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The official Ontario Canadian History since World War I, Grade 10 (Academic) curriculum
Ontario defines Canadian History since World War I, Grade 10 (Academic) by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 4 | Historical Skills and Careers |
| Strand B | 14 | Canada, 1914–1929 |
| Strand C | 13 | Canada, 1929–1945 |
| Strand D | 16 | Canada, 1945–1982 |
| Strand E | 14 | Canada, 1982 to the Present |
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How MapleMind teaches Canadian History since World War I, Grade 10 (Academic) — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Historical Skills and CareersOfficial strand · Strand A
How historical investigation builds transferable and essential skills, applying them to current issues, and careers in which historical skills are useful.
Skills and Careers in History
- Skills history buildschc2d.A2.1 — Describe ways historical investigation helps develop transferable and essential skills that transfer to work and everyday life.
- Applying historical work habitschc2d.A2.2 — Apply skills and work habits developed through historical investigation in everyday contexts.
- History and current issueschc2d.A2.3 — Apply the knowledge and skills of Canadian history when analysing current social, economic, and political issues.
- Careers using historychc2d.A2.4 — Identify careers in which the skills learned in history might be useful.
The official wording — 4 outcomes in this unit
- chc2d.A2.1
describe several ways in which historical
- chc2d.A2.2
apply in everyday contexts skills and work
- chc2d.A2.3
apply the knowledge and skills developed in
- chc2d.A2.4
identify some careers in which the skills
Unit 2Canada, 1914–1929Official strand · Strand B
Social, economic, and political events, trends, and developments between 1914 and 1929 and their significance for different groups and communities; key interactions within Canada and with the international community; and the individuals, organizations, and social changes that shaped identities, citizenship, and heritage.
Society and Economy, 1914–1929
- Demographic trends, 1914–29chc2d.B1.1 — Analyse primary sources to identify major demographic trends between 1914 and 1929 and assess their significance for different groups and communities, including First Nations, Métis, and Inuit communities.
- Science and technology, 1914–29chc2d.B1.2 — Identify major developments in science and technology in 1914–29 and assess their significance for different individuals, groups, and communities in Canada.
- Economic trends, 1914–29chc2d.B1.3 — Describe key economic trends of 1914–29 and assess their impact on various individuals, groups, and communities in Canada.
- WWI's impact on society and politicschc2d.B1.4 — Explain the impact on Canadian society and politics of key events and developments during World War I.
Interactions and Conflict, 1914–1929
- Causes and consequences of WWIchc2d.B2.1 — Explain the main causes of World War I and Canada's participation, and analyse the consequences of Canada's military participation.
- Canada in international relationschc2d.B2.2 — Analyse the significance of and perspectives on Canada's participation in international relations between 1914 and 1929.
- Cooperation and movementschc2d.B2.4 — Explain the goals and accomplishments of groups, organizations, and movements that contributed to social and political cooperation in 1914–29.
- Government policy and Indigenous communitieschc2d.B2.5 — Describe how the residential school system and other government policies affected First Nations, Métis, and Inuit individuals and communities in 1914–29, and explain long-term consequences.
- Discrimination against ethnocultural groupschc2d.B2.6 — Describe attitudes toward and discrimination against non-Indigenous ethnocultural groups in Canada in 1914–29 and explain their impact.
Identities and Heritage, 1914–1929
- Individuals and organizationschc2d.B3.1 — Explain how individuals, groups, and organizations contributed to Canadian society, politics, and the development of identities, citizenship, and heritage in 1914–29.
- Arts and popular culturechc2d.B3.2 — Describe significant changes in the arts and popular culture in Canada in 1914–29 and explain the contributions of individuals and events.
- Rights and lives of womenchc2d.B3.3 — Describe significant developments in the rights and lives of women in Canada, including First Nations, Métis, and Inuit women, in 1914–29, and explain their impact on citizenship and heritage.
- Immigration and heritagechc2d.B3.4 — Describe Canadian immigration policy in 1914–29 and analyse immigration with a focus on how different groups contributed to identities and heritage.
