Course Outline: CHC2D

The following document is the course outline for the CHC2D course offered by Christian Virtual School. It contains the course description, unit outline, teaching & learning strategies, and the curriculum expectations addressed. This outline can also be viewed as a PDF using the download link provided.

Canadian History since WWI, Grade 10, Academic

Course Code: CHC2D

Grade: 10

Course Type: Academic

Credit Value: 1.0 

Prerequisite(s): None 

Curriculum Document: Canadian and World Studies, Revised (2018)

Developed By: Matt Vanderheide

Department: Canadian and World Studies

Development Date: January 2022

Most Recent Revision Date: January 2022

Teacher(s):

Mr. Vanderheide graduated from the King’s University College in 2008 with a bachelor’s degree in History with a minor in Political Science. A year later in 2009, he graduated from UWO with a masters degree in History, going on to get his bachelor’s degree in Education in 2010. 

 After graduating, Mr. Vanderheide began teaching in London as a secondary school teacher but eventually landed teaching elementary school where he now teaches grade 6 and 7. Since 2020 Mr. Vanderheide has had much experience teacher elementary students remotely for an entire year, tackling all subjects. 

Mr. Vanderheide came to work with Christian Virtual School as a curriculum writer and now also teaches students in history, civics and in grade 7.  

Aside from teaching, Mr. Vanderheide’s other interests include fitness, woodworking, cycling, playing with his kids, and reading.  

Course Description:

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 Canada since 1914. Students will examine the role of conflict and cooperation 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

Historical Inquiry and Skill Development

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

Canada, 1914-1929

  1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities
  2. 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 1914 to 1929, and how these interactions affected Canadian society and politics
  3. Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identity, citizenship, and heritage in Canada

Canada, 1929-1945

  1. 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
  2. Communities, Conflict, and Cooperation: analyse some key interactions within and between 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
  1. Identity, Citizenship, and Heritage: 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

Canada, 1945-1982

  1. 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
  2. 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
  3. Identity, Citizenship, and Heritage: 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

    Canada, 1982 to the Present

    1. 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
    2. 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
    3. Identity, Citizenship, and Heritage: 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

      Resources Required:

      This course is entirely online and does not require nor rely on any textbook. The materials required for the course are:

      • Access to various web resources for guided research activities
      • Access to voice recording or video recording tools (webcam, cell phone, etc.)

      Teaching and Learning Strategies:

      The Canadian and world studies courses prepare students for a life of responsible citizenship. Students are trained to think critically about events as they are experienced in daily life. One of the goals of the history courses is to help students develop a sense of time. At their own pace, students will work towards:

      • developing an understanding of past societies, developments, and events that enables them to interpret and analyse historical, as well as current, issues;
      • analysing how people from diverse groups have interacted and how they have changed over time;
      • understanding the experiences of and empathizing with people in past societies;
      • developing historical literacy skills by analysing and interpreting evidence from primary and secondary sources.

      Assessment and Evaluation Strategies of Student Performance:

      Every student attending Christian Virtual School is unique. We believe each student must have the opportunities to achieve success according to their own interests, abilities, and goals. Like the Ministry of Education, we have defined high expectations and standards for graduation, while introducing a range of options that allow students to learn in ways that suit them best and enable them to earn their diplomas. Christian Virtual School’s Assessment, Evaluation, and Reporting Policy is based on seven fundamental principles, as outlined in the Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools document.

      When these seven principles are fully understood and observed by all teachers, they guide the collection of meaningful information that helps inform instructional decisions, promote student engagement, and improve student learning. At Christian Virtual School, teachers use practices and procedures that:

      1. are fair, transparent, and equitable for all students;
      2. support all students, including those with special education needs, those who are learning English, and those who are First Nation, Métis, or Inuit;
      3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
      4. are communicated clearly to students and parents or guardians at the beginning of the school year or course and at other appropriate points throughout the school year or course;
      5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
      6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; and
      7. develop students’ self-assessment skills to enable them to access their own learning, set specific goals, and plan next steps for their learning.

      For more information on our assessment and evaluation strategies, refer to Section 6, Student Achievement, in the Course Calendar.

      Program Planning Considerations: