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Course Profile World History: The West and the World (CHY4C),
Grade 12, College Preparation, Catholic
Course Overview
Prerequisite: Canadian
History in the Twentieth Century, Grade 10, Academic or Applied
This course explores
the history of the world since the sixteenth century, emphasizing the
interaction between the emerging West and other regions of the world. Students
will learn about a variety of economic, social, and political systems and the
changes they have undergone over time. Students will acquire sound skills of
historical inquiry and will develop an appreciation of the forces that have
formed our modern world.
“Catholic education
views human life as an integration of body, mind, and spirit. Rooted in this
worldview, Catholic education fosters the human search for knowledge as a
lifelong spiritual and academic quest.” (Educating the Soul). The dominant
theme in this college level preparation course is the primacy of concern for
social justice and human rights, and the search for the common good. Students
apply gospel values to the issues that emerged in the rise of Western
civilization, particularly as it affected indigenous peoples, women, working
people, and oppressed peoples. In this course, students examine how individuals
became citizens and why they organized themselves in communities to fight
injustices. Students are encouraged to approach all of the issues that emerge
from a moral and ethical perspective. Gospel values are the prism through which
we address the central question, “How and why did the West come to influence
the world?”
This profile
attempts to address the specific concerns presented by a college preparation
course, and each unit contains many suggestions for activities. The teacher
should choose activities most suitable to the time available while ensuring
that all expectations are covered. Since multiculturalism is a feature of
Ontario classrooms, teachers are to encourage students to distinguish
historical fact from fiction by looking at writings from the students’ culture
of origin. Adapted versions of primary sources, popular culture, the Internet,
and visual resources are readily available and are highly recommended.
Recurring themes and constant reference to chronology allows more manageable
learning.
The Ministry
document The Ontario Curriculum, Grades 11 and 12, Canadian and World
Studies clearly indicates the importance of chronology in the study of
history. As a result, this course has been developed into chronological and
thematic units that examine the spread of Western ideas, concepts, and beliefs
throughout Europe and the world. The discussion of civilizations, specifically,
Asia, Africa, Central America and South America, focuses on both the influence
of Western culture and the way in which the West itself was influenced by
outside contacts. This provides a framework which allows students to develop a
sense of cause and effect within a more global context. Unit 1 introduces the
major themes as outlined in the policy document, The Ontario Curriculum,
Grades 11 and 12, Canadian and World Studies, p. 185– 95, and each
subsequent unit reinforces the overall expectations of Communities: Local,
National and Global, Change and Continuity, Citizenship and Heritage, Social,
Economic and Political Structures, and Methods of Historical Inquiry. Each unit
returns to these themes in various forms such as Intellectual Movements,
Economics, Technology, Political thought, Social institutions,
Art as a reflection of society, and the Global Village.
The
activities in this Course Profile allow students to develop skills associated
with political and historical studies as well as citizenship in the 21st
Century. There is an expectation that all students complete class readings with
a critical eye. Students learn to conduct research in reference books,
audio-visual material, and Internet sites. The teacher should encourage
students to be aware of bias, prejudice, and stereotyping and to understand
that some statements, arguments, and opinions lack factual basis. Students
present information in various ways, such as writing in role, script-writing,
and television or radio production. Students learn to communicate effectively in
debates, interviews, group presentations, organizational charts, and opinion
papers. The development of a personal point of view and its support is crucial.
Methods of historical inquiry are integrated throughout the five units of
study. Specific learning activities and their links to assessment are outlined
later in this overview.
The teacher should
be aware of the resources available for the delivery of this curriculum. There
are many Internet sites which may be accessed in preparation for the course and
later by students during the duration of the course. The teacher must
familiarize students with the local board’s policy regarding safe use of the
Internet and obtain the necessary parental permission forms. Students must be
aware of what to do if they become exposed to inappropriate sites.
It is crucial that
teachers become familiar with the Course Culminating Activity outlined in Unit
5, as students must track important people and events in each century. The
activity should be introduced in Unit 1.
|
Unit 1 |
Foundations and
Institutions Challenged 1600–1715 |
23 hours |
|
* Unit 2 |
The Enlightenment
to Napoleon 1715–1815 |
23 hours |
|
Unit 3 |
The Century of
Transitions 1815–1914 |
23 hours |
|
Unit 4 |
The Century of
Extremes 1914–present |
26 hours |
|
Unit 5 |
Culminating
Activity |
15 hours |
* This unit is fully
developed in the Course Profile.
