Bluevale Collegiate Institute

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Bluevale Collegiate Institutec:\users\dixone\desktop\bci-crest-full-colour.gif

80 Bluevale St N, Waterloo, N2J 3R5 (519) 885-4620


Course Name: Canadian History since 1914 (CHC 2DI)

Teacher Name: T. Doyle (

Course Description

This course explores various social, economic, and political developments and events and their impact on the lives of people in Canada since 1914. Students will analyse the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and contributions to Canadian heritage and identity. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

Units of Study

This course is built around one overall issue question: How have local, national, and global forces shaped Canadian identity?

Course Introduction: Identity, the Individual, and Canadian Society
Unit ONE: 1989-Present ……………………………………………………Chapters 1-4
Focus Question: To what degree has a commitment to social justice been significant in creating Canada today?
Unit TWO: 1914-1938 ………………………………………………………… Chapters 5-8
Focus Question: To what degree did internal and external forces transform Canada between 1914 and 1938?
Unit THREE: 1939-1959 …………………………………………………………… Chapters 9-12
Focus Question: To what degree did events and issues transform Canada between 1939 and 1959?
Unit FOUR: 1960-1988 ……………………………………………………… Chapters 13-16
Focus Question: To what degree did internal and external forces transform Canada between 1960 and 1988?

Course Conclusion: Historical Legacies

Critical Elements

The critical elements listed below are interwoven throughout the curriculum. Throughout this course students will demonstrate their mastery of the critical elements through observations, conversations, and student-produced work.

Enduring understandings are the “big ideas” that students will retain after they have demonstrated mastery of the critical elements.

Ontario Canadian and World Studies Curriculum (revised 2005):

Critical Element

Enduring Understanding

Communities: Local, National, and Global

My Canada has been created by numerous internal and external forces

Citizenship and Heritage

As a proud Canadian I recognize our strengths and weaknesses

Change and Continuity

Events today will shape the future changes in my life

Social, Economic, and Political Structures

Economic conditions change affecting Canadians and their communities socially and politically

Methods of Historical Inquiry

There are good and bad places to search for information

Note: Successful demonstration of all critical elements listed above is required to earn the credit

Course Evaluation

Student work will be evaluated using a balance of the Ministry’s four achievement chart categories: Knowledge and Understanding, Thinking and Inquiry, Communication, and Application.

Student achievement will be evaluated according to the parameters listed below.

Term Work = 70%

  • Classroom Activities

  • Four Summative Assignments

  • Unit Tests

Summative = 30%

  • Greatest Canadian Essay = 15%

  • Defining Moments Chart = 15%

Late and Missed Assignments

Students at BCI will be responsible and complete all assigned work in a timely manner. This includes homework, process work, readings etc. so that you are prepared for class. Students will also be responsible to hand in assignments and write tests on their respective due dates. Students are expected to discuss alternative arrangements with their teachers if assignments and tests are not submitted due to unforeseen circumstances.

If you do not submit a major assignment on the due date any combination of the following may occur:

  • Your teacher will meet with you to discuss the reason why the deadline was not met. As a result of this meeting: an extension or an alternative assessment may be given and your parent/guardian may be contacted to discuss next steps.

  • You may be referred to PASS or to Student Success to complete the assignment. Your teacher and or Vice Principal will determine if this completion will take place during lunch or during class time.

  • Your completed work will be evaluated. Students who do not submit work in a timely manner shall have this reflected in the Learning Skills and Work Habits section on the Provincial Report Card.

  • If work is still not submitted on the established date or if you do not follow through with PASS/Student Success you will be referred to your Vice Principal and next steps may include but are not limited to: student referral to in-school intervention support (School Success Team, Special Education LAC, Guidance etc.); a negotiated extension that meets teacher mark reporting deadlines; and or an alternative opportunity for the student to demonstrate the same critical elements, or an “incomplete” (I) will be entered for this evaluation.

  • The use of “I” indicates that work has not been submitted. When determining a final grade the teacher’s use of professional judgement based on interventions and data collected determine whether or not the student has demonstrated the required critical elements at another point in the course.

Cheating and Plagiarism

Cheating and plagiarism are serious academic offences. Plagiarism is defined as using the work of someone else as their own. Using the writings, inventions, or ideas of another without proper sourcing is considered plagiarism. To plagiarize is to be dishonest with your teacher, your peers, your ‘sources’ and yourself. The acts of cheating and plagiarism will not be tolerated. Both academic and behavioural consequences should be expected.

If your teacher suspects that you have plagiarised or cheated, your teacher will inform your Vice Principal and meet with you to determine the nature, intent and extent of the incident and your understanding of the situation.

If it is determined that you have plagiarised/cheated you may face one or more of the following:

  • Your parents will be notified.

  • Within a given time, given the opportunity to redo part or all of the assignment, or complete an alternative assignment.

  • A record of your academic infraction will be logged and kept on file until you graduate.

  • The incident will be reflected on your report card in the Learning Skills and Work Habits section of the Provincial Report Card.

In consultation with Administration additional consequences may be determined such as:

  • Serve a detention or an in-school suspension, or a suspension.

  • Limit your access to recognitions (e.g., school awards, scholarships).

All consequences will be progressive in nature and take into consideration the number and frequency of incidents and the grade level, maturity and individual circumstances of the student

Learning Skills

The Learning Skills and Work Habits section of the provincial report card is an integral part of a student’s learning. Students will be assessed in the following areas:

  • Responsibility

  • Independent Work

  • Organization

  • Initiative

  • Collaboration

  • Self-Regulation

The following scoring system is used for Learning Skills:

E=Excellent; G=Good; S=Satisfactory; N=Needs Improvement

Course Specific Information



Textbook: Colyer, J. Creating Canada: A History –1914 to Present. McGraw-Hill Ryerson: 2010

Field Trips: Region of Waterloo Museum (October 17th 2013)

Attend and be on time

Be prepared
Participate, Ask Questions, and Get help!
Don’t prevent others from learning
Please Sign and Return

Please sign below indicating you have read and understood this course outline, including the requirements for successful completion of this course, and return this sheet to your teacher:

Student Signature: _________________

Parent/Guardian Signature: _________________

Please indicate best method of communication:

Parent/Guardian’s Phone #: __________________

Parent/Guardian’s email: __________________

Teacher’s email:

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