Creating Canada: A History: 1914 to the Present is designed to enhance students' engagement in exploring history. It is based on the inquiry model and incorporates six fundamental thinking concepts to increase student involvement, create greater classroom interaction, and stimulate more meaningful connections for students between history and their own lives. As students complete their explorations, they will develop the historical thinking competencies set out by Dr. Peter Seixas and fully meet the expectations of the course of study, Canadian History Since World War 1, Grade 10 Academic (CHC2D).

Prologue
Your Course Challenge
Unit One 1989-Present
Unit 1 Issue: To what degree has a commitment to social justice been significant in creating Canada today?
1 Canadian Identity
2 Politics and Diversity
3 Globalization
4 International Security

Unit Two 1914-1938
Unit 2 Issue: To what degree did internal and external forces transform Canada between 1914 and 1938?
5 World War I
6 Social and Economic Change
7 Changing Perspectives
8 The International Stage

Unit Three 1939-1959
Unit 3 Issue: To what degree did events and issues transform Canada between 1939 and 1959?
9 World War II
10 The Home Front
11 Canada in the World
12 A Changing Canadian Community

Unit Four 1960-1988
Unit 4 Issue To what degree did internal and external forces transform Canada between 1960 and 1988?
13 Transforming Canada
14 Political Challenges
15 The Constitution and Social Justice
16 Facing New Challenges

Epilogue
Checklists for Success Appendix
History Literacy Skills Appendix
Glossary

• The material is presented chronologically and allows teachers to begin the course in the “now” and explore with students how we arrived here
• Historical Thinking Concepts are the focus of all questions, activities, and challenges
• Course Challenge provides purpose for the unit challenges
• Unit Challenge provides students with an opportunity to show their understanding of the material they explored in the unit
• End-of-Chapter Activities provide explorations based on the curriculum expectations and use the Historical Thinking Competencies as the focus of all activities
• Recall, Reflect, and Respond encourages students to consider various perspectives on the issues
• Readability Enhancements include margin features, large maps and graphics and vocabulary assistance providing support for ELL students