The official wording — 14 outcomes in this unit
- chc2d.B1.1
analyse historical statistics and other primary
- chc2d.B1.2
identify some major developments in science
- chc2d.B1.3
describe some key economic trends and
- chc2d.B1.4
explain the impact on Canadian society
- chc2d.B2.1
explain the main causes of World War I
- chc2d.B2.2
analyse, with reference to specific events or
- chc2d.B2.3
describe some major instances of social
- chc2d.B2.4
explain the goals and accomplishments of
- chc2d.B2.5
describe how the residential school system
- chc2d.B2.6
describe attitudes towards as well as
- chc2d.B3.1
explain how some individuals, groups,
- chc2d.B3.2
describe some significant changes in the
- chc2d.B3.3
describe some significant developments
- chc2d.B3.4
describe Canadian immigration policy
Unit 3Canada, 1929–1945Official strand · Strand C
Social, economic, and political events, trends, and developments between 1929 and 1945 and their impact on different groups and communities; key interactions within Canada and with the international community during the Depression and World War II; and the individuals, groups, and international events that shaped identities, citizenship, and heritage.
Depression and War: Society, 1929–1945
- Science and technology, 1929–45chc2d.C1.2 — Identify major developments in science and technology in 1929–45 and assess their significance for different groups and communities.
- Economic trends, 1929–45chc2d.C1.3 — Describe key economic trends of 1929–45 and assess their impact on different groups and communities in Canada.
- Policy affecting Indigenous peopleschc2d.C1.4 — Describe the causes of key political developments and government policies affecting Indigenous peoples in 1929–45 and assess their impact on First Nations, Métis, and Inuit communities.
- Political developments and policychc2d.C1.5 — Describe the causes of key political developments and government policies in Canada in 1929–45 and assess their impact on non-Indigenous groups.
Interactions and War, 1929–1945
- Cooperation and conflictchc2d.C2.1 — Analyse significant ways people in Canada cooperated and came into conflict in 1929–45, focusing on the issues and changes involved.
- Relations with Britain and the USchc2d.C2.2 — Analyse how key issues and developments affected Canada's relationships with Great Britain and the United States in 1929–45.
- Causes and contribution to WWIIchc2d.C2.3 — Explain the main causes of World War II and analyse Canada's contribution to the war effort.
- WWII and Indigenous communitieschc2d.C2.4 — Explain ways World War II affected First Nations, Métis, and Inuit individuals and communities and how it changed their lives.
- WWII and non-Indigenous Canadianschc2d.C2.5 — Explain ways World War II affected non-Indigenous Canadians and how it changed the lives of various groups.
Identities and Heritage, 1929–1945
- Individuals and organizationschc2d.C3.1 — Describe contributions of individuals, groups, and organizations to Canadian society, politics, and culture in 1929–45 and assess their significance for identities, citizenship, and heritage.
- Responses to international eventschc2d.C3.2 — Analyse how Canada and people in Canada responded to major international events in 1929–45 and assess the significance of these responses for identities and heritage.
- The Holocaust and human rightschc2d.C3.3 — Analyse the impact of the Holocaust on Canadian society and on attitudes toward human rights.
The official wording — 13 outcomes in this unit
- chc2d.C1.1
describe some key social changes in Canada
- chc2d.C1.2
identify some major developments in science
- chc2d.C1.3
describe some key economic trends and
- chc2d.C1.4
describe the main causes of some key political developments and/or government policies that affected Indigenous peoples
- chc2d.C1.5
describe the main causes of some key political developments and/or government policies in Canada
- chc2d.C2.1
analyse some significant ways in which
- chc2d.C2.2
analyse how some key issues and/or
- chc2d.C2.3
explain the main causes of World War II
- chc2d.C2.4
explain some ways in which World War II affected First Nations
- chc2d.C2.5
explain some ways in which World War II affected non-Indigenous
- chc2d.C3.1
describe contributions of various individuals,
- chc2d.C3.2
analyse how Canada and people in Canada,
- chc2d.C3.3
analyse the impact of the Holocaust on
Unit 4Canada, 1945–1982Official strand · Strand D
Social, economic, and political events, trends, and developments between 1945 and 1982 and their significance for different individuals, groups, and communities; key experiences and interactions within Canada and with the international community during the Cold War; and the significant events, individuals, and groups — including Indigenous peoples, Québécois, and immigrants — that shaped identities, citizenship, and heritage.