Time: 23
hours
Unit Description
This unit
introduces the intellectual impetuses for change that provide the basis for
modern Western civilization. The traditional relationship between people and
state was challenged by such thinkers as Bacon, Descartes, Locke, Copernicus,
and Galileo. Social institutions such as the church were challenged during the
Renaissance, the Reformation, and the Counter-Reformation. On a political
level, the rise of nation-states and the opening of trade routes to India,
Africa, and the Americas established contact between the West and the outside
world. A class newspaper or video representation of major events from this
period (1600–1715) is an engaging assessment strategy for such a wide array of
important topics.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
COV.01, COV.02, COV.03, CO1.02, CHV.04, SE4.01 |
Knowledge/ Understanding |
The non-Western World Before Contact: A brief discussion of values and daily life in such areas as Asia,
Latin America, Africa and India |
|
2 |
COV.01, CO3.04,
CCV.01, CCV.02, CC1.03, CC1.04, CC2.03, CC3.03, CHV.03, CH1.01, CH3.01,
CH3.04, SE1.03, SE4.01, HI1.01 |
Knowledge/
Understanding Thinking/Inquiry Communication |
The Renaissance
and Reformation: Artistic
movements, the experience of social classes including women in each of the
classes, intellectual movements |
|
3 |
COV.01, CO1.01,
CO3.01, CCV.01, CC1.01, CC2.03, CC3.03, CHV.02, CH4.03, SE1.01, SE1.03,
HIV.02, HI2.01, HI3.03 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Intellectual/Spiritual
Issues: The Role of
Religion in the 17th Century – The English Civil War |
|
4 |
COV.03, CO2.01,
CO3.03, CC1.02, CC1.03, CC2.01, CC3.02, CH1.02, SEV.03, SEV.04, SE3.01,
HI2.04 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Political/Military
Developments: Louis XIV and the
Bourbon Dynasty |
|
5 |
CO2.01, CO3.03,
CCV.01, CCV.02, CC1.01, CC1.02, CC1.03, CC2.01, CC2.02, CH4.04, SE1.02,
SE1.03, HI3.01, HI3.03 |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
Science/Technology
Issues: “On Trial” Galileo
and Heliocentricism vs. the Catholic Church |
|
6 |
COV.02, CO1.01,
CO1.02, CO2.01, CO2.02, CO2.03, CC1.01, CC1.02, CC1.04, CC3.01, CC3.03,
CH1.02, CH1.03, CH2.01, SE4.01, SE4.02, HIV.01 |
Knowledge/
Understanding Thinking/Inquiry |
Social/Economic
Issues: The Age of
Exploration and the Rise of the Middle Class |
|
7 |
COV.02, CO1.01,
CO1.02, CO2.01, CO2.02, CO2.03, CC1.01, CC1.02, CC1.04, CC3.03, HI2.04,
HI3.01, HI3.03 |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
The Global
Village: Columbus and the
American Consequences |
|
8 |
CCV.03, CC3.03,
CH2.02, CH2.04, SEV.03, HIV.01, HIV.04, HI1.03, HI2.01, HI3.02, HI4.03 |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
Performance
Task: Class Newspaper
and Unit Test |
Time: 23 hours
Unit Description
Students explore the
major intellectual, political, economic, and social changes between 1715 and
1815. Students examine the major thinkers and important documents that acted as
impetus to change. Students learn through the reading of primary sources,
comparison organizers, class discussions, writing in role, map activities,
jigsaw activities, and teacher-directed lessons. The teacher introduces
students to the unit culminating activity, and in role they investigate the
enlightenment, social realities of the time and finally, understand the cause
and effect relationship between ideas and political/social change. Global
concerns emerge as students develop an awareness of how and why the West came
to influence the world. Students discuss and assess important issues such as
human dignity, individual thoughts, rights and freedoms, and the paradigms of mercantilism
and laissez-faire in light of Gospel values. Students are called to respond to
issues with a sense of tolerance, equity, and social justice. In all their
work, students develop important academic skills.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
CCV.01, HIV.01,
SEV.01, CC1.02, CH1.02, CH3.04, HI2.01 |
Knowledge/
Understanding Thinking/ Inquiry Application Communication |
Intellectual
Movements – The Enlightened Mind: Students read an
excerpt from Swift’s Gulliver’s Travels. They make comparisons with
modern satire. The teacher introduces the Unit Culminating Activity at this
point. (Appendix 2.7.1) |
|
2 |
CCV.03, CHV.01,
CHV.02, CHV.04, SEV.03, CC1.02, CC1.03, CC3.01, CH1.01, CH1.02, CH4.01, SE3.02,
SE4.01, SE4.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Politics/Economics: Students examine
the ideas of Locke, Rousseau, Montesquieu, Voltaire, Wollstonecraft, Smith,
and Bayle. The teacher introduces the Political Spectrum. Social values, as
they relate to Christian ideals, will be discussed. |
|
3 |
COV.02, CHV.01,
CHV.02, SEV.03, CO1.01, CO2.02, CH1.03, CH2.03, CH2.04, SE3.04 |
Knowledge/
Understanding |
The Evolution
of the “Global Village”: The teacher
presents a map of the major points of contact between European powers and
indigenous peoples and looks at the effects of the Jesuit involvement in
Latin America. |
|
4 |
COV.02, SEV.04,
HIV.01, HIV.04, CH1.01, CH1.03, CH3.01, CH3.03, CH3.04, CH4.01, SE3.02,
SE4.01, SE4.03, CGE5c, CGE5e |
Knowledge/
Understanding Thinking/Inquiry |
Arts and
Society: The teacher
delivers a lesson on major artistic movements. |
|
5 |
COV.03, CCV.01,
CHV.04, CO1.02, CC2.02, CH1.02, CH4.01, HIV.03, HI1.03 |
Knowledge/
Understanding Application Communication |
The American
Revolution: Students begin
with a map of the Thirteen Colonies. The teacher introduces reasons for
colonization and the drive for independence. |
|
6 |
COV.03, HIV.03, HIV.04, CO3.01, CC1.02, CC1.03, CC2.02, CH3.03, CH4.04,
SE3.01, HIV.03, HI2.01, HI3.01 |
Knowledge/ Understanding Thinking/ Inquiry Application Communication |
The French Revolution and Napoleon: The teacher outlines the major causes of the French Revolution. The
class examines the roles of the Estates during the revolution and debates the
question as to whether or not Napoleon was a dictator? |
|
7 |
COV.01, CCV.02,
SEV.04, HIV.02, CO2.01, CC1.02, CC1.03, CH1.02, CH1.03, CH3.01, CH3.03,
CH4.01, Ch4.02, HI3.01, HI3.03, SE4.01 |
Knowledge/ Understanding
Thinking/ Inquiry Application Communication |
Culminating
Activity: “The West on
Trial”: a position paper and Unit Test. |
Time: 23
hours
Unit Description
The 19th Century is
the bridge between the old world of feudalism, supremacy of the Church, and
rigid class structures and the industrial nation state of the 20th Century.
