Vincent Massey High School Canadian History 30 Course Outline

Transcription

1 Vincent Massey High School Canadian History 30 Course Outline This Canadian History 30 course outline provides an overview of the course content and evaluation requirements for a regular programming as per Brandon School Division Student Assessment Policy and Vincent Massey High School requirements. Course Title: Canadian History 30 School Year and Semester: Semester 1 Teacher: Kevin Grindey Parental/Guardian Communication: I believe that communication between the school and home is very important to ensure student success. If you have any concerns or questions please feel free to me at grindey.kevin@bsd.ca. I check my s regularly during the day and it is the very best way to get ahold of me. Parents and guardians can also sign up for a text message service for my classes. Texts will send out reminders of assignment due dates and test dates. I may occasionally send out questions to consider or interesting historical facts. I would encourage both students and parents to sign up for this service. In order to subscribe parents and students should do the following: If the student is in my period 2 Canadian History class please to (204) If the student is in my period 4 Canadian History class please to (204) General Learning Outcomes: Students will develop skills in the process of research analysis and critical thinking. Students will be given an opportunity to interact on a variety of societal issues. Students will develop their communication skills. Students will develop an understanding and awareness of the role the media plays in people s perception of world issues. Students will gain an understanding of the peopling of Canada from First Nations to present. Students will become aware of the evolution of Canadian parliamentary governmental system with attention to federalism, regionalism and Francophone and Anglophone relations. Students will gain knowledge of the history of the west with emphasis on Manitoba. Students will recognize Canada s role in international affairs in the 20 th century. Course Evaluation Structure: Tests: 35%

2 Assignments, Projects: 40% Final Exam: 25% Course Final Standing The final mark for term work, within the respective categories, (tests, assignments, labs, and projects) will be cumulative. Student Responsibility Guidelines for Assessment and Evaluation Students actively engaged in their learning are the essence of the Brandon School Division s mission of educating the whole child. The assessment, evaluation and reporting of student learning and achievement involves students, teachers, principals, parents, superintendents and the Board of Trustees. It is the responsibility of professional educators to assess, evaluate, and report on each student s degree of engagement and resulting learning outcomes. Such assessment, evaluation and reporting is a continuous and fundamental part of the student s learning process. Students are responsible for: their own learning with the expertise, assistance and motivation of their teachers; engaging individually and collectively in school/community learning opportunities; improving their learning involvement playing an active role in assessing their own learning providing evidence of their learning within established timelines The purpose of this document is to identify student responsibilities in assessment and evaluation practices, provide clear guidelines and consequences so students can make informed decisions, and to provide structures that improve the relationship between student learning and assessment. All assessments and/or evaluations will be assigned a reasonable completion date by the classroom teacher. When a student demonstrates negligence and/or disregard towards the assessment and/or evaluation due date, the teacher can assign a 0 grade for the incomplete assessment and/or evaluation. For a 0 grade to remain permanent on the student s record for that unit of study, a teacher s records will demonstrate that he/she had advised the student and the parent/guardian that there was an opportunity to complete the original assessment or an alternate assessment, but that it would have been penalized in accordance to divisional guidelines. Penalization for late assessments is as follows: Grade 9 10% Grade 10 15% Grade 11 20% Grade 12 25%

3 Example: Grade 10 student receives 80% for a late assessment. The penalty for the late assessment would be (80) (0.15)=12. The adjusted mark would be 80-12=68%. Once the late assessment is marked, the penalized assessment mark will replace the 0 grade that was originally assigned to the student by the teacher. If the original or alternate assessment is not submitted by the new completion date or if the student refuses to submit a required assessment, the 0 grade assigned to it will remain on the student s evaluation records. The 0 grade(s) will be calculated into the student s final mark for the unit of study and will be used in the calculation of the final grade of the course. Cluster Descriptions Cluster 1: First Peoples and Nouvelle-France (Beginnings to 1763) Approximate Instructional Time for Unit of Study: 4 weeks What is History and why do we study it? Who were the first peoples and how did they structure their world? Why did the French and other Europeans come to North America and how did they interact with the First Peoples? How did First Peoples and Europeans interact in the Northwest and what were the results? What was the impact New France had on Canada today? Aboriginal Legend Assignment New France Assignment Cluster 2: British North America ( ) How did British colonial rule change during this period and what was its impact on life in North America? How did the fur trade, European settlement, and the rise of the Métis nation transform life for the peoples of the Northwest? Why and how was the Dominion of Canada established as a confederation of British colonies in 1867? Confederation Assignment

4 Government Assignment Cluster 3: Becoming a Sovereign Nation ( ) Approximate Instructional Time for Unit of Study: 4 weeks Why did the Métis resist the westward expansion of Canada and what were the consequences? How did territorial expansion, immigration, and industrialization change life for men and women in Canada? How did Canada s relationship with First Nations, Métis and Inuit peoples change after Confederation? How was Canada s identity as a nation shaped by the First World War, and by its changing relationship to Great Britain and the world? : Riel Assignment Cluster 4: Achievements and Challenges ( ) Learning Outcomes: How did Canada seek to establish economic security and social justice from the period of the Depression to the patriation of the Constitution? How did the establishment of national institutions contribute to defining Canadian identity? How was Canada s presence on the world stage shaped by it role in the Second World War and its growing participation in the international community? How was Canadian Federalism challenged by federal-provincial tensions and the debate over the status of Québec? Timeline assignment Cluster 5: Defining Contemporary Canada (1982-present) Learning Outcomes: How has Canada been shaped by the Charter of Rights and Freedoms, cultural diversity, and demographic and technological change?

5 How has the question of national unity influenced federalism, constitutional debate and political change? How are the First Nations, Métis and Inuit peoples seeking a greater degree of cultural, political and economic self-determination? How have Canada s international relations changed since 1982 and what should its global commitments be for the future? : 50 marks Charter of Rights Assignment (20 marks)