CHC2P

// Group members: // Paula Katelyn Amanda
 * //Work collaboratively on creating your course plan on this page. You can add and delete things on this page - it is a "living document" - your most current version of your course plan. You can see previous versions by clicking on "History" which is especially useful if you've deleted something by mistake or want to go back to an earlier version. You can also have a discussion with your group members virtually about your work by clicking on "Discussion".//
 * //I will be following your work on this page and providing my feedback by adding to the "Discussion" part of this page.//
 * //Please click on "Notify Me" at the top of this page; you will be sent an email any time changes are made to this particular page so you'll know if your group members (or I) have posted anything related to your work.//
 * // Please NOTE: Your final course plan will come in on the templates I will provided to you - this space is your "working copy". //
 * //Please NOTE: Only group members will be able to alter this page. However, all others can read it. I hope that you will take the opportunity to observe how other groups are tackling this task. They, too, are struggling and refining their thinking as they go.//

Usha's comments will always appear in BLUE.



















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__Course:__ CHC2P

= (The first 4 sections are connected to template #1) = = Enduring Understandings (for the whole course) = //Reminders:// //- check characteristics of EUs from notes// //- check the "4 Filters"// //- create them by grouping your Overall Expectations (from the curriculum document)//
 * Create 3 - 5 (approx.) EUs/Key Learnings/Big Ideas


 * Brainstorming Enduring Understandings:**

Canada is a significant world player. Canada grew as a nation during this time period, not only in population size, economically, socially, politically, culturally. Canadian identity changed dramatically during this time period. Within Canada, French Canadians and English Canadians relations are tension filled and contentious.

-Students will understand that citizenship implies rights, privileges and obligations (responsible active and informed citizens). -Students will understand there is a relationship between technology and society. -Students will understand that there are factors that contribute to society's evolution, including immigration, war, international relations, economics and politics. -Students will understand that historical narratives shape the present and future. -Students will understand that historical events have shaped our current Canadian identity.
 * From Curriculum Documents:**

//All of the above are well framed (the one below is not a complete sentence yet..). You do have too many though. So, now you need to filter and consolidate. Try to end up with 3-5 EUs. Consider the grade and the destination when making your final selections.//


 * Final Enduring Understandings**

1. Students will understand that Canada’s independence was forged by its participation in both world wars as well as other world events 2. Students will understand that Canada has always been a country build on immigration but changing immigration policy has changed the face of Canadians 3. Students will understand that there are factors that contribute to society's evolution, including immigration, war, international relations, economics and politics. 4. Students will understand there is a relationship between technology and society 5. Students will understand that French and English Canadian relations has been vital to Canadian unity

= Critical Questions (to drive the course) = // Reminder: //// - check the criteria for an effective critical questions //
 * Create 1 - 5 (approx.) critical question(s) for your course

Overall course question: Is Canada a country we can be proud of?

Unit critical questions:

Unit 1: WWI and Beyond 1914 to 1921 Did Canada's role in world events make Canada a stronger or weaker country?

Unit 2: Growing Pains, 1922 - 1939 Did societal changes make life better or worse for Canadians during the 20s and 30s?

Unit 3: WWII and Beyond, 1939 - 1949 Was Canada a leader on the global stage during and after WWII?

Unit 4: Changing Faces, Changing Values, 1950-1982 Did the definition of a Canadian change during 1950 to 1982?

Unit 5: Living in the Global Village, 1983 - Present Is Canada united as a nation?

Your revised questions are very good!

= Historical Thinking =

//Reminders:// //- check Teaching about Historical Thinking (by Roland Case and Mike Denos) for the 6 dimensions// //- which ones and how many you choose are up to you but should reflect a consideration of your content, grade level// //and destination//
 * Simply list the dimensions of historical thinking that your course will help students become competent in
 * Next to each dimension of historical thinking, provide NO MORE than 1 sentence that indicates how this dimension will specifically be applied in your course

Historical significance: Evidence and Interpretation: Continuity and change: Prespective-taking: Moral judgment: Cause and consequence:


 * Suggestions for Historical thinking **

**Historical Significance:** students will think about and determine the historical significance of major events, movements, trends and individuals that had a profound impact on Canada. **Evidence and Interpretation**: Students will learn how to make inferences and determine bias when reading primary and secondary sources. They will understand how these sources are used as evidence when constructing historical narratives. **Continuity and Change:** students will assess Canada’s relationship to Great Britain during the twentieth century identifying how that relationship has changed or in some instances stayed the same. **Cause and Consequence**: students will investigate the causes and consequences of major events in Canadian history **Historical Perspective Taking:** Students will investigate Canadian history and the impact of major events from various perspectives. ( for instances, First nation, women, French, Italian etc.) **The Moral Dimension:** Students will assess the ethical appropriateness of Canadian Governments actions throughout the twentieth century. ( specifically looking at Internment during both world wars, and their treatment of First nations people, domestic workers, etc)