Students investigate the major events of the period and the thinkers whose
ideas initiated change. Social realities, art, and music allow the period to
come alive for students. Students discuss and compare church values, past and
present. A unit test with an in-class essay provides a means of summative
assessment.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
SE4.02,
SE4.03, HI1.02, HI1.03 |
Knowledge/
Understanding Thinking/Inquiry Communication |
The Impact of
Women: Each student
locates a woman of influence in the 19th Century in the area of politics,
science, economics or the arts, preferably from the student’s own country of
origin. A brief presentation to the class follows this research. |
|
2 |
COV.03, CO3.02,
CCV.01, CC1.03, CCV.03, CC3.01, CC3.02 |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
Social Movements: 1815–1848:
Congress of Vienna, the Age of Metternich, and the Revolutions of 1848. |
|
3 |
COV.01, CO1.03, CCV.02, CC2.01, CCV.03, CC3.01, CC3.02, CC3.03,
CHV.01, CH1.02, CHV.04, CH4.01, SEV.01, SE1.02, SE1.04, SEV.02, SE2.02,
SEV.04, SE4.02, SE4.03, HIV.02, HI2.05 |
Knowledge/ Understanding Thinking/Inquiry Application Communication |
Economics and Technology – The Industrial
Revolution: The class reviews a video clip and primary sources as an introduction
to social realities of the time. The class discusses the ethics of
industrialization and the values by which people lived. |
|
4 |
CHV.01,
CHV.03CH1.01, CH3.01, CH3.02, CH3.03, CH3.04, SEV.04, SE4.03 |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
Intellectual
Movements – Romanticism: A look at the
movement through the arts, literature such as Mary Shelley’s Frankenstein and
music. New Paradigms: Darwin, Marx, Freud, Weber, Socialism,
Impressionism, Einstein, Planck. |
|
5 |
CHV.01, CH1.01,
CH1.02, SEV.03, SE3.01, SE3.04, CCV.01, CCV.03, CC1.03, CC3.03 |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
Political
Movements – Nationalism: The rise of the
nation state and the unification of Germany and Italy. |
|
6 |
COV.03, CO3.01,
CHV.01, CHV.O2, CHV.03, CH1.03, CH2.01, CH2.02, CH2.04, CH3.02, CH3.03,
CH3.04 |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
The Global
Village – Imperialism: An examination of
the “White Man’s Burden,” independence movement by Simon Bolivar in South
America and eastern colonization. |
|
7 |
CHV.01, CHV.02,
CHV.03, CH1.01, CH1.03, CH2.01 |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
Culminating
Activity: A Unit Test |
Time: 26
hours
Unit Description
This unit deviates
from a European perspective. Canadian History is a prerequisite so teachers may
assume that students have studied both World War I and World War II. Students
review the events of 1915–1945 in the form of a timeline, so that the majority
of unit hours may be dedicated to the post-1945 world. Students examine global
events from a thematic perspective: Conflict and Revolution, Human Rights,
Decolonization, the Arts, Economic and Technological Change, and Globalization.
Students examine changes in social values, priorities, and morality to answer
the question: Was the 20th Century reflective of Christian ideals?
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
CC1.04, CC3.01,
HIV.01, HI1.03 |
Knowledge/
Understanding |
Timeline: As review,
students and teacher produce a timeline of major events between |
|
2 |
CO2.01, CO2.02,
CO3.01, CO3.03, CC3.01, CH1.02, CH2.04, CH4.02, CH4.03, CH4.04, SE3.05 |
Knowledge/
Understanding Thinking/ Inquiry Application |
Political/Social
Revolutions: Map activity of
key flashpoints since 1945 (For example: Korean War, Vietnam, Bay of Pigs,
Cuban Missile Crisis, Iran-Iraq War, Arab-Israeli conflicts, Berlin Wall,
Fall of Communism, Tiannamen Square, the Balkans, Desert Storm). Students
look at chronology, historical, and ethical causes, consequences for the
region, and consequences globally. |
|
3 |
CO1.01, CO2.01,
CO3.01, CC3.03, CH1.01, CH1.02, CH1.03, CH2.02, CH2.04, CH3.02, CH4.02,
CH4.03, SE2.02, SE4.03 |
Knowledge/
Understanding |
Enlightenment
Realized – Decolonisation: The teacher
introduces the principle of self-determination. The teacher presents
important facts from key countries’ decolonisation experiences (Vietnam,
Philippines, India, Pakistan, Syria, Egypt, Israel, Algeria, Mozambique,
Angola, S. Africa, Zimbabwe). |
|
4 |
CO1.01, CO2.01,
CO3.02, CO3.03, CC1.03, CC3.03, CH1.01, CH1.02, CH1.03, CH2.02, CH2.04,
CH4.02, CH4.03, CH4.04, SE2.04, SE4.02, SE4.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Human Rights: Introduction of
the Universal Declaration of Human Rights. Case studies of key individuals
(e.g., Nelson Mandela, Mahatma Ghandi, Che Guevera, Martin Luther King,
Mother Teresa, Oscar Romero, Pope John XXIII, winners of the Nobel Peace
Prize). |
|
5 |
CO2.01, CO3.03,
CO3.04, CC1.04, CH1.02, CH4.03, SE2.02, SE2.03, SE2.04, SE4.02, SE4.02 |
Knowledge/
Understanding Thinking/ Inquiry Application |
Economics and
Technology Students assess
major technological innovations since 1945 through an Internet activity. In
chart form, students look at social and economic effects, accessibility of
developing nations, and adherence to Catholic values. |
|
6 |
CO3.01, CO3.03,
CC1.03, CH1.01, CH1.02, CH1.03, CH2.02, CH3.01, CH3.02, CH3.03, CH4.02,
SE4.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Art and
Society: Picasso, writers
and artists of the developing world, Nadine Gordimer, Hippie movement, Bob
Dylan, Andy Warhol, Naipul, art deco, art nouveau, Bauhaus, Pop Art,
anti-globalization literature, Adbusters. |
|
7 |
CO2.01, CO2.03, CO3.01, CO3.02, C03.03, CC1, 04, CH1.02, CH2.04,
CH4.03, SE2.02, SE2.03, SE2.04, SE4.02 |
Knowledge/ Understanding Thinking/ Inquiry |
The Completion of the Global Village: The political, social, and economic realities of the growth of
multinational corporations (debt and the developing world, challenges to the
Western economy, the Asian Tigers). |
|
8 |
CO2.01, CO3.03,
CC3.03, CH1.02, CH1.03, CH2.02, CH3.01, CH3.02, CH3.03, CH3.04, CH4.04,
SE2.02, SE4.02 |
Knowledge/
Understanding Thinking/ Inquiry Application Communication |
Performance
Task - Creative Representation of the post-1945 World: Using multi-media,
(website, music video, collage, audio recording, painting) students represent
major aspects of the time period (arts, politics, human rights, religious
values vs. consumerism, etc.). |
Time: 15 hours
Unit Description
Each student chooses
a Person or Event of the Century for each of the 17th, 18th, 19th and 20th
Centuries. At least one of these persons must be a woman. The assignment
consists of the design of a magazine cover and a 250-word profile of each
person or event. Historical justification must be clear for each choice. The
evaluation consists of a teacher-designed rubric.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
CC1.03,
SE4.01, SE4.01, SE4.03, HIV.01, HIV.02, HIV.03, HIV.04, HI1.01, HI1.02,
HI1.03, HI2.04, HI3.01, HI4.01 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Course
Culminating Activity: Person/Event of
the Century. |
This course
stresses the complexity of historical inquiry. Students experience various
viewpoints - both historical and from their peers. The ability to appreciate
that there are different versions of each story, the combination of which may
give you the truth, is a relevant understanding for life in the modern world.
