CLARKSON SECONDARY SCHOOL
Course Code: CHC 2PO
Course Name: Grade Ten, Canadian History Since World War I, Applied
Prerequisite:None
Text:Canadian History: A Sense of Time
Canadiana Scrapbooks
Canadian Heritage Collection
Canadian Sources Investigated
Replacement cost: $65.00 /
Course Description:
This course explores some of the pivotal events and experiences that have influenced the development of Canada's identity as a nation from World War I to the present. By examining how the country has responded to economic, social, and technological changes and how individuals and groups have contributed to Canadian culture and society during this period, students will develop their ability to make connections between historical and current events. Students will have opportunities to formulate questions, locate information, develop informed opinions, and present ideas about the central issues and events of the period.Overall Course Expectations
By the end of this course, students will:
- Explain how local, national, and global influences have helped shape the Canadian identity.
- explain some major ways in which Canada’s population has changed since 1914;
- describe the impact of significant social and political movements on Canadian society;
- explain changing economic conditions and patterns and how they have affected Canadians;
- 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;
ASSESSMENT BREAKDOWN INCLUDING CATEGORIES AND WEIGHTINGS
Formative assessments are learning practices that provide important feedback to student progress. Summative assessments form the foundation for final mark allocation at the end of a unit, term and exam. Please note that all assessments are subject to change in order to best reflect the learning styles of each class and to respond to significant events that might impact Canada and Canadians.
Summative Assessment Breakdown
Category / Examples of Summative Types / % allotments
Knowledge / Tests / 17.5
Thinking / Simulations / 17.5
Application / Assignments / 17.5
Communication / Presentations, written work… / 17.5
ISU Essay (Independent Research Unit) / 5 phase, structured research project / 15
Exam / 15
Unit / Unit Breakdown / Summative Assessments
1. Communities: Local, National and Global /
- explain the significance of some key individuals and events in the evolution of French- English relations in Canada since 1914;
- evaluate Canada’s participation in war and contributions to peacekeeping and security.
Research assignment, Written reflection, organizer, presentation, etc.
2. Change and Continuity /
- evaluate the impact of some technological developments on Canadians in different periods;
- describe changes in Canada’s international status and its role in the world since 1914.
Primary source analysis
Unit test
3. Citizenship and Heritage /
- describe how individual Canadians have contributed to the development of Canada and its emerging sense of identity.
Note taking assignment
Unit test
4. Social, Economic and Political Structures /
- assess the changing role and power of the federal and provincial governments in Canada since 1914.
Research final essay
Unit test
5. Methods of Historical Inquiry and Communication /
- interpret and analyse 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.
Audio-Visual Curriculum Delivery
Any Social Science curriculum has multi-media instruction as part of the delivery process. Peel District School Board Policy requires parental permission for any media rated 14A-18A by the Ontario Film Board, regardless of the age of the student. By signing this course outline, parents acknowledge that material up to and including 18A may be shown in the classroom. If you have any specific concerns, contact the individual teacher.
Clarkson S.S. Assessment & Evaluation Policy
CHEATING:
Students are expected to demonstrate HONESTY and integrity and submit assessments that are reflective of their own work. Cheating is defined as completing an assessment in a dishonest way through improper access to the answers. Examples include, but are not limited to; using another student’s work as your own, using an unauthorized reference sheet during an assessment, receiving / sending an electronic message to another student with test questions / answers, etc.
In order to ensure that all assessments are free from cheating:
Students will:- review school policy with regards to academic honesty
- submit their own work for evaluation to show evidence of skill and knowledge
- use only teacher approved materials during an evaluation
- demonstrate the qualities of good character and good intention (honesty, caring, respectful, responsibility,)when preparing evidence of their learning.
If a student cheats on an assessment:
Students may be:- required to complete an alternate evaluation under direct supervision in a timely manner
- required to write a reflective piece which demonstrates an understanding of the character attribute of honesty.
- assigned a mark deduction
- referred to a vice-principal
- assigned a zero
PLAGIARISM:
Students are expected to demonstrate HONESTY and use proper citations and referencing when completing assessments.
Plagiarism is defined as the unauthorized use or close imitation of thelanguage and thoughts of another author and the representation of them as one's own original work. Examples include, but are not limited to; copying another’s project (portions or whole) and paraphrasing parts of a book or article without reference or citation.
In order to ensure that all assessments are free from plagiarism:
Students will:- Be required to complete a workshop in correct documentation
- produce their own work
- give credit through appropriate citations and referencing when quoting or paraphrasing the work of others
- be diligent in maintaining and protecting their own work
- seek clarification or assistance from teachers or other available resources
If an assessment is plagiarized:
Students may be:- required to rewrite or resubmit all or parts of the assignment
- referred for remedial lessons on proper citation and references
- required to do a reflection on the character attribute of honesty
- referred to a vice-principal
- required to sign a contract with the administration and teacher about commitment to academic honesty
- assigned a zero.
LATE ASSIGNMENTS – assignments submitted after the due date and before the absolute deadline.
Students are expected to demonstrate RESPONSIBILITY and submit all assessments by the established due date. Students are responsible for providing evidence of their achievement of the overall course expectations within the time frame specified by the teacher and in a form approved by the teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late.
In order to ensure that all evaluations are submitted by the established due date:
Students will:- record due dates in personal organizers
- consider other commitments including co-curricular activities in planning assignment completion
- negotiate alternate due date well before due date, not last minute (a minimum of 24 hours in advance or at teachers discretion)
- find out what they missed during absences
- use school support systems (i.e. special education, counselors, extra help, …)
LATE ASSIGNMENTS: (cont…)
If an evaluation is submitted after the due date:
Students :- must notify the teacher and explain why the assignment was not submitted on the due date – in grades 9 & 10 a note from a parent/guardian may be required
- marks may be deducted for late assignments
- may be required to complete the assignment with supervision
- may be referred to a school based support team or a vice-principal
- may be placed on a contract for assignment completion
MISSED ASSIGNMENTS – assignments either not submitted or submitted after the absolute deadline
In order to ensure that all evaluations are submitted:
Students will:- be responsible for meeting and knowing absolute deadlines for missed assignments
- use personal organizers to manage time and meet deadlines
- be responsible for maintaining on- going communication with their teacher
- take responsibility for missed work during all absences
If an evaluation is submitted after the absolute deadline:
Students:- must notify the teacher and explainwhy the assignment was not submitted
- students may be asked to provide a note from a parent/guardian
- may be required to complete the assignment or an alternate assignment under supervision
- may be referred to a school based support team or a vice-principal
- may be placed on a contract for assignment completion
- may be involved in an action plan to complete the required assignment within a given time frame
- may be assigned a zero.
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Student/Parent Acknowledgement
Please complete and return to your child/ward’s teacher this section to indicate that you have been made aware by your child/ward of the basic academic and behavioural expectations of this course department and school.
To ensure regular and efficient communication between yourself and the course teacher, please provide a current phone number and email address so that you may be made aware of any concerns regarding the academic success of your ward/child.
If you have any comments, questions or concerns, please contact ______at ______. .
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Student Name(Print)Student Signature:
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