CHC2D

Academy of Distance Education

Grade 10 History Course Outline

School Name: Academy of Distance Education

Department: Canadian and World Studies

Curriculum Policy Document: The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies, 2005 (revised).

Course Developer: Mohamed Ahmed,  Canadian and World Studies department

Course Development Date: March 2011

Course Title: Canadian History Since WW1

Course Type: Academic

Course Level: Grade 10

Course Code: CHC2D

Credit Value: 1.0

Duration: 110 hours

Prerequisite:                                       Geography of Canada, CGC1D, Academic

Course Origin

This course is developed at the Academy of Distance Education’s Department of Canadian and World Studies from the Ontario Curriculum document:  “Canadian and World Studies, 2005, Grades 9 and 10 (revised).”

Course Rationale/Description

This course explores the local, national, and global forces that have shaped Canada's national
identity from World War I to the present. Students will investigate the challenges presented by
economic, social, and technological changes and explore the contributions of individuals and
groups to Canadian culture and society during this period. Students will use critical-thinking
and communication skills to evaluate various interpretations of the issues and events of the
period and to present their own points of view

Prerequisite None

Strands

The following are the five strands into which the course Canadian History is organized:

Strand 1:                                  Communities: Local, National, and Global

Overall Expectations

By the end of this course, students will:

• explain how local, national, and global influences have helped shape Canadian identity;

• analyze the impact of external forces and events on Canada and its policies since 1914;

• analyze the development of French-English relations in Canada, with reference to key individuals, issues, and events;

• assess Canada’s participation in war and contributions to peacekeeping and security. 

Strand 2:                                  Change and Continuity.

Overall Expectations

By the end of this course, students will:

• analyze changing demographic patterns and their impact on Canadian society since 1914;

• analyze the impact of scientific and technological developments on Canadians;

• explain how and why Canada’s international status and foreign policy have changed since 1914.

 

Strand 3:                                         Citizenship and Heritage.

Overall Expectations:

By the end of this course, students will:

• analyze the contributions of various social and political movements in Canada since 1914;

• assess how individual Canadians have contributed to the development of Canada and the

country’s emerging sense of identity

 

Strand 4:                                          Social, Economic, and Political Structures.

Overall Expectations

By the end of this course, students will:

• analyze how changing economic and social conditions have affected Canadians since 1914;

• analyze the changing responses of the federal and provincial governments to social and economic pressures since 1914. 

 

Strand 5:                                          Methods of Historical Inquiry and Communication.

Overall Expectations

By the end of this course, students will:

• formulate questions on topics and issues in the history of Canada since 1914, and use appropriate methods of historical research to locate, gather, evaluate, and organize relevant information from a variety of sources;

• interpret and analyze information gathered through research, employing concepts and approaches appropriate to historical inquiry;

• communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication.

Course Content

Unit 1

Growing Pains, 1900-1929

24 hours

Unit 2

The Great Depression and World War II, 1929-1945

19 hours

Unit 3

Pursuing Peace and Prosperity, 1946- 1968

21 hours

Unit 4

Challenges and Change, 1968-1984

18 hours

Unit 5

Canada at the Cross Roads

18 hours

Unit 6

Canada Faces the Future: Final Summative

10 hours

Total:                                 110 hours

Teaching and Learning Strategies and Tools

Because of the nature of the teaching and delivering needs in this course, strategies are designed to be electronic delivery, and media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations. ADE makes sure that students are assessed fairly and firmly for their own benefit. Assessments will only take place once attempts have been made, and success realized, that equitable and easily accessible learning has taken place whether through synchronous or asynchronous modules.

Examples E- Teaching/ E-Learning Strategies in the course

  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Textbook
  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

Assessment & Evaluation;

Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the assessment strategies equally between comprehensive, on-site and supervised assessments and assessments conducted by the student alone and sent electronically or through other means by the student. The latter will include instances where the student does access-controlled on-line testing and quizzing where possibilities of extra-personal efforts are eliminated completely making sure that the student does the work. Other opportunities will allow for students meeting assessment requirements while seeking help from any source but making sure knowledge has been gained by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of non-traditional classrooms.

In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.

In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change.   Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three types of assessments are still further regrouped into three parts: assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); assessment as learning, self assessment and  peer assessment tools done led and /or teachers in which students learn how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning (summative only that goes to the grading and evaluation), which is led by the teacher alone and is used for purposes of evaluation and reporting of student achievement to parents and other stake holders.

Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts). Both synchronous and asynchronous opportunities are made available.

Assessment Strategies: The actual assessment instruments used as the  process used for assessing student learning and the level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes (done both on-line and a designated site with supervision)
  • Interviews/Conferences  (Virtual class discussions)
  • Examinations (done only comprehensively at a site with supervision)
  • Multimedia Presentations (virtual class presentation synchronously
  • Assignments, Research Projects/Reports (on-line)

Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics  (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,

Course Evaluation

In this course, two parts make up the evaluation of student achievement through the different assessment strategies mentioned above.

a)      The term work accounts for 70% of the overall grade for the course. Assessments for this portion are spread throughout the course and will terminate approximately 3-4 weeks before the end of the study term.

Final Exam:

b)      The Exam will be scheduled by administration in June. It will be worth 20%. The final exam is cumulative, which means it will include all of the units covered in class from terms 1, 2, and 3. The class few classes will be dedicatee to review. Students must have organized binders to be able to study for the final exam.

c)      Culminating Activity (Summative): The students are required to complete a summative project; The Culminating Activity will be worth 10% of the final mark. The Summative is called “My Canada Folder”; it consists of work the students have completed through out the year.

Term Work = 70%

Break Down of Marks:

First Term:

Tests: 6%

Assignments: 3%

Projects: 4%

Quizzes:  2%

Total for the term: 15%

Second Term:

Tests: 10%

Assignments: 7%

Projects: 8 %

Quizzes:  5%

Total for the term: 35%

Third Term: 20%

Tests: 8%

Assignments: 4%

Projects: 6%

Quizzes:  2%

Total for the term: 20%

Final Grade = Term Work + Summative+ Final Examination = 70% + 10%+ 20% = 100%

Achievement Charts

The achievement chart will be used as a reference point for all assessment practice and a framework within which to assess and evaluate student achievement. It is organized into four broad categories of knowledge and skills: Knowledge/ Understanding, Thinking/Inquiry, Communication, and Application/Making Connections. It describes the four levels of achievement (performance standards) of the curriculum expectations within each category. The descriptions associated with each level will serve as a guide for gathering assessment information, making consistent judgments about the quality of student work, and providing clear and specific feedback to students and parents.

Learning Skills

While not evaluated for marks, learning skills (Works Independently, Teamwork, Organization, Work Habits/Homework, and Initiative) are necessary skills in order to success in school and beyond. As with other skills, they will be demonstrated, practiced, and assessed in the classroom (using letters E – Excellent, G – Good, S – Satisfactory, and N – Needs Improvement). Numerous and various opportunities will be given to students throughout the year to demonstrate and improve their learning skills. Individual assignments to for independence and initiative; lab work in pairs and small-groups to foster cooperative learning and develop teamwork; occasional binder checks and portfolios collection to develop and maintain organizational skills; and random homework checks will be conducted.

Main Resources

  1. Making Connections: Canada’s Geography, 9.
  2. Teacher’s Resource – Making Connections: Canada’s Geography, 9.

Public Libraries