As demonstrated in the Culminating Activity of Unit 2, a study of history
leaves students with fewer single-cause explanations. Focused inquiry, data
analysis, note taking, comparison charts, and guided Internet searches are
examples of the research skills that students practise. Socratic lessons
present theoretical information where necessary.
Visual
resources supplement readings where possible. Students pay attention to
historical accuracy in the use of all non-traditional material such as films or
contemporary accounts.
Students have multiple opportunities to hone
their skills in communication through oral and written presentations of
researched topics, role-playing, debates and trials, response journals,
writing-in-role, and persuasive paragraph writing. Students demonstrate
critical thinking skills in various position papers in a manner that respects
the opinions of others and demonstrate the ability to think creatively in
reaching conclusions. Cooperative group learning is another important active
learning strategy fundamental to many activities in this Course Profile.
Tasks are designed
to develop skills and concepts through a range of student learning styles.
Students demonstrate a synthesis of their learning in the course by
participating in the Course Culminating Activity in Unit 5, “Person of the
Century,” which demands synthesis of both course content and historical
analysis.
The primary
purpose of assessment, evaluation, and reporting is to improve student
performance. The Achievement Chart, which is the basis for assessment and
evaluation in this course, is found on
pp. 246–247 of The Ontario Curriculum, Grades 11 and 12, Canadian and World
Studies. This chart identifies four major categories of knowledge and
skills: Knowledge/Understanding, Thinking/Inquiry, Communication, and
Application. These categories encompass the curriculum expectations in all
courses in Canadian and World Studies. The descriptions at Level 3 represent
the provincial standard for student achievement. Learning Skills, Effort,
Punctuality and Recorded Absences are reported separately and are not
considered in the percentage grade. Learning Skills are reported as “Needs
Improvement,” “Satisfactory,” “Good,” or “Excellent.” Seventy per cent of the
grade will be based on assessments and evaluations conducted throughout the
course. Thirty per cent of the grade will be based on a final evaluation in the
form of an examination, performance, essay and/or other methods of evaluation.
A student should be aware of his/her performance in relation to the provincial standard. Rubrics and checklists for performance of debates, oral presentations, and written assignments will be clearly communicated prior to the assignment. The Course Culminating Activity is designed to be appropriate to the College Preparation course requirements. Students require practice in each of the skills necessary for completion of Unit 5 of The West and the World.
The following
are some generic suggestions for assessment and evaluation techniques in
History courses, the teacher should:
·
provide
opportunities for student learning to improve by using formative assessment
strategies in each unit: visual organizers, practice quiz, self- and
peer-editing of written work, teacher feedback;
·
model skills for
the students: formulating a thesis, note-taking, report writing;
·
share with the
students clearly developed criteria for their assessment and evaluation, e.g.,
checklists, and rubrics. Developing these tools with students helps to clarify
how and why they are being assessed and/or evaluated;
·
use assessment
tools that are appropriate for the expectations being addressed and that relate
to the categories on the achievement charts;
·
ensure that
criteria used for assessment match expectations in culminating activities that
involve performance assessment;
·
ensure that in
performance tasks involving group work that these tasks build in positive
interdependence and individual accountability;
·
rubrics should
make it clear to students why they scored as they did and what steps they need
to take to improve;
·
use
assessment/evaluation strategies that are appropriate to the teaching/learning
strategy.
Every effort must be made to assist all students in achieving success in
the Grade 12 The West and the World course. Teachers are to be familiar with
exceptional students’ IEPs to support the necessary accommodations. The teacher
may:
·
provide copies of
documents to be analysed and divide into smaller components with guiding
questions for each section;
·
provide hard
copies of overheads and lecture notes, as required;
·
provide support
for lengthy passages, required reading, and writing assignments by using
drafts, proofreading, and organizational strategies such as charts, outlines,
and diagrams;
·
ensure copies of
instructions and handouts are well-spaced, clear and have suitable font type
and size;
·
allow for extra
time if required;
·
allow the
finished product/project/assignment to be presented in a variety of formats
(oral or point form rather than essay, videotaping of final product);
·
for videos and
overheads, provide an outline and if appropriate, a word list;
·
develop a
glossary of new words and phrases and encourage students to refer to it;
·
provide a clear
step-by-step approach, timelines, use of agenda, conferencing, and peer support
to remain on task;
·
provide
opportunities for enrichment by presenting suggestions that will challenge and
explore the issues, personalities, literature, and arts depicted in this
course. Look at them in greater depth or from different perspectives.
Local artists and
historians
Canadian
peacekeepers
Holocaust survivors
Refugees
Veterans
The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.
