Grade 10 Canadian History

Exam Review

Examination Outline
Part A Multiple Choice (10 Marks - approx 15 minutes)
(Knowledge Marks)
20 Questions x.5 Marks/each = 10 Marks

Part B Historical Significance (9 Marks - approx 20 minutes)

(Thinking Marks)
Pick 1 item from each of the 3 columns
(Column Headings: 1919-1929, 1929 - 1945, 1946-Present)
3 Questions x 3 Marks/each = 9 Marks

Part C Historical Analysis (8 Marks - approx 25 minutes)

(Application Marks)
Pick 2 Questions from the 4 Options available
2 questions x 4 marks each = 8 marks

Part D Essay Response (15 Marks- approx 30 minutes)

(Thinking, Communication,
& Application Marks)
Pick 1 Question from the 4 choices available

Major Themes
• The political, economic and social life in Canada.
• Canadian Identity throughout the 20th century; how it has changed, grown and
developed.
• Canada’s role in the world and at home (both foreign and domestic policies).

WWI
• What were the ‘MAINA’ causes of WWI?
• What sparked the First World War?
• Describe the major alliances during WWI.
• Describe the conditions of trench life and trench warfare.
• What were some of the medical conditions faced by soldiers?
• Identify the new technologies of war.
• Describe the Canadian home front during WWI (ex. The role of women, War Measures
Act, Conscription Crisis)
• What was the Treaty of Versailles?
• Outline and describe the major battles that Canada was involved in during WWI.
 1920’s and 30’s
• What was the "Person's Case"? How did it challenge the treatment of women?
• Describe the significance of the development of the automobile. Describe the
assembly line process, the names for the car, and the additional technologies that were
developed as a result of the invention of the vehicle.
• What was a flapper? How did flappers challenge society?
• Describe the stock market; including the economic cycle.
• Describe the main causes of the Great Depression, both short and long term causes.
• Describe the living conditions in the 1930's
• What was prohibition? Who supported it? Why did it fail?
• Describe the conditions of relief camps.
• What was the "On to Ottawa Trek"?
• Describe the political situation of the 1930's (ex. King, Bennett, King's return).

WWII
• How did the Treaty of Versailles, the failure of the League of Nations, Isolationism,
Appeasement, the Great Depression and the rise of Hitler all contribute to the start of
WWII?
• Identify and explain the European Dictators at the start of WWII.
• Describe the events and progression of Antisemitsm that lead to the Holocaust,
including the historical significance of it.
• Describe what led to Canada's entrance into the Second World War.
• Describe the Japanese internment in Canada. Why did the Japanese become targets
of such discrimination and treatment?
• Which country did Canada liberate at the end of WWII?
• What is V.E. Day? What is V.J. Day? What officially marked the end of the Second
World War?
• Describe the moral question of dropping the Atomic bomb.
• How do the significance of the above events lead to an understanding of Canadian
Identity?

The Cold War & Modern Canada

• Define the Cold War. Which countries were involved? What were the major alliances,
cold war hot spots and implications in Canada.
• What is NATO? What is NORAD? What is the Warsaw Pact?
• What impact has the Baby Boom had on Canada over the past 5 decades?
• Describe the October Crisis. What did the event prove to Canadians?
• What is the War Measures Act? How and when was it used during the 20th century?
• How did the Canadian Constitution contribute to Canadian Identity?
• Do you believe the Suez Canal Crisis was resolved effectively?
• What events took place in determining the new flag of Canada in the 1960’s? Who
was involved in making this happen?
• What was the Oka Crisis? What can it teach us about the government of Canada’s
relationship with Indigenous Canadians?

PART D: T/A/C ESSAY- Answer one of the following questions. Be sure to

answer this question in an essay format.

1. Choose one of the following themes studied in this course and explain how
you see Canada’s identity manifest itself over time: Political identity; Social
identity or; Economic identity.

2. Defend or refute the following statement by using specific examples from

Canadian history since World War One:

Neglecting to own up to Canada’s dark moments in the past is like denying a

fundamental part of who we are. It is in facing these moments we find maturity
and therefore can conclude that we are, indeed, growing up.

3. French and English Canada have been at odds over numerous issues over the
last 100 years. Quebec has often felt unsatisfied with their position in Canada.
Has this dissatisfaction been justified? Choose three events to justify your
answer.

4. Evaluate the relationship between the government of Canada and Indigenous

Peoples in at least two areas from 1914 - present. Use specific examples to
support your answer.
 Essay Rubric

Criteria Level 1 Level 2 Level 3 Level 4

Thinking/Inquiry

The student did The student The student did an

The student did a
not attempt to attempted to excellent job
good job contributing
contribute in a contribute in a contributing in a
in a meaningful and
meaningful, meaningful, meaningful and
thoughtful way. Good
thoughtful way. thoughtful way. thoughtful way.
preparation and
Little or no Satisfactory Excellent preparation
execution.
execution execution. and execution.
Communication

The student The student The student The student expresses

expresses and expresses and expresses and and organizes
organizes ideas organizes ideas and organizes meaningful meaningful ideas and
and information information with ideas and information information with a high
with limited some with a considerable degree of
effectiveness. effectiveness. effectiveness. excellence.
Application

Student does not Student applies Student applies Student uses their
apply knowledge knowledge and knowledge and skills knowledge and skills in
and skills in skills in familiar in familiar contexts familiar contexts with
familiar contexts. contexts with with some considerable
Student makes limited effectiveness. effectiveness.
no connections effectiveness. Student makes some Student makes
in their work. Student makes few connections in their meaningful
connections in their work. connections.
work.