Postwar Society and Economy, 1945–1982
- Demographic trends, 1945–82chc2d.D1.1 — Analyse primary sources to identify key demographic trends in 1945–82 and assess their consequences for people in Canada, including First Nations, Métis, and Inuit communities.
- Science and technology, 1945–82chc2d.D1.2 — Identify major developments in science and technology in 1945–82 and assess their significance for different groups and communities.
- Economic trends, 1945–82chc2d.D1.3 — Describe key trends and developments in the Canadian economy in 1945–82 and explain their impact on different groups and communities.
- Policy affecting Indigenous peopleschc2d.D1.4 — Describe key political developments and government policies affecting Indigenous peoples in 1945–82 and assess their significance for First Nations, Métis, and Inuit communities.
- Political developments and policychc2d.D1.5 — Describe key political developments and government policies in Canada in 1945–82 and assess their significance for different non-Indigenous groups.
Interactions and the Cold War, 1945–1982
- Life for women, 1945–82chc2d.D2.3 — Analyse key aspects of life for women in Canada, including First Nations, Métis, and Inuit women, in 1945–82, focusing on what changed and what stayed the same.
- Canada and the Cold Warchc2d.D2.4 — Describe key developments in Canada's participation in the international community in 1945–82, focusing on the Cold War, and assess whether they changed Canada's role.
- Relations with the United Stateschc2d.D2.5 — Describe key developments in Canada's relationship with the United States in 1945–82 and explain how they challenged or reinforced that relationship.
Identities and Heritage, 1945–1982
- Individuals and organizationschc2d.D3.1 — Describe contributions of individuals, groups, and organizations to Canadian society and politics in 1945–82 and explain their significance for identities, citizenship, and heritage.
- Arts and popular culturechc2d.D3.2 — Explain ways individuals, events, groups, and organizations contributed to the arts and popular culture in 1945–82 and assess their significance for identities and heritage.
- Events affecting Indigenous communitieschc2d.D3.3 — Analyse key causes of significant events and issues affecting First Nations, Métis, and Inuit communities in 1945–82 and assess their impact on identities, citizenship, and heritage.
- The Quiet Revolution and Quebecchc2d.D3.4 — Describe the causes and consequences of the Quiet Revolution and other key events affecting Quebec in 1945–82 and explain their significance for identities in Canada.
- Immigration and heritagechc2d.D3.5 — Describe key developments in immigration and refugee policy in Canada in 1945–82 and explain their significance for heritage and identities.
The official wording — 16 outcomes in this unit
- chc2d.D1.1
analyse historical statistics and other primary
- chc2d.D1.2
identify some major developments in science
- chc2d.D1.3
describe some key trends and developments in the Canadian economy
- chc2d.D1.4
describe some key political developments and/or government policies that affected Indigenous peoples
- chc2d.D1.5
describe some key political developments and/or government policies in Canada
- chc2d.D1.6
analyse the impact on the lives of Canadians
- chc2d.D2.1
describe some significant instances of social
- chc2d.D2.2
describe some significant social movements
- chc2d.D2.3
analyse key aspects of life for women in
- chc2d.D2.4
describe some key developments related to Canada’s participation in the international community
- chc2d.D2.5
describe some key developments in Canada’s relationship with the United States
- chc2d.D3.1
describe contributions of various individuals,
- chc2d.D3.2
explain ways in which various individuals,
- chc2d.D3.3
analyse key causes of some significant events,
- chc2d.D3.4
describe the main causes and consequences of the Quiet Revolution
- chc2d.D3.5
describe some key developments in immigration and in refugee and immigration policy
Unit 5Canada, 1982 to the PresentOfficial strand · Strand E
Social, economic, and political events, trends, and developments from 1982 to the present and their significance for different groups and communities; significant interactions within Canada and with the international community; and the significant individuals, groups, organizations, and events, national and international, that shaped identities, citizenship, and heritage.