Publishers’ Websites provide the most up-to-date details about the texts and often provide online support material and other links.
www.bedfordbooks.com/history/
www.harbrace.com
www.mheducation.com
www.prenticehall.com
www.wadsworth.com
www.wwnorton.com
General Websites
www.thehistorychannel.co.uk/classroom/index.htm
– contains a monthly quiz, past quizzes are posted as well
www.historytoday.com
www.bbc.co.uk/history/
– information about British History as well as links
http://www.sparknotes.com
www.pinkmonkey.com
– a Coles notes type site
http://www.fordham.edu/halsall/mod/modsbook.html
– the Modern European History Sourcebook. and other useful documents.
www.pbs.org
– teacher support and lesson plans
http://users.aber.ac.uk/ssh95/earlymodernhtm
– contains resources for the period 1500–1800
www.departments.bucknell.edu/russian/history.html
– timelines and chronologies
www.websher.net/inx/link.html
Women’s History
Websites
www.DistinguishedWomen.com
www.historyeuropeanwomen.com/index.html
www.fordham.edu/halsall/women/womensbook.html
– the Internet Women’s History Sourcebook
http://chnm.gmu.edu/emw/bibliography.htm
http://www.folger.edu/public/exhibit/Housewives/housewif.htm
– the housewife’s how-to guide 16th to 18th Century
Art Websites
www.moma.org/
www.artchive.com/ftp_site.htm
www.about.com/arthistory/
http://witcombe.bcpw.sbc.edu/ARTHLinks.html
Teacher Resources
Blackburn,
Simon. Oxford Dictionary of Philosophy. Oxford University Press, 1994.
ISBN 0-19-283134-8
Boahen, A.
Adu. African Perspectives on Colonialism. Baltimore: The Johns Hopkins
University Press, 1987. ISBN0-8018-3931-9
De Villiers,
Marq and Sheila Hirtle. Into Africa: A Journey through the Ancient Empires.
Key Porter Books Inc., 1999. ISBN 1-55263-054-4
Hayes,
Derek. Historical Atlas of the North Pacific Ocean 1500–2000. Douglas
and McIntyre, 2001. ISBN 1-55-54-865-4
Heidhues,
Mary Somers. Southeast Asia: A Concise History. Thames and Hudson, 2000.
ISBN 0-500-28303-6
Lewis,
Bernard. The Muslim Discovery of Europe. W.W. Norton and Company, 2000.
ISBN 0-393-32165-7 – www.wwnorton.com
Mattingly,
Garrett, et al. Renaissance Profiles. New York: Harper and Row, 1965.
ISBN 06-131162-6
Roberts,
J.A.G. China: Prehistory to the Nineteenth Century: An Illustrated History.
Sutton Publishing, 1996. ISBN 0-7509-2564-7 – www.suttonpublishing.co.uk
Roberts,
J.A.G. Modern China: An Illustrated History. Sutton Publishing, 1998.
ISBN 0-7509-2570-1
www.suttonpublishing.co.uk
Sherman,
Dennis, ed. Western Civilization: Images and Interpretations, Vol. II.
New York, NY: Alfred A. Knopf, 1987. ISBN 0-394-35207-6
Swift, Jonathan. Gulliver’s
Travels. New York: Oxford University Press, 1992. ISBN 0-19-281755-8
Student Resources
For Beginners series. Totem Books, 2001. –
www.writersandreaders.com
Introducing
series. Totem Books, 2001. –
www.iconbooks.co.uk
Random House
Compact Atlas of World History: 75 Maps From the Ice Age to Today. Random House, 1996. ISBN 0-375-70505-8
Bohmer, Otto
A. The Philosophy Book: An A-Z of Philosophy Inspired by Sophie’s
World.
Brazier,
Chris. The No-Nonsense Guide to World History. Between the Lines, 2001.
ISBN 1-896357-52-0 – www.btlbooks.com
Doyle,
William. The French Revolution: A Very Short Introduction. Place Oxford
University Press, 2001. ISBN 0-19-285396-1 – www.oup.com
Spencer,
Lloyd and Andrzej, Krauze. Introducing the Enlightenment. Place Totem
Books, 1997.
ISBN 1-84046-117-9 – www.iconbooks.co.uk
Sprigge,
T.L.S. (advisory editor). Metaphysics: The Classic Readings. Place
Blackwell Publishers, 2000. ISBN 0-631-21325-2
Units in this
profile make reference to the use of specific texts, magazines, films, and
videos. Before reproducing materials for student use from books and magazines,
teachers need to ensure that their board has a Cancopy licence and that
resources they wish to use are covered by this licence. Before screening videos
for their students, teachers need to ensure that their board/school has
obtained the appropriate public performance videocassette licence from an
authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also
reminded that much of the material on the Internet is protected by copyright.
That copyright is usually owned by the person or organization that created the
work. Reproduction of any work or a substantial part of any work on the
Internet is not allowed without the permission of the owner.
Catholic Resources
www.newadvent.org/summa/
Summa Theologia
– The second part deals with human acts, habits, and the law.
www.jccc.net/~jjackson/refo.html
– Documents of the Council of Trent, which shaped the Counter-Reformation
http://listserv.american.edu/catholic/church/trent/trent/html
– Council of Trent
www.fordham.edu/halsall/sbook.html
– Medieval Sourcebook
www.catholic.org/uschs/
– United States Catholic Historical Society
www.stoa.org/diotima/
– Diotima is an interdisciplinary resource dealing with patterns of gender
around the Mediterranean.
www.catholic.net/rrc/Indices/subs/by-subject.html – Official church teachings on a variety of
topics
Course Development
Resources
Blueprints:
A Resource Tool for Writing Catholic Secondary School Profiles. Catholic Curriculum Cooperative, Central
Region.
Choices
Into Action: Guidance and Career Education Program Policy For Ontario
Elementary and Secondary Schools, 1999.
The
Ontario Curriculum Grades 11 and 12, Canadian and World Studies, 2000.
Ontario
Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999.
Trafford, Larry. Educating
the Soul: Writing Curriculum For Catholic Secondary Schools. Toronto:
Institute for Catholic Education, 1998. ISBN 0-9699178-5-6
Coded Expectations, World History: The West and the World, Grade 12, College Preparation, CHY4C
COV.01 · demonstrate an understanding of a variety of
types of communities people have formed since the sixteenth century;
COV.02 · describe key elements of various types of
interactions that have occurred among diverse peoples and cultures since the
sixteenth century;
COV.03 · evaluate key factors that have led to
conflict and war or to cooperation and peace.
