Course Description
Course Outline
| Unit | Unit Titles and Descriptions | Time |
|---|---|---|
| 1 | Canada, 1914–1929 – In this unit, students examine Canada’s involvement in the First World War and the social, political, and economic changes that followed. Topics include conscription, women’s roles, diverse people (First Nations, Inuit, and Indigenous peoples) contributions, postwar adjustment, and the emergence of a distinct Canadian identity. Students analyze primary and secondary sources to understand how war and postwar developments shaped Canada. |
30 hrs |
| 2 | Canada, 1929–1945 – Students investigate the causes and impacts of the Great Depression and Canada’s role in the Second World War. They explore government responses to economic crises, social reform movements, wartime policies, and human rights issues, including internment. Students assess how conflict and hardship influenced Canadian society and global relationships. Per the Ministry’s 2026 revision of this course, this unit also includes expanded learning about the Holocaust and its lasting impact on Canada and the world. |
25 hrs |
| Midterm Examination | 2 hrs | |
| 3 | Canada, 1945–1982 – This unit focuses on Canada’s postwar transformation, including economic growth, social change, and evolving national identity. Students examine topics such as immigration, Indigenous rights, Quebec nationalism, Cold War politics, and Canada’s role in international peacekeeping. |
24 hrs |
| 4 | Canada, 1982 to the Present – Students explore contemporary Canadian history, including constitutional change, globalization, reconciliation with Indigenous peoples, multiculturalism, and Canada’s role in global affairs. Students analyze how historical developments continue to shape citizenship, identity, and public policy. |
27 hrs |
| Final | Final Exam – The final exam assesses students’ understanding of major historical events, themes, and historical thinking concepts studied throughout the course. It includes multiple-choice, short-answer, and extended-response questions requiring analysis and interpretation of evidence. |
2 hrs |
| Total Course Hours | 110 hrs | |
Overall Curriculum Expectations
Historical Inquiry and Skill Development
Use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914.
Apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful.
Canada, 1914–1929
Describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups in Canada (Historical Significance; Historical Perspective).
Analyse some key interactions within and between different communities in Canada, and between Canada and the international community, from 1914 to 1929, and explain how they affected Canadian society and politics (Cause and Consequence).
Describe how some individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identities, citizenship, and/or heritage in Canada between 1914 and 1929 (Continuity and Change; Historical Perspective).
Canada, 1929–1945
Describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups in Canada (Cause and Consequence; Historical Perspective).
Analyse some key interactions within and between different communities in Canada, 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 (Cause and Consequence; Continuity and Change).
Explain how various individuals, groups, and events, including some major international events, contributed to the development of identity, citizenship, and heritage in Canada between 1929 and 1945 (Historical Significance; Historical Perspective).
Canada, 1945–1982
Describe some key social, economic, and political events, trends, and developments in Canada between 1945 and 1982, and assess their significance for different groups in Canada (Historical Significance; Continuity and Change).
Analyse some key experiences and interactions between different communities in Canada, as well as interactions between Canada and the international community, from 1945 to 1982, and the changes that resulted from them (Continuity and Change; Historical Perspective).
Analyse how significant events, individuals, and groups, including Aboriginal peoples, Québécois, and immigrants, contributed to the development of identity, citizenship, and heritage in Canada between 1945 and 1982 (Historical Significance; Cause and Consequence).
Canada, 1982 to the Present
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 in Canada (Historical Significance; Continuity and Change).
Analyse some significant interactions within and between various communities in Canada, and between Canada and the international community, from 1982 to the present, and how key issues and developments have affected these interactions (Continuity and Change; Historical Perspective).
Analyse how various significant individuals, groups, organizations, and events, both national and international, have contributed to the development of identity, citizenship, and heritage in Canada from 1982 to the present (Historical Significance; Cause and Consequence).
Teaching and Learning Strategies
Class Discussions:
Class discussions are facilitated through Moodle discussion boards and online conversations with the subject teacher concerning the concepts and skills being studied.
