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History

Abbey Park’s History courses help students explore Canada’s past and key global events that shaped the world. From Canadian history in Grade 10 to American and World history in Grades 11 and 12, students build critical thinking and analytical skills while examining the people, movements, and ideas that defined each era.

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Grade 10: Canadian History since World War 1

Course Overview

This course explores social, economic, and political developments and events and their impact on the lives of different groups, 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 Canadian identity, citizenship, and heritage. 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.

Units of Study

  • A. Historical Inquiry and Skill Development: Historical inquiry, Developing transferable skills
  • B. Canada, 1914–1929: Social, Economic, and Political Context; Communities, Conflict, and Cooperation; Identity, Citizenship, and Heritage
  • C. Canada, 1929–1945: Social, Economic, and Political Context; Communities, Conflict, and Cooperation; Identity, Citizenship, and Heritage
  • D. Canada, 1945–1982: Social, Economic, and Political Context; Communities, Conflict, and Cooperation; Identity, Citizenship, and Heritage
  • E. Canada, 1982 to the Present: Social, Economic, and Political Context; Communities, Conflict, and Cooperation; Identity, Citizenship, and Heritage

To see the learning expectations for this course, visit the Ministry of Education Curriculum Page.

Learning Skills & Work Habits

Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation are important skills that will be taught, assessed, evaluated, and included on your report card. These help students grow and provide meaningful feedback to parents and guardians.

Assessment and Evaluation

Term Work (70% of Final Grade):

  • Knowledge & Understanding: 17%
  • Application: 17%
  • Thinking: 18%
  • Communication: 18%

Final Evaluation (30% of Final Grade):

  • Performance Task: 15% – completed in class during protected time at the end of the course
  • Evaluation Block Final: 15% – completed during the formal evaluation period (max. 1.5 hours)

Additional Information

Your teacher can provide you with a printed copy of this outline upon request.

Course Overview

This course focuses on the social context of historical developments and events and how they have affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities since 1914. Students will explore interactions between various communities in Canada as well as contributions of individuals and groups to Canadian heritage and identity. They will also develop an understanding of key political developments and government policies that have impacted Indigenous communities. Throughout the course, students will apply historical thinking concepts and the historical inquiry process, including evidence interpretation and analysis, to explore the continuing relevance of the past in shaping communities in present-day Canada.

Units of Study

  • A. Historical Inquiry and Skill Development: Historical inquiry, Developing transferable skills
  • B. Canada, 1914–1929: Social, Economic, and Political Context; Communities, Conflict, and Cooperation; Identity, Citizenship, and Heritage
  • C. Canada, 1929–1945: Social, Economic, and Political Context; Communities, Conflict, and Cooperation; Identity, Citizenship, and Heritage
  • D. Canada, 1945–1982: Social, Economic, and Political Context; Communities, Conflict, and Cooperation; Identity, Citizenship, and Heritage
  • E. Canada, 1982 to the Present: Social, Economic, and Political Context; Communities, Conflict, and Cooperation; Identity, Citizenship, and Heritage

To see the learning expectations for this course, visit the Ministry of Education Curriculum Page.

Learning Skills & Work Habits

Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation are important skills that will be taught, assessed, evaluated, and included on your report card. These help students grow and provide meaningful feedback to parents and guardians.

Assessment and Evaluation

Term Work (70% of Final Grade):

  • Knowledge & Understanding: 18%
  • Application: 18%
  • Thinking: 17%
  • Communication: 17%

Final Evaluation (30% of Final Grade):

  • Performance Task: 15% – completed in class during protected time at the end of the course
  • Evaluation Block Final: 15% – completed during the formal evaluation period (max. 1.5 hours)

Additional Information

Your teacher can provide you with a printed copy of this outline upon request.

Grade 11: American History

Course Overview

This course explores key aspects of the social, economic, and political development of the United States from precontact to the present. Students will examine the contributions of groups and individuals to the country’s evolution and explore the historical context of key issues, trends, and events that have shaped the United States, its identity and culture, and its role in the global community. Students will extend their ability to apply historical thinking concepts and the historical inquiry process, including interpreting and analyzing evidence, while investigating various forces that shaped American history.