Types of
Communities and Their Development
CO1.01 – identify the roots and describe the nature
of a variety of communities and groups founded on religious, ethnic, and/or
intellectual principles (e.g., Zen Buddhists, Jesuits, Sikhs, Mennonites,
Christian Scientists, B’nai B’rith, pacifists, environmentalists);
CO1.02 – describe key aspects of the character of
rural communities that developed in the West and in the rest of the world
(e.g., traditional communal villages, family farms and large farms or
plantations, farms involved in modern international agribusiness; differing
roles of elders, women, and children);
CO1.03 – identify pivotal developments and issues in
the process of modern urbanization (e.g., development of administrative,
commercial, and manufacturing towns and cities; issues of inner cities and
suburbia; dilemmas of megacities; issues of law, order, and infrastructure).
The Nature of
Interaction Among Communities
CO2.01 – describe key factors that have prompted and
facilitated increasing interaction between peoples since the sixteenth century
(e.g., changes in transportation; demographic pressures; religious, dynastic,
and national ambitions);
CO2.02 – describe key aspects of the impact of
Western colonization on both the colonizer and the colonized (e.g., enrichment
and impoverishment; introduction of new foods, materials, products, and ideas;
destruction of cultures through disease and policy; revival of commitment to
indigenous cultural identities);
CO2.03 – describe pivotal events, issues, and personalities
associated with the process of decolonization during the twentieth century
(e.g., Russo-Japanese War, Wilson’s ideal of national self-determination, World
War II, Gandhi and Nehru, Cold War and post– Cold War tensions, rise of
multinational corporations).
Conflict and
Cooperation
CO3.01 – describe the key factors that have led to
conflict and war (e.g., demographic pressures, as seen in the Bantu, Chinese,
Indian, and European migrations and related conflicts; personal, religious,
cultural, and racial issues, as seen in the Napoleonic Wars, the Russian
pogroms, the American Civil War, the Mahdist insurrections, World War II, and
genocides, including the Holocaust; national and imperial rivalries, as seen in
the Seven Years’ War, World War I, and the Cold War);
CO3.02 – demonstrate an understanding of the
consequences of war (e.g., destruction of human life and property, changes in
power balances and regimes, entrenchment of attitudes of superiority and
resistance);
CO3.03 – identify key
factors that have motivated people to seek peace and to cooperate with others
(e.g., war weariness, pacifism, mutual advantages of protective alliances and
friendships);
CO3.04 – describe the main points of selected
approaches to maintaining international order (e.g., the Westphalian
nation-state system; cultural, racial, or religious unity; Marxist class
solidarity; Wilsonian internationalism; movements to defend and promote
universal human rights).
CCV.01 · describe how the historical concept of
change is used to analyse developments in the West and throughout the world
since the sixteenth century;
CCV.02 · describe how the historical concept of
continuity is used to analyse developments in the West and throughout the world
since the sixteenth century;
CCV.03 · demonstrate an understanding of the
importance and use of chronology and cause and effect in historical analyses of
developments in the West and throughout the world since the sixteenth century.
Change in History
CC1.01 – describe key examples illustrating the
variety, intensity, and breadth of change that has taken place from the
sixteenth century to the present (e.g., developments in religion; changing
views of the universe, from the geocentric to the heliocentric to notions of an
expanding universe; social reform);
CC1.02 – identify influential forces that have
facilitated the process of change (e.g., increase in literacy, humanism and
liberalism, scientific revolutions) and those that have tended to impede it
(e.g., rigid class or caste systems, reactionary and conservative philosophies,
traditional customs);
CC1.03 – assess the influence of key individuals and
groups who helped shape Western attitudes to change (e.g., Gutenberg, Galileo,
Watt, Faraday, Darwin, Curie, Edison, Ford, Gates; explorers and innovators,
Luddites, Fabians, feminists, environmentalists);
CC1.04 – describe the nature of selected
technological changes and their impact on the West and the rest of the world
(e.g., the printing press, modern shipbuilding and navigation, steam and
electric power, radio and telecommunications, modern medical technology).
Continuity in
History
CC2.01 – describe the roles played by selected social
institutions in reinforcing continuity in history (e.g., religious
institutions, schools, class, assigned family and gender roles, rituals and
traditions);
CC2.02 – identify the key ways in which political
institutions have contributed to a sense of continuity (e.g., dynastic and
national governments, political bureaucracies, legal traditions and judicial
systems);
CC2.03 – describe key factors that contribute to
maintaining the flow of historical continuity (e.g., popular allegiance to and
acceptance of tradition; the effectiveness of appeals to continuity in
resolving issues; fear of change).
Chronology and
Cause and Effect
CC3.01 – demonstrate an understanding of the
importance of chronology as a tool in analysing the history of events in the
West and the rest of the world since the sixteenth century (e.g., by tracing
the expansion of political enfranchisement, military technological innovation,
agricultural and scientific developments);
CC3.02 – explain how viewing events in chronological
order and within a specific periodization provides a basis for historical
understanding;
CC3.03 – describe how an understanding of
cause-and-effect relationships serves as an essential tool for historical
analysis (e.g., Gutenberg’s printing press and the Protestant Reformation, land
redistribution by the conquistadors and contemporary Latin American social
inequality, social Darwinism and modern hypotheses of racial superiority, the
Long March and the victory of Chinese communism).
CHV.01 · describe key Western beliefs, philosophies,
and ideologies that have affected the West and the rest of the world since the
sixteenth century;
CHV.02 · describe ideas and cultures from around the
world that have influenced the course of world history since the sixteenth
century;
CHV.03 · analyse different forms of artistic
expression and how they reflect their particular historical period;
CHV.04 · describe the range and diversity of concepts
of citizenship and human rights that have developed since the sixteenth
century.
Western Beliefs,
Philosophies, and Ideologies
CH1.01 – identify the central tenets of selected
modern beliefs and philosophies and describe how they have shaped Western
thought (e.g., the Reformation and Calvinism, rationalism and empiricism,
romanticism, socialism, Darwinism, Marxist-Leninism, Fascism and Nazism,
liberal democracy);
CH1.02 – describe examples of the pivotal influence
of modern Western thought on economic, social, and political developments of
the West (e.g., the development of mercantile and laissez-faire economies,
national identification and the rise of the sovereign nation-state system,
socialism and labour movements, the concept of positive progress, the spread of
popular democracy);
CH1.03 – describe key examples of the impact of modern
Western thought on the non-Western world (e.g., transformation or loss of
indigenous religions, cultures, and economies; creation of new national
boundaries and identities, as in Africa and South Asia; adaptation of Western
ideas, such as those of liberalism, social democracy, and communism in China,
Cuba, and some African states).