//Well done - you've focused clearly on what students will do.//

= Generic Skills =

//Reminders:// //- which ones and how many you choose are up to you but should reflect a consideration of your content, grade level and destination// //- some of these skills are listed in////in your curriculum document in the "Methods of Historical Inquiry" Strand;////you do not need to repeat all the skills in the "Methods of Historical Inquiry" Strand; however, you may wish to highlight any that you think will be a major focus for the course//
 * Simply list the other crucial skills that your course will focus on that are not necessarily history-specific (e.g. different types of literacy skills, social skills, etc.)

//Good start - consider other literacy skills, collaborative skills, habits of mind, etc.//
 * Research, evaluate, synthesize, analyze, explain, describe, communicate orally and written, assess, compare, organize, record, gather, summarize

Inferring, Summarizing,Concept Formation, Compare, Assess, analyse Organize, Building Criteria, Critically minded
 * Thinking Skills: **

Reading Comprehension, Highlighting, Active Reading, Distinguishing between fact and opinion, formulate persuasive arguments orally and written
 * Literacy Skills: **

Open-minded, Fair-minded, Respectful, Constructive, Inclusive, Accommodating
 * Collaborative Skills **

Building Block #2: Summative Assessment Plan

Big Picture decisions to be made first:

a) Breakdown of achievement chart - What will each Achievement Chart Category be worth in determining the final grade? Will they be equally weighted? Will they all be evaluated in every unit?

Achievement Chart Category: Knowledge & Understanding = 17.5% Thinking = 17.5% Communication = 17.5% Application = 17.5% Summative Task = 30% For each unit, all four achievement categories will be evaluated.

b) Determining the Grade (we will be talking about this more in class so you might just want to have a brief preliminary discussion about this now and save your final decisions to later) - What method of grade calculation is most appropriate: mean, median, mode? How will you deal with the requirement to determine the final grade according to a students most consistent, more recent performance?

Students will be evaluated and assessed for each task according to the four achievement chart areas. Their grades will be based on the most consistent and recent marks. To break this down further as noted below:

70% = Unit work = 14% per unit (5 units), each unit consists of a unit test (7% split into KTCA) and submission of 2 portfolio items (7% split into KTCA) Portfolio = 35% Test= 35% Be cautious about weighing your unit summatives AND the achievement chart categories. Try to avoid creating an overly complex method of grade calculation. If you've got it worked out so it's easy for you and for students to understand, that's great, though. Just something to watch out for.

Need a bit more info on what the portfolio will consist of for each unit and how students will answer the unit question through the portfolio.

30% = Summative = 1 final exam (15% split into KTCA) and 1 summative portfolio submission (15% split into KTCA)

When deriving the most consistent and recent mark, we will be using mean. For example, if a student consistently received 70% marks until the last couple of assignments, when they were received substantially higher or lower marks, we would take the average of the substantially higher or lower marks, and average it with the mode - 70% in this case.

c) Units – how many? how long will each unit be (see calendar of a semester) - chronological or thematic? - titles of units?

5 units (based on 15 teachable weeks of an 18 week semester) 3 weeks each chronological and themed

Unit 1: WWI and Beyond 1914 to 1921 Unit 2: Growing Pains, 1922 - 1939 Unit 3: WWII and Beyond, 1939 - 1949 Unit 4: Changing Faces, Changing Values, 1950-1982 Unit 5: Living in the Global Village, 1983 - Present

d) Final 30% of grade - What will be included in the final course culminating summative assessment task(s)? Will there be an exam? What type of questions? Will there be an authentic performance task? When will these final tasks take place?

30% = Summative = 1 final exam (15% split into KTCA) and 1 summative portfolio submission (15% split into KTCA) Final exam and unit tests will be structured as non open-environment. The students will be get 10 minutes at the beginning of the test/exam period to use any resource (including their peers) before beginning to write the test/exam. Final portfolio will include 10 polished portfolio entries (2 polished portfolio entries will be completed and submitted for each unit)

Summative Assessment Plan for the 70% portion of the grade

For each unit: - title of summative assessment task(s) + brief description (e.g. 1-2 sentences) - connection to which critical question? make a direct connection! - connection to which EU/key learning? - OEs to be evaluated? - generic skills to be used/taught? - dimension of historical thinking to be used/taught?