Units of Study

  • A. Historical Inquiry and Skill Development: Historical inquiry, Developing transferable skills
  • B. The United States, Precontact to 1791: Social, economic, and political context; Communities, conflict, and cooperation; Identity, citizenship, and heritage
  • C. The United States, 1791–1877: Social, economic, and political context; Communities, conflict, and cooperation; Identity, citizenship, and heritage
  • D. The United States, 1877–1945: Social, economic, and political context; Communities, conflict, and cooperation; Identity, citizenship, and heritage
  • E. The United States since 1945: Social, economic, and political context; Communities, conflict, and cooperation; Identity, citizenship, and heritage

To see the learning expectations for this course, visit the Ministry of Education Curriculum Page.

Learning Skills & Work Habits

Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation are important skills that will be taught, assessed, evaluated, and included on your report card. These help students grow and provide meaningful feedback to parents and guardians.

Assessment and Evaluation

Term Work (70% of Final Grade):

  • Knowledge & Understanding: 18%
  • Application: 17%
  • Thinking: 20%
  • Communication: 15%

Final Evaluation (30% of Final Grade):

  • Performance Task: 15% – completed in class during protected time at the end of the course
  • Evaluation Block Final: 15% – completed during the formal evaluation period (max. 2 hours)

Additional Information

Your teacher can provide you with a printed copy of this outline upon request.

Grade 11: World History to the end of the 15th Century

Course Overview

This course explores the history of various societies and civilizations around the world, from the earliest times to around 1500 CE. Students will investigate a range of factors that contributed to the rise, success, and decline of ancient and pre-modern societies and examine the cultural and political legacies of these civilizations. Throughout the course, students will strengthen their understanding of historical thinking and the historical inquiry process, including analyzing and interpreting evidence when examining social, political, and economic systems and historical forces across different eras and regions.

Units of Study

  • A. Historical Inquiry and Skill Development: Historical inquiry, Developing transferable skills
  • B. Early Societies and Rising Civilizations: Early societies; Social, economic, and political context; Cooperation, conflict, and rising civilizations
  • C. Flourishing Societies and Civilizations: Social, economic, and political context; Stability and expansion; Identity, citizenship, and culture
  • D. Civilizations in Decline: Social, economic, and political context; Interrelationships; Cultural characteristics and identity
  • E. The Legacy of Civilizations: Social, cultural, and political heritage; The legacy of interactions; The fifteenth-century world

To see the learning expectations for this course, visit the Ministry of Education Curriculum Page.

Learning Skills & Work Habits

Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation are important skills that will be taught, assessed, evaluated, and included on your report card. These help students grow and provide meaningful feedback to parents and guardians.

Assessment and Evaluation

Term Work (70% of Final Grade):

  • Knowledge & Understanding: 15%
  • Application: 20%
  • Thinking: 20%
  • Communication: 15%

Final Evaluation (30% of Final Grade):

  • Performance Task: 15% – completed in class during protected time at the end of the course
  • Evaluation Block Final: 15% – completed during the formal evaluation period (max. 2 hours)

Additional Information

Your teacher can provide you with a printed copy of this outline upon request.

Grade 12: World History since the 15th Century

Course Overview

This course traces major developments and events in world history since approximately 1450. Students will explore social, economic, and political changes, the historical roots of contemporary issues, and the role of conflict and cooperation in global interrelationships. They will strengthen their skills in historical thinking and the historical inquiry process, including the analysis and interpretation of evidence, as they investigate key issues and ideas and assess societal progress or decline in global history.

Units of Study

  • A. Historical Inquiry and Skill Development: Historical inquiry, Developing transferable skills
  • B. The World, 1450–1650: Social, economic, and political context; Communities, conflict, and cooperation; Identity, citizenship, and heritage
  • C. The World, 1650–1789: Social, economic, and political context; Communities, conflict, and cooperation; Identity, citizenship, and heritage
  • D. The World, 1789–1900: Social, economic, and political context; Communities, conflict, and cooperation; Identity, citizenship, and heritage
  • E. The World since 1900: Social, economic, and political context; Communities, conflict, and cooperation; Identity, citizenship, and heritage

To see the learning expectations for this course, visit the Ministry of Education Curriculum Page.

Learning Skills & Work Habits

Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation are important skills that will be taught, assessed, evaluated, and included on your report card. These help students grow and provide meaningful feedback to parents and guardians.

Assessment and Evaluation

Term Work (70% of Final Grade):

  • Knowledge & Understanding: 18%
  • Application: 17%
  • Thinking: 20%
  • Communication: 15%

Final Evaluation (30% of Final Grade):

  • Performance Task: 10% – completed in class during protected time at the end of the course
  • Evaluation Block Final: 20% – completed during the formal evaluation period (max. 2 hours)

Additional Information

Your teacher can provide you with a printed copy of this outline upon request.

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