Ideas and Cultures
of the Non-Western World
CH2.01 – identify key characteristics of and ideas
emerging from selected cultures from around the world (e.g., tribalism in indigenous
societies, Chinese and Indian dynastic absolutism, characteristics of Latin
American Creole and mestizo culture);
CH2.02 – describe how selected non-Western ideas and
cultures influenced developments in indigenous societies (e.g., Ottoman
imperialism and the spread of Islam, Moghul rule in India, the effect of Manchu
traditionalism and isolationism on China, the effect of the samurai code on
Japan);
CH2.03 – demonstrate an understanding of how European
imperialism transformed traditions in the non-Western world (e.g., changing
social and political elites in India, influence of Christian missionaires in
China and Africa, development of the encomienda system of land holding in Latin
America);
CH2.04 – describe key conflicts and controversies
that arose as a result of resistance to the assertive spread of modern Western
ideas (e.g., isolationism in Japan under the Tokugawa, Aboriginal American
resistance to European settlement, the Opium Wars, Gandhi’s passive resistance,
the Great Proletarian Cultural Revolution).
Artistic Expression
CH3.01 – describe key developments in a variety of
modes of artistic expression in the West since the sixteenth century (e.g.,
classical, baroque, romantic, and modern literature, music, and art;
traditional and modern architectural styles; rise of popular culture and
entertainments);
CH3.02 – describe key forms and styles of artistic
expression throughout the world (e.g., Japanese painting and theatre, East
Indian and African music, legend and mysticism in indigenous cultures, Latin
American dance and literature);
CH3.03 – describe key elements of selected forces
that helped to bring about changes in modern Western artistic expression (e.g.,
the Scientific Revolution, the Enlightenment, industrialization, urbanization,
electrification);
CH3.04 – assess the extent to which art reinforces
and/or challenges prevailing social and political values (e.g., plays by
Shakespeare, Molière, Hellman, Miller; novels by Dickens, Sand, Gordimer,
Rushdie; music by Mozart, Stravinsky, R. Murray Schafer; visual art by Poussin,
Goya, Cassatt, Picasso; films by Kurosawa, Kubrick, Disney).
Citizenship and
Human Rights
CH4.01 – describe key elements of various forms of
human servitude (e.g., slavery, indenture, gender role restrictions);
CH4.02 – describe the efforts of individuals and
groups who facilitated the advancement of individual and collective human
rights (e.g., Locke, Kropotkin, Martin Luther King Jr., Nelson Mandela, Aung
San Suu Kyi; suffragists, Médecins Sans Frontières);
CH4.03 – describe key aspects of a variety of factors
that have impeded the advancement of human rights (e.g., poverty, religious
intolerance, racial bias, imperial exploitation, authoritarian governments);
CH4.04 – describe pivotal attempts of national and
international bodies to recognize and enhance human rights (e.g., Declaration
of the Rights of Man and of the Citizen, Geneva Conventions on war, war crimes
tribunals, Universal Declaration of Human Rights).
SEV.01 · demonstrate an understanding of selected
diverse social structures and principles that have guided social organization
in Western and non-Western societies since the sixteenth century;
SEV.02 · describe significant economic developments
in the West and the rest of the world since the sixteenth century;
SEV.03 · describe the key developments and
innovations in political organization in the West and the rest of the world
since the sixteenth century;
SEV.04 · demonstrate an understanding of key aspects
of women’s economic, social, and political lives in Western and non-Western
societies since the sixteenth century.
Social Structures
SE1.01 – describe a selection of various types of
social organization and social relationships that have been experienced in
modern times (e.g., rigid class and caste systems, minorities and majorities,
client–patron relationships, relationships and systems involving racial
discrimination, systems that permit social mobility);
SE1.02 – describe key social developments that have
occurred as a result of Western technological innovations (e.g., print and
market-place revolutions, industrialization, urbanization, demographic
changes);
SE1.03 – identify key developments in religion and
religious observance in the West (e.g., Enlightenment deism and agnosticism,
disputes between Darwinists and creationists, revivals of fundamentalism);
SE1.04 – describe how family structures have changed
or why they have remained stable in various societies throughout the world
(e.g., extended and nuclear families, matrilineal and patrilineal succession,
marriage conventions, status of children and of the elderly).
Economic Structures
SE2.01 – identify key elements of pre-industrial
economies (e.g., subsistence and capitalist agriculture, cottage industries,
guild institutions, commercial entrepôts);
SE2.02 – describe how the first and second industrial
revolutions affected the economies of the West and the rest of the world (e.g.,
unprecedented increase in material wealth, creation of large factories and
industrial cities, increase in resource and market imperialism, rise of
consumerism);
SE2.03 – explain the role of free enterprise
capitalism in stimulating the development and spread of Western technological
innovation (e.g., as evidenced by the activities of mercantile monopolies such
as the East India Company; private railway companies such as Canadian Pacific;
manufacturing enterprises such as Ford, Benz, Siemens, and Sony);
SE2.04 – demonstrate an understanding of the consequences
of global economic interrelationships that developed in the twentieth century
(e.g., labour and resource exploitation, widening disparities of economic
opportunity and wealth, globalized production and marketing, revival of
economic nationalism).
Political
Organization
SE3.01 – describe key stages in the rise of the
modern nation state in the West and subsequently in the rest of the world
(e.g., the military and price revolutions, national administrative
bureaucracies, French revolutionary "nation-at-arms", romantic and
liberal nationalism, wars for national liberation);
SE3.02 – identify key elements of the relationship
between the form of government and the culture of various societies (e.g.,
African tribalism, Chinese and Japanese dynastic traditions, Islamic
theocracies, English parliamentarianism, American republicanism);
SE3.03 – describe the various ideological positions
that are represented in the “political spectrum” (e.g., communism, socialism,
liberalism, conservatism, fascism);
SE3.04 – describe key government responses to the
social consequences of some of the major economic changes in the West and the
rest of the world (e.g., expansionist or protectionist trade legislation,
labour and social welfare legislation, nationalization of essential
industries);
SE3.05 – describe selected examples of efforts to
create international governmental and judicial structures (e.g., the European
congress system, League of Nations, United Nations, European Community).