Society and Economy since 1982
- Science and technology since 1982chc2d.E1.2 — Identify major developments in science and technology since 1982 and assess their significance for people in Canada, including First Nations, Métis, and Inuit communities.
- Economic trends since 1982chc2d.E1.3 — Describe key trends and developments in the Canadian economy since 1982, including for Indigenous communities, and compare them to earlier trends.
- Policy affecting Indigenous peopleschc2d.E1.4 — Describe key political developments and government policies affecting Indigenous peoples in Canada since 1982 and assess their significance for First Nations, Métis, and Inuit communities.
- Political developments and policychc2d.E1.5 — Describe key political developments and government policies in Canada since 1982 and assess their significance for different non-Indigenous groups.
Interactions since 1982
- Cooperation and conflict since 1982chc2d.E2.1 — Describe significant ways Canadians have cooperated and come into conflict since 1982 and analyse these interactions from various perspectives.
- Regionalism since 1982chc2d.E2.2 — Analyse aspects of regionalism in Canada since 1982, including challenges in the relationship between Ottawa and various regions.
- Federal–Indigenous relationschc2d.E2.3 — Identify key developments and issues affecting the relationship between governments and First Nations, Métis, and Inuit communities since 1982 and analyse them from various perspectives.
- Quebec and the federal governmentchc2d.E2.4 — Describe key developments and issues affecting the relationship between Quebec and the federal government since 1982 and analyse them from various perspectives.
- Canada in the international communitychc2d.E2.5 — Describe ways Canada and Canadians have participated in the international community since 1982, focusing on responses to conflict and humanitarian work, and explain the factors affecting this participation.
Identities and Heritage since 1982
- Individuals and organizationschc2d.E3.1 — Describe contributions of individuals, groups, and organizations to Canadian society and politics since 1982 and explain their significance for identities, citizenship, and heritage.
- Arts and popular culturechc2d.E3.2 — Explain ways individuals, groups, organizations, and events contributed to the arts and popular culture in Canada since 1982 and assess their significance for identities, citizenship, and heritage.
- Acknowledgement and commemorationchc2d.E3.3 — Assess the significance of public acknowledgements and commemorations of past human tragedies and human rights violations, domestic and international.
- Relations with the United Stateschc2d.E3.4 — Describe key developments affecting Canada's relationship with the United States since 1982 and explain their impact on Canadian identities and heritage.
The official wording — 14 outcomes in this unit
- chc2d.E1.1
describe various social and cultural trends
- chc2d.E1.2
identify some major developments in science and technology since 1982
- chc2d.E1.3
describe some key trends and/or develop- ments in the Canadian economy since 1982
- chc2d.E1.4
describe some key political developments and/or government policies that have affected Indigenous peoples
- chc2d.E1.5
describe some key political developments and/or government policies in Canada since 1982
- chc2d.E2.1
describe some significant ways in which Canadians have cooperated
- chc2d.E2.2
analyse aspects of regionalism in Canada since 1982
- chc2d.E2.3
identify some key developments and issues that have affected the relationship between the federal/provincial governments and First Nations
- chc2d.E2.4
describe some key developments and issues that have affected the relationship between Quebec and the federal government
- chc2d.E2.5
describe some ways in which Canada and Canadians have participated in the international community since 1982
- chc2d.E3.1
describe contributions of various individuals,
- chc2d.E3.2
explain ways in which various individuals,
- chc2d.E3.3
assess the significance of public acknow- ledgements and/or commemoration
- chc2d.E3.4
describe some key developments that have affected Canada’s relationship with the United States
Printable workbook · A keepsake of the year
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Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
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The official source is linked on this page — Ontario's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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