Canadian History XI

COURSE DESCRIPTION

Canadian history is absolutely incredible when given a chance, and when approached in the right manner . If you take the time to dig into Canada's history, you are likely to find a past that is as rich and as fascinating as any other country's.

COURSE DESCRIPTION II

• Illuminating the past, challenging you to think critically and creatively, and building the academic and social skills necessary for future educational and career endeavors are the cornerstones of this course. Throughout the course you will be encouraged to be an active participant through debates, simulations, and role-playing. The ultimate success of the course depends on you!

Canadian History XI• This course is designed to help you learn

more about Canada and its history. • In short, it will examine:

– how Canada was created and how it has evolved

– who have been the key figures in its development

– what has been Canada’s role in the international community.

Units of Study:• Pre Unit & Unit One:

Canada’s Government, Aboriginal Studies, First Contact, Colonization, & Mercantile Trade

• Unit Two: New England, New France, Seven Years War, American

Revolution, & War of 1812• Unit Three:

Rebellions of 1830, Confederation, Westward Expansion, Louis Riel, & Laurier Era

• Unit Four: WW I, Great Depression, WW II, & Modern Issues

• Unit Five: Justice

Unit Six Independent Studies

Introduction

• Students will review Canada’s history at the turn of the twentieth century with emphasis on Canada’s emerging identity.

• Students will explore the events or factors that shape a person, people and a nation.

• Students will further examine how history can be relevant through an examination of their own personal history and family experiences.

Main Questions

• How was Canada changing and evolving at the turn of the century?

• Was Laurier justified in his statement that the “20th Century would belong to Canada”?

• How did Canada’s immigration policy at the turn of the century reflect racism and prejudice? How has this changed with Canada’s current attitudes on multiculturalism?

• How does examining our own personal history and defining moments make history real and relevant?

• What is distinctive about Canada, Canadian culture and our own personal culture?

The Hell Fires of War

• In this unit students will examine the factors that contributed to the beginning of World War I. More specifically, Canada’s role in the war effort will be studied and critiqued. Students will learn about the tactics and strategies as well as various propaganda methods used to influence the masses during combat. Students then research the impact of World War I on Canada; how Canada was involved and affected.

Main Questions

• What were the main factors that contributed to the Great War?

• How did Canadian contributions to the war effort forge a sense of Canadian nationalism?

• How effective was propaganda in influencing soldiers to join the war?

• What were the lasting social, economic, and political consequences of WWI?

• How can too much patriotism be destructive on a global level, by comparing World War I to global politics today?

Boom To Bust: The Roller Coaster Years

• Students will begin this unit with an exploration of the aftermath of World War I and the mood of the 1920’s. Students will examine events that helped define Canada socially, politically and economically through this time period, as well as, look at how Canada encountered and survived one of its most traumatic events: The Great Depression.

Main Qestions

• What problems did Canada encounter in the transition from wartime to post war peace?

• The 1920’s are often referred to as the Roaring Twenties; for whom did the 20’s roar? For whom did they not roar?

• What problems in our economic system allowed for the near collapse of the economy on October 29th 1929?

• What measures were taken by the Canadian government to deal with the Great Depression?

• How did the collapse of the economy contribute to a significant shift in the Canadian political landscape? How can this be paralleled in Europe as a pre-cursor to war?

Round Two: Back into the Hell Fires, Canada at War 1939-1950

• In this unit, students will examine what many have argued, is the continuation of World War I. Students will explore the causes of World War II by looking at the rise of Hitler and the Treaty of Versailles. Students will research how and why Canada became involved in yet another World War, and how it impacted many Canadians both in the front lines and at home. Students will also compare and contrast the end of World War II with World War I.

Main Questions

• Why do some see World War II as a continuation of World War I?

• What were the policies of appeasement, isolationism, fascism, communism, Nazism? How did these contribute to the outbreak of WWII?

• How did the nature of war change in WWII? (blitzkrieg, strategic bombing, atomic bomb, war technology, anti-Semitism, Holocaust, discrimination) How did Canada respond to these atrocities?

• What were Canada’s biggest contributions to WWII at war and at home? How did this transform Canada and its sense of growing identity?

• How did the war experience alter Canada socially, politically, economically and culturally?

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Burbs, Boomers, and Big Government: A New Canada Emerges

1950-1970

• This unit explores the changes that took place in Canada in the two decades after World War II. Students use concepts familiar in their own lives such as security and change as the basis for an understanding of Canada’s social, political, and economic changes domestically, as well, as the connections the country had with the world. Students will also look at the conflicts and economic challenges that Canadians faced during this time period.

Main Questions

• Who were the baby boomers and what impact have they had on the Canadian economy, social and cultural change and urban developments since 1960?

• How has Canada’s foreign policy changed since the end of World War II?

• Describe the impact and implications of the Cold War on Canada.• How did Canada promote and protect Canadian culture and

identity? • What were the major legacies of Prime Ministers Lester B.

Pearson and John Diefenbaker?•  

Charting New Directions, Canada at the End (beginning?) of the Millennium: 1970 to present

• In this unit, students will explore key issues that Canadians have faced from 1970 to the present. Students investigate issues from regional perspectives. The focus on: federal-provincial relations, individual versus collective rights, NAFTA, the impact of modern technology, Canada’s foreign policy, and Canadian identity in a North American culture.