70% = Unit work = 14% per unit (5 units), each unit consists of a unit test (8% - 2% to each KTCA) and submission of 2 portfolio items (4% each split into KTCA)

Overall course question: Is Canada a country we can be proud of?

Unit critical questions:

Unit 1: WWI and Beyond 1914 to 1921 Did Canada's role in world events make Canada a stronger or weaker country?

Unit 2: Growing Pains, 1922 - 1939 Did societal changes make life better or worse for Canadians during the 20s and 30s?

Unit 3: WWII and Beyond, 1939 - 1949 Was Canada a leader on the global stage during and after WWII?

Unit 4: Changing Faces, Changing Values, 1950-1982 Did the definition of a Canadian change during 1950 to 1982?

Unit 5: Living in the Global Village, 1983 - Present Is Canada united as a nation?

** Building Block #2: Summative Assessment Plan **//(How will we know whether they have learned it?)//

* **30%: summative assessments for the entire course** (exam? authentic performance task(s)? some combination?)

15% Exam Exam sections will be consistent with previous unit tests given after each unit. Possible sections could include multiple choice, who am I?, definition and significance, headlines, document analysis, short answers.

15% Portfolio Culminating Portfolio Activity (15%) includes the 10 polished entries - bringing the visual look together (2 polished portfolio entries completed and previously submitted for each unit - modifying if needed after each assessment) and answer the overall course question of whether Canada is a country that they can be proud of.

*** Outline of Units** - title of unit - EUs (from foundation document) that will be addressed - Critical questions (from foundation document) that students will grapple with through the summative assessment for the unit

** * 70%: summative assessments for each unit ** - Titles of the 1 to 3 summative assessment tasks (test? essay? authentic performance task?) for that unit - enough detail (e.g. 2-3 sentences) to explain what each assessment task is (best framed as a critical challenge that is obviously connected to the critical questions of the course) - particular bullet points from the achievement chart that will be assessed for each product - overall expectations that will be evaluated by each summative assessment task

Students will understand that Canada's independence was forged by its participation in both world wars & other world events. Students will understand that French and English Canadian relations has been vital to Canadian unity.
 * Unit 1: WWI and Beyond 1941 to 1921 **
 * Enduring Understanding:**

**Question**: Did Canada's role in world events make Canada a stronger or weaker country? 1. 3 Portfolio Entries (2 polish for submission) 2. Test (non-open environment)

For this unit students will be required to complete three activities. They will be required to polish two for submission. Activity #1 will have students create a report card where they will evaluate Canada's contribution of the war effort and its affects at home (economy, technology). Activity #2 will have students assess french-english relations during the 1917 conscription crisis by completing a graphic organizer and writing a news report from the english or french perspective. Activity #3 students will create a timeline of significant events of Canada's role and participation in WWI.
 * 3 Portfolio Entries**

Portfolio entries will be evaluated using a holistic approach of evaluating KTCA.

Test - KTCA equally waited - Did Canada's role in world events make Canada a stronger or weaker country? Part A: Knowledge & Understanding Define and explain Part B: Thinking & Inquiry Agree or Disagree; questions related to specific events; answers in point form Part C: Communication News Report - pick one controversy from a list; OR Report Card - pick two terms from a list Part D: Application Address the critical question for the unit and do a rating scale; make a decision on the rating scale, provide three points of evidence (ie events) to support their rating; summary statement. Students will understand that there are factors that contribute to society's evolution, including immigration, war, international relations, economics and politics. Students will understand there is a relationship between technology and society Question: Did societal changes make life better or worse for Canadians during the 20's and 30's.
 * U nit 2: Growing Pains, 1922 - 1939 **
 * Enduring Understanding**

1. 3 Portfolio Entries (2 polish for submission) 2. Test (non-open environment)

Activity #1 - Journal entry (day in the life of ) Great Depression Simulation; have students follow assigned perspective and have students write how their character was effected by stock market crash. Activity #2 - Create a newspaper headlines for the way in which various groups were affected during this time period in relation to government policies (women, children, seniors, farmers, unemployed workers). Activity #3 - Rate and judge in order which advantages in technology & science had the greatest impact on Canadians daily lives.
 * Portfolio Entries**

Test - KTCA (equally waited) - Critical question for unit Part A: Knowledge & Understanding Who Am I?: Statement given with a clue on who the historical figure may be. Students provide the name of the historical figure. Multiple Choice questions: Given questions with a list of possible responses. Student selects most appropriate response. Part B: Thinking & Inquiry Historical Significance: Event, place, name given and students identify their historical significance. Part C: Communication Short Answers: Students provide short answer responses to questions. Part D: Application Headline: Choose from headline options provided and write a one-two paragraph news article responding to the headlines. Tone and language used should be reflective of that time period. It should also include details on who, what, when, where, why and how.

