Assessment and Evlauation

Teacher: Y.Smith CANADIAN HISTORY 11 2014-2015

INTRODUCTION A major question in the development of a Canadian History course, or any history course for that matter, is whether to use a chronological or thematic approach. Canadian History 11 addresses both approaches through the study of continuing or persistent questions in the history of Canada. A working definition of a "continuing/persistent question" is that the question is one of current concern and has deep historical roots in that previous generations of Canadians have had to address the question and the efforts to address it have shaped the development of Canada and its identity. In analyzing these essential questions in Canadian history, students will be required to individually investigate a historical question by engaging in ongoing research through independent study and then communicating the results of this research effectively (Canadian history 11, Implementation draft, May 2002 pg.1). This course meets the requirements for a Canadian history credit.

ASSESSMENT AND EVLAUATION In order to receive a passing grade in CHS11, students must demonstrate that they have met the outcomes of the course. The Charles P. Allen High School Assessment and Evaluation Policy states that term work will comprise 80% of the final grade and the final exam will be worth 20%. The mark in Powerschool reflects the standing of the student at that point in the course; it is a “snapshot” of his/ her mark. This mark is not calculated into the final grade at that time and will change as the student continues to work toward the outcomes. When the final mark is calculated at the end of semester the marks earned from the whole semester will be included.

Term marks will be calculated based upon the outcomes covered in each unit. Assessment events may include /are not limited to assignments, skills labs, tests & quizzes, debates, formal papers, multimedia presentations document analysis, artifact analysis, self-evaluations and reflections, and student/teacher conferences. During each unit student will be assessed and evaluated in two ways:

1) Formative assessments are an opportunity for students to submit work for evaluation and to receive feedback to guide his/her learning. Formative assessments will be posted on PowerSchool but will not be calculated in the final grade (examples: homework tasks, small in class activities, entrance and exit cards).

2) Summative assessments will be used at the end of a specific period of learning and give students the opportunity to demonstrate what they know about the topic or skill(s) in question (examples: formal assignments tests, presentations). These are formal assessment events and are calculated as part of the term mark.

UNITS AND GUIDING QUESTIONS Please note: The breakdown of unit values on the term is subject to change based on class needs. Unit 1: Globalization Value on term: 25 % What has been Canada’s place in the community of nations and what should Canada’s role be?

GLI investigate and assess various traditional and emerging theories regarding the peopling of the Americas GL2 analyse the effects of contact and subsequent colonization GL3 demonstrate an understanding that Canada's development was influenced by evolving relationships with France, Britain, and the USA GL4 analyse the role played by WWI in shaping Canada's identity GL5 analyse the role played by WWII in shaping Canada's identity GL6 analyse the evolution of Canada's roles in the late twentieth century Unit 2: Development Value on term: 10% How has the Canadian economy evolved in an attempt to meet the needs and wants of all Canada’s people?

D1 investigate the economic systems of Aboriginal societies in North America D2 analyse the role played by the Staple Trade in the development of (Colonial) Canada D3 analyse the relationship between the National policy and the industrialization of Canada D4 analyse the role of the free trade debate/issue in Canada’s development D5 analyse the economic trends and policies that impact on Canada’s current and future development

Unit 3: Governance Value on term: 10% How have governments in Canada, past and present, been reflective of Canadian societies?

G1 demonstrate an understanding of how pre-contact and post-contact first Nations governing structures and practices were reflective of their societies G2 demonstrate an understanding of how and why competing French, British and American governing philosophies merged in BNA G3 analyse how emerging political and economic structures led to confederation G4 evaluate the evolution of federalism in Canada from Confederation to Patriation G5 analyse the shift from a traditional two-party process to a multi-party process in post- Confederation Canada

Unit 4: Sovereignty Value on term: 15 % How have the struggles for sovereignty defined Canada and how will they continue to define Canada?

S1 demonstrate an understanding that struggles for sovereignty (self-rule) affect countries and people globally S2 demonstrate an understanding of how desires for sovereignty create conflict and compromise S3 analyse the struggles of First Nations to re-establish sovereignty S4 identify and explain the historical and contemporary facts that promoted the emergence of Quebec nationalism S5 analyse the external factors that have impacted on the struggle for Canadian sovereignty

Unit 5: Justice Value on term: 15% How has Canada struggled for a just and fair society?

J1 analyse the contributions of First Nations, France and Britain to Canada’s legal system J2 demonstrate an understanding of the relationship between land and culture and analyse the effects of displacement J3 demonstrate an understanding of Canada’s immigration policies and analyse their origins and effects J4 demonstrate an understanding of how the lack of political and economic power has led to inequities and analyse the responses to these inequities J5 analyse the evolution of the struggle to achieve rights and freedoms

Unit 6: Independent Study and Research Skills Value on term: 25 % Each student will complete a specific piece of historical research. The specific SCO for this unit is: Students will be expected to engage in specific research using the historical method and to communicate the findings of their research effectively.” Though this SCO is designed to provide the frame for a specific piece of historical research by the student, it will be reflected in the overall approach to the course. Planning For Improvement

In keeping with the initiatives laid out in SJA’s Planning for Improvement document, this course will incorporate:

Literacy Goal: To improve students’ 21st Century Literacy Skills. Proficiency in these skills includes; collaboratively addressing problems through the appropriate use of technology, by finding, validating, synthesizing, contextualizing and leveraging relevant and appropriate information, and then communicating and publishing a solution and reflecting on that solution and the process of creating it.

Math Goal: To support students in improvement in the area of fraction concepts and operations, use and analyze graphs, tables and statistics applied to social issues and to support a point of view or hypothesis, etc.

Communication and Contact Information

 It is the responsibility of the student to see the teacher if any class-work, tests or assignments are missed. Students who miss a class have access to folders with handouts and copies of assignments. A class calendar is also available on my webpage.

 Students are expected to pass in assignments at the beginning of class on the due date. Parents are encouraged to check PowerParent on a regular basis to monitor student progress and attendance (available on the school website). Incomplete work can impact the student’s summative evaluation. Please refer to the HRSB Assessment and Evaluation Policy. http://hrsb.ns.ca

 If a student misses a test he/ she will be expected to write the test the next day during lunch or at an alternative time arranged in advance with the teacher.

 In order to minimize distractions, no cell phones/ iPhones, are permitted for personal use during class time. There is no eating during class time.

 Please see the school website to review the attendance and exam exemption policies.

 This course outline is subject to change- any change of a significant nature will be clearly communicated to students and parents/guardians

 Messages can be left for me at 826-3222 extension 7901123 and my email address is [email protected]. I also maintain a website (class information, an assignment calendar, useful links etc.) http://hrsbstaff.ednet.ns.ca/anner