Main Questions

• Why has Quebec nationalism taken a radical turn since the 60’s and how have Canadians outside of Quebec responded to the change?

• Have English-French relations improved over the course of the 20th century?

• What were the major legacies of Prime Ministers Pierre Trudea, Brian Mulroney, Jean Chretien, Paul Martin and Stephen Harper?

• How have global forces affected economic, cultural and social changes in Canada?

• Describe Canada’s role and contributions in major global events such as peacekeeping missions, NAFTA, NATO, Gulf War, War in Afghanistan, Kyoto and the G-8.

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5 Major Themes • Globalization

– What has been Canada’s place in the community of nations?– What should Canada’s role be?

• Development– How has the Canadian economy evolved in an attempt to meet the needs and

wants of all Canadian peoples?

• Governance– Have governments in Canada, past and present, been reflective of Canadian

societies?

• Sovereignty– How have struggles for sovereignty defined Canada?– How do they continue to define Canada?

• Justice– How has Canada struggled for a just and fair society?

Textbook and Course Resources

• Atlases

• Canadian History: Voices and Visions

• Flash Back Canada

• News Papers

• Number of websites to denote the primary/ secondary sources

• CBC- Current Events

Attendance/ Late

• Daily attendance is vital to this course. – Any absences must be verified by a parent / guardian either call

the school in order to have their absence registered as excused.

• Student who surpass more than 6 absences (including excused & unexcused) will lose out on possible exemptions from exams.

• If you are late, you will only be permitted to enter class if you have an Admit Slip. – If you do not have an Admit Slip, you will be marked absent.

Classroom Faux Pas

• Electronic Devices and Cell Phones

• BYOD – BRING YOUR OWN DEVICE

Millennium Generation, bring them every day

• Food and Drink (water is permitted)

• Language (foul language, slurs & inappropriate gestures)

Missed Work• Students are responsible for all class

notes, lecture material and assignments.

• In the event of an absence (excused or otherwise), you must obtain notes from my website or another student

• It is your responsibility to retrieve missed work.

Extensions

• All assignments are expected to be passed on time.

• Late assignments will be accepted with a valid reason and an excused absence.

Tests and Quiz’s

• Quizzes and tests make up a significant portion of your mark. – Preparation and studying is imperative for success

• Notified well in advance

• Students are required to write tests all tests

• If a test is missed… – Students are required to write a missed test on they day they

return.

OPVL+ ESSAY= TESTS

• Originally

• Proudly

• Valuable

• Life

• & ESSAYS

Plagiarism

• Be smart and be careful when completing assignments. This is serious stuff.

• Plagiarism will result in – a mark of zero

– Loss of Exemptions

Classroom Expectations

• Preparedness (Necessary materials (i.e. pen, paper, text book etc.))

• Participation (Participate in class discussions and to respect the opinions of everyone.)

• Respect (All students are expected to show respect for those around them.)

• Washroom / Water breaks (Take them at the appropriate time)

Term Evaluation

Breakdown of Semester Mark:

Units are worth different percentages

Include:

• Tests (Summative)

• Assignments (Formative)

• Definition Quizzes and Comp Checks, (Formative)

•Class mark 80%•Final exam 20%

• Your midterm and final grades will be determined by your level of performance on a number of activities.

• Each of the activities you complete in this course (including tests) will be directly tied to the following achievement areas:

NO MEMORIZATION TESTS

• ƒ Knowledge and Understanding (evaluation of your knowledge of facts and terms and understanding of concepts and theories)

• ƒ Thinking/Inquiry (evaluation of your critical and creative thinking and inquiry skills)

• ƒ Communication (evaluation of your ability to communicate information and ideas in a variety of ways)

• ƒ Application (evaluation of your ability to transfer ideas, draw conclusions, make predictions, and make connections)

Strands

• The Canadian and World Studies course are developed around five strands: Communities Local, National, and Global, Change and Continuity, Citizenship and Heritage, Social, Economic and Political Structures, and Methods of Historical Inquiry

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Communities: Local, National, and Global

By the end of the course, students will:•demonstrate an understanding of the elements of Canadian identity:

•demonstrate an understanding of the ways in which outside forces and events have shaped Canadian’s policies;

•demonstrate an understanding of the main steps in the development of French –English relations;

•demonstrate an understanding of Canada’s participation in war, peace, and security

Change and Conituity

By the end of the course, students will:•demonstrate an understanding of the changing demographic patterns within Canada since 1900•demonstrate an understanding of the impact of technological developments on Canadians; •explain how and why Canada’s international status and foreign policy have changed since 1914

Citizenship and Heritage

By the end of the course, students will:

•demonstrate an understanding of the contributions of various social and political movements to Canadian history during the twentieth century

•demonstrate an understanding of how individual Canadians have contributed to the development of Canada and an emerging sense of Canadian identity.

 

 Social, Economic, and Political

Structures By the end of the course students will:

•evaluate how and why changing economic conditions and patterns have affected Canadians;

•demonstrate an understanding of the changing role of Canadian governments from World War I to the present, including the evolution of Canada’s social support programs

Methods of Historical Inquiry

By the end of the course students will:•ask questions, identify problems, and effectively use historical research methods to investigate topics and issues in history

•use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information in a meaningful way;

•analyze and evaluate information when researching historical topics or issues; communicate effectively the results of research presentations, and demonstrate an ability to apply insights from history to other situations