Students will understand that there are factors that contribute to society's evolution, including immigration, war, international relations, economics and politics. Students will understand that Canada has always been a country build on immigration but changing immigration policy has changed the face of Canadians Students will understand there is a relationship between technology and society
 * Unit 3: WWII and Beyond, 1939 - 1949** (to be flushed out by Amanda with input from Katelyn & Paula with regards to their lesson plans and providing feedback on the work Amanda has done.)
 * Enduring Understandings**

Critical Question: Was Canada a leader on the global stage during and after WWII?

1. 3 Portfolio Entries (2 polish for submission)

2. Test (non-open environment)

__ Lessons for Unit __
Lesson 1. **Unit Overview** - Introduction to Canada in the World: Students will look at the timeline of events and maps in this period and examine the early years of WWII and Canada's involvement in Hong Kong & Dieppe. Lesson 2. **Canada's war contributions in the Air & at Sea**: Students will explore the following topics; The British Commonwealth Air Training Plan, The Home War & Overseas Establishments, The Battle of the Atlantic and the Merchant Marines and the contributions of Canadians. Lesson 3. **Canada's involvement in European Operations & the Role of Women in WWII**: Students will examine The Italian Campaign, The Invasion of Normandy, The Liberation of the Netherlands and Canada's involvement in these event, and the contributions of Women in the Forces and after the war. __** Lesson 4. Activity 1: Holocaust ? (awaiting approval from Paula) **__ **Activity: Diary entry** from the perspective of a prisoner inside a concentration camp - a teen around the age of the students themselves. Students may be given the option to write a poem or song about how they may have experienced the concentration camp as a teen, if a written diary entry is too challenging. Students will also cover topic items like Antisemitism in Canada, Jewish Refugees, and Canada's role in the Holocaust. Lesson 5. **Scientific & Technological Breakthroughs During WWII**: Students will focus on the advances made in science & technology and whether these advances improved the lives of Canadians and had a lasting affect on Canadian Industry. They will also investigate nuclear science and communication technologies and what effects these had on Canadians. __** Lesson 6. Activity 2: Governing Canada during the War: **__ Students will learn how to read political cartoons looking at cartoons from selected perspectives concerning particular issues such as conscription. They will be required to create a political cartoon from a perspective explored in class in relation to conscription, Enemy Aliens, Vetrans etc. Lesson 7. **The War Effort:** Students will consider whether the Canadian government rose to the challenge of preparing for war with respect to recruiting and training it's army, raising money and building support for the war effort. Lesson 8**. Government Decisions & Canadian Rights**: Students will examine the Conscription Crisis and War Measures Act and their effect on Canadians during and after the war. Lesson 9. **After the War**: Students will look at how veterans were treated after the war and investigate the social programs set up by the government to help Canadians during this time period. Students will also look at Newfoundland joining the Canadian Confederation and what the effects have been in doing so. __ Lesson 10. **Propaganda During WWII:** **Activity 3: Students will design a propaganda poster after considering at all the evidence.** __ Students will look at the role of propaganda during World War II and be able to recognize the contributions of Canadians on the home front as well as abroad. Students will define the term propaganda and identify its historical significance. Students will identify various pieces of propaganda, and determine to whom the propaganda is addressed and why; Students will compare various pieces of propaganda from Canada, United States, Japan and Germany and explain the differences and similarities; Lesson 11. **Canadian Response to the War Effort:** Students will investigate how Canadian volunteers, women and contscientious (?) objectors helped during the war effort. Lesson 12. **Problems on the Homefront:** Students will evaluate how minority groups such as Aboriginal People, Black Canadians, & Chinese Canadian were treated during this time period. Students will also consider the issue of conscription such as the pressure to send conscripts overseas, opposition to conscription and how conscription divided Canada. Lesson 13. **A Time of Prosperity:** Students will explore Canadian Culture & Identity during & after the war. They will analyze citizenship and culture and whether or not it helped to define Canada as a nation. Lesson 14. **Enduring Effects of WWII:** Students will concentrate on Immigration including displaced persons, Asian Canadians and assimilation. They will also look at how WW11 changed the lives of women and whether gaining the right to vote ended discrimination of visible minorities. Lesson 15. **Major Themes Review:** Students will have an opportunity to review major themes of the course picked by them.

