Canadian History (CHC 2D)

Course Overview

Course Title: Canadian History, Grade 10
Course Code: CHC 2D
Grade: 10
Course Type: Academic
Credit Value: 1.0
Prerequisite: None required
Department: Canadian and World Studies
Tuition Fee (CAD): $549

This course explores social, economic, and political developments and events and their impact on the lives of different individuals, groups, and communities, including First Nations, Métis, and Inuit individuals and communities, in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on identities, citizenship, and heritage in Canada. Students’ will develop an understanding of some of the political developments and government policies that have had a lasting impact on First Nations, Métis, and Inuit individuals and communities. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914.

Overall Curriculum Expectations

By the end of the course, students will gain proficiency in the following areas:

Historical Inquiry and Skill Development
  • Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914.
  • Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful.

Canada, 1914-1929
  • Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914-1929, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities
  • Communities, Conflict, Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1914 to 1929, and how these interactions affected Canadian society and politics
  • Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identities, citizenship, and heritage in Canada

Canada, 1929-1945
  • Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups and communities in Canada, including First Nations Métis, and Inuit communities
  • Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1929 to 1945, with a focus on key issues that affected these interactions and changes that resulted from them
  • Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identities, citizenship, and heritage in Canada between 1929 and 1945
Canada, 1945-1982
  • Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1945 and 1982, and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and communities
  • Communities, Conflict, and Cooperation: analyse some key experiences of and interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, as well as interactions between Canada and the international community, from 1945 to 1982, and the changes that resulted from them
  • Identity, Citizenship, and Heritage: analyse how significant events, individuals, and groups, including Indigenous peoples, Québécois, and immigrants, contributed to the development of identities, citizenship, and heritage in Canada between 1945 and 1982
Canada, 1982 – Present
  • Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the present, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities
  • Communities, Conflict, and Cooperation: analyse some significant interactions within and between various communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1982 to the present, and how key issues and developments have affected these interactions
  • Identity, Citizenship, and Heritage: analyse how various significant individuals, groups, organizations, and events, both national and international, have contributed to the development of identities, citizenship, and heritage in Canada from 1982 to the present

Unit Overview

Unit 1: Historical Thinking and Essential Questions
You will begin by simply thinking about what history is and what it means to you, as well as examining the role of the historian. Then, you will practice being a historian yourself as you are exposed to the concepts of historical thinking that form the basis for the entire course. You will practice constructing questions and begin to connect these questions to thinking historically. Importantly, you will also be exposed to the different parts of the inquiry process to familiarize yourself with the steps you will take in order to complete course activities, summative tasks and ultimately, the course culminating performance task. Finally, this unit also introduces you to the three essential course questions that will guide your inquiry into the people, events and developments of Canadian History since WWI.
20 hours
Unit 2: Canada – 1914 to 1929
In this unit, you will take a critical look at the time period of 1914-1929 in Canadian History using the inquiry question, “To what degree does this time period represent a period of progress or decline?” To answer this question, you will consider the changes and continuities that both WWI and the Roaring Twenties brought to Canada and Canadians. You will also actively engage in the inquiry process throughout this unit in order to complete the unit summative task
20 hours
Unit 3: Canada – 1929 to 1945
In this unit, you will build on your historical thinking skills as you take a critical look at the time period of 1929-1945 using the inquiry question, “How did Canadians react to extreme problems?” The 1930s and 1940s were a very challenging time for Canadians – first the Great Depression caused much hardship, only to be followed by a devastating world war that, by the time it concluded, revealed the extreme actions of dictatorial regimes around the world. To answer the inquiry question, you will consider how and why Canadians reacted to the extreme events of this time – both before and immediately after the Second World War. You will continue to engage in the inquiry process throughout this unit in order to complete the unit summative task. 
20 hours
Unit 4: Canada – 1945 to 1982
In this unit, you will build on your historical thinking skills and develop your argumentative writing skills as you take a critical look at the time period of 1945-1982 using the inquiry question, “Did Canadians create the country they wanted?” The post war period represented a time in which there was much reflection on the atrocities and human rights violations of WWII. How would Canada handle human rights during this time period? Would immigration policies change? In addition, the Cold War created a sense of paranoia about whether world peace was possible. Would Canada continue to get involved in European conflicts or focus more on North American defense agreements? Indeed, Canadians had a lot of decisions to make about the direction their country would take. And many groups wanted a say in these decisions from Quebeckers to First Nations groups to women. To answer the inquiry question, you will consider whether Canadians created a country they wanted during this time period.
20 hours
Unit 5: Canada – 1982 to Present
Welcome to the last unit of the course! In this unit, you will take a critical look at the time period of 1982-present using the inquiry question, “Whose voices and what issues should Canadians care about?” This unit showcases a different Canada as the twentieth century came to a close and the twenty-first century began. This is the century in which you were born. In this unit, you will critically examine issues and voices that have many connections to the present, to the Canada in which you live. You will continue to engage in the inquiry process throughout this unit in order to complete the unit summative task, which involves your selection of an image that represents what you think is the most significant issue and/or voice that Canadians should care about.
20 hours
Unit 6: Culminating Activity
This is the final course culminating task. In Unit 1, you were introduced to three essential inquiry questions that frame the course. During each unit, you had the opportunity to engage in the stages of the inquiry process as you reflected on the questions and at the end of each unit you communicated your thinking on at least one of the questions. By the end of Unit 4, you selected one question to develop/respond to using the inquiry process in preparation for communicating a response by the end of the course.
10 hours
Total Hours110 hours
Teaching and Learning Strategies

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Individualized Accommodations for Students

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.

For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available. 


For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.

A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;

Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.

If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)

Materials Required

Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended
-Speakers/Headphones