Learning History to Understand the Present: Exploring Aspects of Historical Mindedness in Ontario’s High School History Curriculum, 2005-2013

Abstract

This study investigates specific aspects of the curriculum documents for Ontario’s Grade 10 course Canadian History since World War I released in 2005 and 2013. This course is worthy of study as this is the only mandatory History course at the high school level in the province. For many students Grade 10 History is also the final opportunity to study history in a school setting, and therefore can impact the way that they think about the subject beyond the school. The primary focus of this study is centred on what Ontario high school students are expected to learn about Canadian history, as published by Ontario’s Ministry of Education through curriculum guides; and specifically how Ken Osborne’s component of historical mindedness that he terms HE2, or the use of history for the understanding of the present, is reflected within the documents. Through gaining a clearer understanding of how Ontario’s 2005 and 2013 history curriculum has reflected specific aspects of historical mindedness as outlined by Ken Osborne, the study discusses the alignment between these concepts and the curriculum documents studied, including commentary on whether or not HE2 can be seen as an effective framework when thinking about approaching the study of history in Ontario in the time period. Although there are some differences between the curriculum documents studied, overall each can be seen to be in alignment with priorities such as: 1. connecting past events with current issues; 2. incorporating students’ experiences; and 3. including a student-centred approach to class activities. The overall program goals for these curriculum documents are concerned primarily with students developing skills that will help them live their lives and because of this, HE2 can be seen as an effective framework when thinking about approaching the study of history in Ontario classrooms.