Video Presentations:
Video presentations and technological aids are used to enrich course content and clarify concepts and skills being studied. Online pre-approved quizzes and interactive content are also incorporated.
Brainstorming:
Brainstorming, charts, and graphs allow students to demonstrate their knowledge of subject matter through graphic organizers, pictures, and texts. This is communicated through assignments in Moodle.
Research:
Research is completed in an online environment. Students learn about plagiarism rules and are provided with examples of reliable sources. In addition to online research, students have access to resources through links and uploaded materials on the Moodle course page.
Individual Assignments:
Individual assignments are completed at each student’s own pace. Teachers support students through ongoing feedback and guidance.
Oral Presentations:
Oral presentations are facilitated through video conferencing and video recording.
Ongoing Project Work:
Ongoing projects allow students to demonstrate their understanding and receive continuous teacher feedback through written and oral work.
Resources Required
Required Textbooks and Resources:
Nelson History: Canadian and World Studies – Grade 10; primary sources including photographs, letters, speeches, political cartoons, and maps; secondary sources including articles, documentaries, and historical essays; and teacher-prepared worksheets and inquiry activities.
Digital Resources and Software:
Google Drive for assignment submission, collaboration, and document storage; internet access for research, archives, and digital historical databases; and Microsoft Office Suite (Word, PowerPoint) or equivalent tools.
Teacher Considerations:
Assistive technology, including text-to-speech and speech-to-text, may be used. Flexible submission formats, including written, oral, visual, and digital formats, are encouraged.
Key Skills Developed
Assessment Strategies
Assessment practices in CHC2D are designed to support students’ understanding of their progress, development of historical thinking skills, and competency in applying historical knowledge.
A variety of diagnostic, formative, and summative assessment tools are used throughout the units to identify students’ strengths, areas for improvement, and understanding of historical concepts.
Checklists, self-assessments, rubrics, and other diagnostic tools are used at regular intervals to help students understand their current status as learners and to provide frequent and timely feedback on their progress.
Assessment of students’ ability to demonstrate knowledge and understanding, historical thinking, research and inquiry skills, communication, and application of historical concepts occurs regularly through teacher observation, conferencing, discussions, written work, and student activities.
Students are provided with opportunities to demonstrate their learning in a variety of formats, including written, oral, visual, and digital activities.
Assessment Activities
- Homework and historical inquiry assignments
- Individual conference meetings with the teacher
- Moodle discussion forums and class discussions
- Diagnostic activities, quizzes, and historical thinking tasks
- Primary and secondary source analysis
- Editing and research checklists
- Reflections and learning journals
- Oral presentations and active listening activities
- Tests and final examination
- Historical investigations and evaluations
- Timelines, maps, charts, and graphic organizers
- Case studies and historical scenarios
- Research projects and presentations
- Document-based questions and source interpretation activities
- Multimedia and interactive history activities
- Ongoing projects with teacher feedback
Final Grade
The final grade will be determined as follows:
| Evaluation Component | Percentage |
|---|---|
| Term Work
Term work includes ongoing assessment through assignments, homework, projects, and tests. |
65% |
| Final Evaluation
A written examination evaluating overall achievement of course expectations. |
20% |
| Attendance and Participation | 15% |
Final Examination Breakdown
20% Written Final Exam
In accordance with the Ministry of Education’s September 2026 mandatory assessment and evaluation requirements for Grades 9 to 12, the Canadian and World Studies (History) final evaluation for this course is a 20% written exam.
The exam evaluates overall achievement of course expectations and is written in person during the designated exam period.
The written exam must be completed independently and reflect the overall expectations of the course.
Attendance and Participation
Excused absences will not negatively affect a student’s mark.
Attendance and participation will be evaluated using the Ministry’s established criteria, including participation in class discussions, contribution of ideas, asking relevant questions, respecting the contributions of others, and contributing to a positive classroom learning environment.
