The Big Ideas Grade 10 history 2d using your curriculum document

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The Big Ideas Grade 10 HISTORY 2D
Using your curriculum document:
The main goals of the Canadian and world studies program in Grades 9 and 10 are to help students to:

* gain an understanding of the basic concepts of the subjects taught at this level, as a foundation for further studies in the discipline;

* develop the knowledge and values they need to become responsible, active, and informed Canadian citizens in the twenty-first century;

* develop practical skills (such as critical-thinking, research, and communication skills), some of which are particular to a given subject in Canadian and world studies and some of which are common to all the subjects in the discipline;

* apply the knowledge and skills they acquire in Canadian and world studies courses to better understand their interactions with the natural environment; the political, economic, and cultural interactions among groups of people; the relationship between technology and society; and the factors contributing to society’s continual evolution.
The following are the five strands into which the course Canadian History Since World War I is organized.
Communities: Local, National, and Global. Communities may be viewed from local, regional, national, and world perspectives. Communities interact with one another through commerce, cultural exchanges, colonization, war, and international agreements. These interactions are the basis of today’s globally connected world. Over time, communities and their interactions have changed because of factors such as changing technologies and patterns of human migration. It is through the study of communities that students begin to understand who they are in time and place.
Change and Continuity. Continuity refers to aspects of life that are constant. For example, humans have always lived in communities, although the structures of communities have varied from century to century. Change may be gradual, as in the case of industrialization in Canada or the evolution of Canada’s Constitution, or it may be sudden, as in the case of war and its consequences. Chronology, the sequencing of past events according to time, enables us to investigate continuity and change as well as cause-and-effect relationships.
Citizenship and Heritage. Citizenship implies rights, privileges, and obligations – although each is defined differently from generation to generation, and from one society to another. Heritage refers to what we receive from the past and includes institutions, values, religion, architecture, art forms, social traditions, and political practices. Heritage can be national, regional, or personal, or a combination of all three. An essential aspect of history is learning the stories of the past. Through the telling of stories, students become connected to their heritage and come to understand their role as citizens.
Social, Economic, and Political Structures. Human beings throughout time have organized themselves into social groupings. The study of these social structures considers the relationships among people in society, gender roles, forms of work, leisure activities, and the interaction between majorities and minorities. The investigation of economic structures examines the what, how, and why of human production, distribution, and consumption of goods and services. The study of political structures looks at distribution of power, political participation, and changes in government and legal systems.
Methods of Historical Inquiry and Communication. Students of history use a wide range of skills and information technologies. In conducting research, they must draw on primary sources, such as artifacts and original documents, as well as on secondary sources, such as textbooks, reference works, and various media and electronic information sources. They should develop a clear focus for their investigations by formulating appropriate questions on historical topics. Students must learn to consider chronology and cause-and-effect relationships in order to successfully organize, analyse, interpret, and apply their findings. Finally, they must communicate their findings in a variety of written, oral, and visual forms.

Canadian History Since World War I, Grade 10, Applied (CHC2P)

1. Communities: Local, National, and Global
Overall Expectations
By the end of this course, students will:

* describe some of the major local, national, and global forces and events that have influenced Canada’s policies and Canadian identity since 1914;

* 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.

2. Change and Continuity
Overall Expectations
By the end of this course, students will:

* explain some major ways in which Canada’s population has changed since 1914;

* 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.

3. Citizenship and Heritage

Overall Expectations
By the end of this course, students will:

* describe the impact of significant social and political movements on Canadian society;

* describe how individual Canadians have contributed to the development of Canada and its emerging sense of identity.

4. Social, Economic, and Political Structures

Overall Expectations
By the end of this course, students will:

* explain changing economic conditions and patterns and how they have affected Canadians;

* assess the changing role and power of the federal and provincial governments in Canada since 1914.

5. Methods of Historical Inquiry and Communication

Overall Expectations
By the end of this course, students will:

* 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;

* 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.

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