers and Philosophical Traditions: demonstrate an understanding of how major philosophers and philosophical traditions approach some of the big questions of philosophy
B3
Defining Terms and Concepts: demonstrate an understanding of terms and concepts central to discussions of the big questions of philosophy, and of how these terms and concepts are used in various philosophical traditions.
C. PHILOSOPHICAL SKILLS
C1
Philosophical Reasoning: demonstrate an understanding of terms, methods, and fallacies associated with philosophical reasoning
C2
Evaluating Philosophical Responses to Big Questions: analyse, using their own philosophical reasoning skills as well as the arguments of other critics, the strengths and weaknesses of the responses of major philosophers or schools of philosophy to some of the big questions of philosophy;
C3
Developing Philosophical Responses: use philosophical reasoning and critical thinking skills to formulate responses to big questions of philosophy and to arguments encountered in everyday life.
D. THE RELEVANCE OF PHILOSOPHY
D1
The Relevance to Everyday Life and Society: demonstrate an understanding of the relevance of philosophical questions, theories, and skills to their everyday life and to the community and broader society
D2
The Relevance to Education and Careers: demonstrate an understanding of the relevance of philosophy to other subject areas and careers.
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 many 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 to 12: Social Sciences and Humanities, 2013; Pg 35-38 Date of extraction: date: 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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