Test: KTCA Part A: Knowledge and Understanding Define and Explain 3 terms out of 5 Part B: Thinking and Inquiry Primary Documents Analysis: Looking at the evidence and making inferences and using these to backup answer. Part C: Communication Perspective: write a journal entry from the perspective of a Japanese Intern during WWII. Identify how you were treated by the Canadian government and how you felt enduring this treatment. ?? I like this Katelyn ...perhaps we could give them a choice a couple of different perspectives? Part D: Application Paragraph Writing: Answering the Critical Question for the Unit "Was Canada a leader on the global stage during and after WWII?"

Unit 4: Changing Faces, Changing Values, 1950-1982 (To be flushed out by Katelyn)

Enduring Understandings Students will understand that Canada's independence was forged by its participation in other world events Students will understand that there are factors that contribute to society's evolution, including immigration, war, international relations, economics and politics Students will understand that french and English Canadian relations has been vital to Canadian unity

Critical Question: Did the definition of a Canadian change during 1950 to 1982?

1. 3 Portfolio Entries (2 polish for submission) 2. Test (non-open environment)

Portfolio Entries Activity #1: Students will assess Canada's role in world events during the cold war as a "middle power. They" will fill in a graphic organizer illuminating Canada's participation and evaulate Canada's overall worldly influence. Activity #2: students will be required to fill out a PMI chart in relation to the changing attitudes, family roles, and changes in the work place. They will investigate the changes and record them in the PMI graphic organizer. Activity # 3: students will make a reasoned judgment and create an opinion paragraph about whether Restricting Rights is Justified. They will consider the events that transpired during the quiet revolution and the FLQ crisis to determine whether Pierre Elliot Trudeau's use of the War Measures Act was justified.

Test: KTCA Part A: Knowledge and Understanding Define and Explain 3 terms out of 5 and identify the historical significance of each term

Part B: Thinking and Inquiry Students will rate Canada's involvement in a selected International Organizations and provide one reason for why Canada should or should not have been involved. Part C: Communication Students will write a short obituary for Pierre Elliott Trudeau identifying his legacy as a celebrated Canadian Prime Minister. They will need to communicate at least 2 of his accomplishments.

Part D: Application write a paragragh in relatiobn to the units critical question. Did the definition of a Canadian change during 1950 to 1982?

__**Unit 5: Living in the Global Village, 1983 - Present (To be flushed out by Paula)**__ Students will understand that Canada has always been a country build on immigration but changing immigration policy has changed the face of Canadians Students will understand that there are factors that contribute to society's evolution, including immigration, war, international relations, economics and politics. Students will understand that French and English Canadian relations has been vital to Canadian unity
 * Enduring Understanding **


 * Critical question for unit: ** Is Canada united as a nation?

1. 3 Portfolio Entries (2 polish for submission) 2. Test (non-open environment)

Activity #1 - Graphic Organizer of Canada's participation in International Affairs - as Peacekeeper, Human Rights, Protecting Environment Activity #2 - Greatest Canadian or Greatest Canadian Event from 1983 to Present Activity #3 - Rant, Rap, Song Poem - to express Canadian identity
 * Portfolio Entries **

Part A: Knowledge and Understanding Fill in the blanks in a graphic organizer with key events from the period 1983 to present. Part B: Thinking & Inquiry Document Analysis: Complete a document analysis of a poem or lyrics of a song from this time period. Part C: Communication Historical Significance: Event, place, name given and students identify their historical significance. Part D: Application Write a supported opinion paragraph on the critical question for the unit: Is Canada united as a nation?
 * Test (equally waited for KTCA) **

1. Canada in the World, Anticipation Guide 2. Canada's Participation in International Affairs 3. Human Rights and Conflict in the Middle East 4. The Environment and International Trade 5. Science and Technology, focus on Computer technology 6. The Impact of Technology on Canadian Society 7. Emerging Patterns, focus on the Canadian family 8. Canada's Changing Population and Workforce 9. The Economy, the Media and Canadian Culture 10. Canadian Experiences 11. Quebec, the Constitution, and Canada, focus on Meech Lake Accord 12. Aboriginal Activism and the Fight for Social Justice 13.Governing Canada, focus on aboriginal concerns 14. Separatism, Favouritism, Unity, and Scandal, focus on government responses to Quebec nationalism 15. The West Speaks Up and Canada Responds to Security Concerns
 * Lessons: **