CHI4U COURSE OUTLINE

Course Title: Canada: History, Identity and Culture

Grade: 12

Ministry Course Code: CHI4U

Course Type: University Preparation

Credit Value: 1.00

Course Hours: 110

Department: Canadian and World Studies

Revision Date: N/A

Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11 and 12, 2015 (Revised) http://www.edu.gov.on.ca/eng/curriculum/secondary/2015cws11and12.pdf

Domestic Student Price: $550
International Student Price: $799

Add to Cart

COURSE DESCRIPTION

This course traces the history of Canada, with a focus on the evolution of our national identity and culture as well as the identity and culture of various groups that make up Canada. Students will explore various developments and events, both national and international, from precontact to the present, and will examine various communities in Canada and how they have contributed to identity and heritage in Canada. Students will investigate the development of culture and identity, including national identity, in Canada and how and why they have changed throughout the country’s history. They will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, as they investigate the people, events, and forces that have shaped Canada.

OVERALL EXPECTATIONS

Historical Inquiry and Skill Development

Throughout this course, students will:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history, with a focus on the development of identity and culture;

A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify careers in which these skills might be useful.

Canada, Origins to 1774

By the end of this course, students will:

B1. Setting the Context: analyse the significance, for different groups in Canada, of various social/ cultural, economic, and political practices and developments prior to 1774 (FOCUS ON: Historical Significance; Historical Perspective)

B2. Interactions and Interdependence: analyse activities of and interactions between various groups
in Canada prior to 1774 and how these groups and their interactions contributed to the development of Canada, including the development of identity in Canada (FOCUS ON: Cause and Consequence; Continuity and Change)

B3. Diversity and Citizenship: assess the impact of various individuals, groups, and colonial policies prior to 1774 on the development of identity, citizenship, and heritage in Canada (FOCUS ON: Continuity and Change; Historical Perspective)

Canada, 1774 – 1867

By the end of this course, students will:

C1. Setting the Context: analyse various social/cultural, economic, and political events, trends, and/or developments that occurred in or affected Canada between 1774 and 1867, and assess their impact (FOCUS ON: Historical Significance; Continuity and Change)

C2. Interactions and Interdependence: analyse the impact on the development of Canada of various interactions between different groups in Canada, as well as between Canada, Great Britain, and the United States, from 1774 to 1867 (FOCUS ON: Cause and Consequence; Historical Perspective)

C3. Diversity and Citizenship: analyse how various individuals and groups contributed to the social and political development of Canada between 1774 and 1867 and to the evolution of identity and citizenship in Canada (FOCUS ON: Continuity and Change; Historical Perspective)

Canada, 1867 – 1945

By the end of this course, students will:

D1. Setting the Context: analyse how various social/cultural, economic, and political events, trends, and/or developments in Canada from 1867 to 1945 contributed to the development of the country (FOCUS ON: Continuity and Change; Historical Perspective)

D2. Interactions and Interdependence: analyse how various interactions at both the national and international level between 1867 and 1945 contributed to the development of Canada (FOCUS ON: Historical Significance; Cause and Consequence)

D3. Diversity and Citizenship: analyse challenges facing various groups in Canada between 1867 and 1945 as well as the contributions of various groups and individuals to the development of identity, culture, and citizenship in Canada (FOCUS ON: Continuity and Change; Historical Perspective)

Canada Since 1945

By the end of this course, students will:

E1. Setting the Context: analyse various social/cultural, economic, and political events, trends, and/or developments in Canada since 1945 and their impact on the development of the country (FOCUS ON: Cause and Consequence; Continuity and Change)

E2. Interactions and Interdependence: analyse how various interactions at both the national and international level since 1945 have contributed to the development of Canada, including the development of identity in Canada (FOCUS ON: Historical Significance; Continuity and Change)

E3. Diversity and Citizenship: analyse how various individuals and groups have contributed to the development of identity, culture, and citizenship in Canada since 1945 (FOCUS ON: Continuity and Change; Historical Perspective)

OUTLINE OF COURSE CONTENT

TEACHING AND LEARNING STRATEGIES

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the Ministry of Education’s Growing Success policy document, which articulates the Ministry’s vision for how assessment and evaluation is practiced in Ontario schools.

Growing Success describes the three assessment types as follows:

Assessment as Learning: focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.
Assessment for Learning: the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.
Assessment of Learning: the assessment that becomes public and results in statements or symbols about how well students are learning.

ASSESSMENT AND EVALUATION

EVALUATION SCHEME

A final grade (percentage mark) is calculated at the end of the course and reflects the quality of the student’s achievement of the overall expectations of the course, in accordance with the provincial curriculum.

The final grade will be determined as follows:

Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
Thirty percent (30%) of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

PLAGIARISM

Plagiarism is a serious offense. It is defined as taking words, phrasing, sentence structure, or any other element of the expression of another person’s ideas, and using them as if they were your own. Plagiarism is a violation of another person’s rights, whether the material taken is great or small.Students will be assisted in developing strategies and techniques to avoid plagiarism. They need to be aware that plagiarized term work will be penalized and could result in a mark of zero.