Canadian History in the Twentieth Century

Unit 5: 1984-1999 – Canada Redefined

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Unit 5: 1984-1999 – Canada Redefined

Time: 18 hours


This unit gives students an overview of the events that have challenged Canada’s unity and independence. Students examine the cases supporting and rejecting free trade as well as its impact on the labour movement and social programs. The challenges to Canadian society from Quebec and Aboriginal rights, economic disparity, and foreign affairs are also examined in the light of social justice principles. Students study the rise in Canadian pride through the arts and sports. They produce a video special of the last years of the twentieth century as a culminating activity. This unit gives students an insight into the future they will be entering and gives them a Catholic perspective in dealing with the challenges that lay ahead.

Ontario Catholic School Graduate Expectations: CGE1d, 1i, 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3f, 4a, 4f, 5a, 5b, 5e, 5g, 7e, 7g.

Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry

Overall Expectations: CGV.02, CGV.03, CCV.01, CCV.02, CCV.03, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

Specific Expectations: CG1.03, CG2.01, CG2.04, CG2.07, CG3.01, CG3.03, CG3.04, CG4.07, CC1.04, CC1.05, CC2.01, CC3.02, CH1.02, CH1.03, CH2.03, SP1.02, SP1.03, MI1.01, MI1.02, MI2.01, MI2.02, MI2.05, MI3.01, MI3.03, MI4.01, MI4.04.

Unit 6: What Do We Take With Us?

Time: 16 hours


By creating a lasting memory of their interpretation of the Canadian identity, students synthesize their previous learning as they investigate the social and cultural fabric of the nation. Within the unit, students meet further examples of how the nation’s identity was formed, its economic foundations, and most importantly, its social relevance on the world stage. Students examine the ways in which Canada’s relationship with Great Britain and the United States has changed over time and the impact of that change on the nation. The role of the Catholic faith within the development of this national identity is clearly examined and students are able to place themselves, as Catholics, into the Canadian mosaic. The culminating activity is a unit test, in preparation for the final examination. As well, this unit forms the foundation for the final major assignment.

Ontario Catholic School Graduate Expectations: GCE1d, 1e, 1i, 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 3f, 4d, 5a, 5c, 5g, 6c, 7e, 7g.

Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry

Overall Expectations: CGV.O1, CGV.04, CCV.01, CCV.02, CHV.02, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

Specific Expectations: CG1.01, CG1.02, CG1.03, CG1.04, CG2.01, CG2.07, CG3.03, CG3.04, CG4.07, CC2.01, CC2.02, CC2.04, CC2.05, CC3.01, CC3.02, CH2.02, CH2.03, SP1.02, SP1.03, MI1.02, MI2.02, MI2.04, MI3.01, MI3.04, MI4.03.

Teaching/Learning Strategies

Brainstorming – group generation of initial ideas expressed without analysis

Case Study – investigating a real or simulated problem

Classifying – grouping according to an identified pattern

Co-operative Learning – small group investigation or problem solving

Conferencing – student-to-student or student-to-teacher discussion

Computer-assisted Learning – use of a computer to learn or reinforce material

Diagramming – synthesizing concept information into visual illustration

Discussion/Debate – exchange of ideas on an issue for clarification of views

Games – e.g., Team Quiz

Graphing/Mapping – visual tool for problem solving

Guest Speakers – experts in the field

Lectures – dissemination of information by speakers or teachers

Mind Mapping – connecting concepts in a visual form

Note Making – recording information

Organizers – an organized outline, based on a pattern, provided as a direction to be followed leading to a desired product

Poster Making – synthesizing information or concepts to deliver a message or advertisement

Presentation/Report – oral, written, and visual presentation of researched topic to a specified audience or person

Reading – periodicals, articles, journals, newspapers, magazines, or scripture for information on a selected topic or issue

Role Playing – historical re-enactments

Scenario Writing – describing a situation

Video – visual presentation



Approved textbooks

The Beaver Magazine

Canada School Atlas. Toronto: Oxford University Press, 1998.

Canada and the World Atlas Resource. Scarborough: Prentice Hall Ginn, 1996.

Canadian Encyclopedia

Christian Justice. Minnesota: St. Mary’s Press, 1995.

Do Justice! Toronto: CCB, 1987.

Henriot, Peter, Edward DeBerri, and Michael Schultheis. Catholic Social Teaching: Our Best Kept Secret.

Jerusalem Bible

Love Kindness. Toronto: CCB.

Newspaper and magazines

Proclaiming Justice and Peace, Papal Documents from Rerum Novarum through Centesisnus Annus.

Computer Software

Canadian Encyclopedia. CD-ROM.

Internet sites cited

Audio - Visual

Canada Remembers. Veterans Affairs.

Heritage Minutes.

CBC News in Review

Assessment/Evaluation Techniques

Throughout this entire course a variety of assessment methods, techniques, and instruments are employed. The chart below can assist teachers in selecting a variety of appropriate assessment strategies.


Sample Strategies

Sample Instruments


Method used to determine how and why students learn to assess dimensions of learning not easily observed or measured through tasks; to assess student understanding of personal growth and development


peer assessment

response journals

learning logs

wrap-up activities

probe questions

probe statements

learning rubrics

anecdotal comments




Method used to monitor and assess intellectual, social, emotional, and spiritual growth and development not otherwise easily measured or inferred

formal teacher observation

informal teacher observation

student observation


teacher logs

student profile sheets

developmental profiles

anecdotal notes


rating scales


Method used to collect evidence of student learning through listening, questioning, responding, explaining; to assess communication and thinking skills; to monitor personal growth and development and attitudes toward learning

student-teacher conferencing

parent-teacher conferencing

peer conferencing

roving conference

anecdotal notes

teacher logs

probe questions




Paper & Pencil Tests

Method used to assess student’s achievement of particular knowledge or skills in depth

standard tests

teacher-made (standards referenced) tests

criterion-reference achievement tests

provincial (standards referenced) tests

diagnostic tests

standardized (norm-referenced) tests

teacher tests

commercially prepared tests

Canadian Achievement Tests

provincial tests

student profiles

developmental tracking records

Performance Assessments

Method used to assess student ability to apply, integrate, and transfer their knowledge, skills, and values; to evaluate student progress and achievement of learning expectations and standards; to determine expanded opportunities for individual students

presentations, performances

exhibitions, demonstrations

role performance/role


formal written assignments (essays, reports...)

graphic organizers


writing folders





peer assessment

developmental profiles

rating scales

anecdotal notes

video/audio taping



mind maps, Venn diagrams, T- charts right angles

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