Considerations for Program Planning
Planning Canadian and World Studies Programs for Students with Special Education Needs
Classroom teachers are key educators for students with special education needs and work collaboratively with special education teachers, parents, and other professionals to support student success.
Program planning is based on the belief that all students can succeed and that Universal Design for Learning (UDL) and differentiated instruction are effective approaches for meeting diverse learning needs.
Instructional strategies are informed by research and adapted to individual student needs.
Program Considerations for English Language Learners
Canadian classrooms include students from diverse linguistic and cultural backgrounds.
English language learners may be Canadian-born or newcomers with varying levels of English proficiency and educational experience.
Teachers provide appropriate support, differentiated instruction, and opportunities for students to develop language skills while demonstrating their understanding of Canadian history.
The Role of Technology in the Canadian and World Studies Program
Information and communications technologies (ICT) can enhance learning by providing access to multimedia resources, digital documents, websites, databases, presentations, and interactive activities.
Technology supports students in researching, organizing information, analysing historical sources, and communicating their learning.
Students are encouraged to use appropriate technology to support their learning.
Accommodations
Accommodations are determined in consultation with parents, teachers, administration, and relevant educational assessment reports.
Instructional Accommodations:
Changes to teaching strategies, presentation methods, organization, and use of technology or multimedia.
Environmental Accommodations:
Preferential seating, reduced distractions, or appropriate lighting.
Assessment Accommodations:
Additional time, alternative formats, oral responses, or use of assistive technology.
Additional Supports:
Providing step-by-step instructions; using graphic organizers, timelines, charts, and planning templates; recording key words and important information; providing opportunities to demonstrate learning verbally or through a scribe; offering a variety of reading and writing options; providing reading materials in advance; and offering enrichment and extension activities.
Tips for Success
Welcome to CHC2D: Grade 10 Canadian History, Academic!
Get ready to explore Canada’s past and develop your understanding of important historical events, people, movements, and issues that have shaped our country.
Throughout this course, you will strengthen your critical thinking, research, communication, historical inquiry, and digital learning skills in an online environment.
By the end of this course, you will have developed a deeper understanding of Canadian history, as well as improved your time management, organization, research, and independent learning skills.
Stay Updated:
Check Announcements, “What’s New,” and your mailbox every day for updates, reminders, feedback, and important course information.
Manage Your Time:
Check the calendar regularly for due dates. It is your responsibility to keep track of deadlines and submit your work on time. If you are having difficulty meeting a deadline, contact your teacher promptly.
Follow Instructions:
Review assignment instructions and evaluation criteria carefully. Before submitting your work, create a checklist to ensure you have completed all required components, included appropriate evidence and sources, and submitted your work correctly.
Use Reliable Sources:
Check the credibility of websites and other resources when conducting research, and properly acknowledge the sources you use.
Ask for Help:
For technical issues, contact the Help Desk. For course-related questions, concerns, or clarification, email your teacher. Expect a response within 24 hours. If your message is urgent, include “URGENT” in the email subject line.
Key Elements to Success in CHC2D
Time Commitment:
Plan for 1–2 hours of focused study each day. Use this time to complete readings, review historical concepts, work on assignments, and prepare for assessments.
Communication:
Maintain regular contact with your teacher. Ask questions, participate in discussions, and use teacher feedback to improve your learning.
Engagement:
Approach historical topics with curiosity, effort, and an open mind. Participate actively in activities, discussions, research tasks, and assignments.
Critical Thinking:
Do more than memorize dates and events. Think about cause and consequence, continuity and change, historical significance, perspectives, and connections between the past and present.
Organization:
Keep your notes, assignments, research, and feedback organized. Staying organized will make it easier to review material and prepare for tests and exams.
Remember: History is not simply about remembering what happened. It is about understanding why events happened, how they affected Canadians, and how the past continues to influence Canada today.
Approach each topic with curiosity, thoughtful analysis, and a willingness to learn!