Women’s Experience
SE4.01 – identify the key factors that affected the
position of women in pre-industrial societies (e.g., traditional cultural
limitations, property rights, family roles, economic and political
participation);
SE4.02 – describe the impact of industrialization,
urbanization, and modernization on women’s lives in the West and the rest of
the world (e.g., changing work and family roles, rise of middle-class status,
impact of labour-saving devices and of medicines and medical procedures);
SE4.03 – demonstrate an understanding of the efforts
and achievements of individuals and groups who have worked for the advancement
of women’s status (e.g., Mary Wollstonecraft, Florence Nightingale, Nellie
McClung, Eleanor Roosevelt, Simone de Beauvoir, Golda Meir, Indira Gandhi;
first- and second-wave feminist organizations).
HIV.01 · demonstrate an ability to locate, select,
and organize information from a variety of sources;
HIV.02 · demonstrate an understanding of the steps in
the process of historical interpretation and analysis;
HIV.03 · communicate opinions based on effective
research clearly and concisely;
HIV.04 · demonstrate an ability to think creatively,
manage time efficiently, and work effectively in independent and collaborative
study.
Research
HI1.01 – formulate significant questions for research
and inquiry, drawing on examples from Western and world history (e.g., What
were the effects of the power loom on English society? Why is the Titanic such
a captivating topic? How did the atomic bomb change the nature of war?);
HI1.02 – conduct organized research, using a variety
of information sources (e.g., primary and secondary sources, audio-visual
materials, Internet sites);
HI1.03 – organize research findings, using a variety
of methods and forms (e.g., note taking; graphs and charts, maps and diagrams).
Interpretation and
Analysis
HI2.01 – demonstrate an ability to distinguish bias,
prejudice, stereotyping, or a lack of substantiation in statements, arguments,
and opinions;
HI2.02 – compare the main elements of selected
interpretations of world history (e.g., liberal, progressive, economic);
HI2.03 – identify and describe relationships and
connections in the data studied (e.g., chronological ties, cause and effect, similarities
and differences);
HI2.04 – draw conclusions based on effective
evaluation of sources, analysis of information, and awareness of diverse
historical interpretations;
HI2.05 – demonstrate an ability to develop a cogent
thesis substantiated by effective research. Communication
HI3.01 – communicate effectively, using a variety of
styles and forms (e.g., reports or essays, debates, role playing, group
presentations);
HI3.02 – use an accepted form of academic
documentation effectively and correctly (e.g., footnotes, endnotes, or
author-date citations; bibliographies or reference lists; appendices);
HI3.03 – express opinions and conclusions clearly,
articulately, and in a manner that respects the opinions of others.
Creativity,
Collaboration, and Independence
HI4.01 – demonstrate an ability to think creatively
in reaching conclusions about both assigned questions and issues and those
conceived independently;
HI4.02 – use a variety of time-management strategies
effectively;
HI4.03 – demonstrate an ability to work independently
and collaboratively and to seek and respect the opinions of others;
HI4.04 – identify various career opportunities
related to the study of history (e.g., researcher, archivist, teacher,
journalist, writer).
Ontario Catholic School Graduate Expectations
The graduate is
expected to be:
A Discerning
Believer Formed in the Catholic Faith Community who
CGE1a -illustrates a basic
understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life of the church and
demonstrates an understanding of the centrality of the Eucharist to our
Catholic story;
CGE1c -actively reflects on God’s
Word as communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values
founded on Catholic social teaching and acts to promote social
responsibility, human solidarity and the common good;
CGE1e -speaks the language of life...
“recognizing that life is an unearned gift and that a person entrusted with
life does not own it but that one is called to protect and cherish it.”
(Witnesses to Faith)
CGE1f -seeks intimacy with God and
celebrates communion with God, others and creation through prayer and
worship;
CGE1g -understands that one’s purpose
or call in life comes from God and strives to discern and live out this
call throughout life’s journey;
CGE1h -respects the faith
traditions, world religions and the life-journeys of all people of good
will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human
weakness, conflict and forgiveness are part of the human journey” and that the
cross, the ultimate sign of forgiveness is at the heart of redemption.
(Witnesses to Faith)
An Effective
Communicator who
CGE2a -listens actively and
critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses
written materials effectively;
CGE2c -presents information and ideas
clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one
or both of Canada’s official languages;
CGE2e -uses and integrates the
Catholic faith tradition, in the critical analysis of the arts, media,
technology and information systems to enhance the quality of life.
A Reflective and
Creative Thinker who
CGE3a -recognizes there is more grace
in our world than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new
ideas in light of the common good;
CGE3c -thinks reflectively and
creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of
gospel values with an informed moral conscience;
CGE3e -adopts a holistic approach to
life by integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and
applies knowledge of interdependent systems (physical, political, ethical,
socio-economic and ecological) for the development of a just and compassionate
society.
A Self-Directed, Responsible, Life Long Learner who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes initiative and
demonstrates Christian leadership;
CGE4d -responds to, manages and
constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and
priorities in school, work and personal life;
CGE4f -applies effective
communication, decision-making, problem-solving, time and resource management
skills;
CGE4g -examines and reflects on one’s
personal values, abilities and aspirations influencing life’s choices and
opportunities;
CGE4h -participates in leisure and
fitness activities for a balanced and healthy lifestyle.
A Collaborative
Contributor who
CGE5a -works effectively as an
interdependent team member;
CGE5b -thinks critically about the
meaning and purpose of work;
CGE5c -develops one’s God-given
potential and makes a meaningful contribution to society;
CGE5d -finds meaning, dignity,
fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights,
responsibilities and contributions of self and others;
CGE5f -exercises Christian
leadership in the achievement of individual and group goals;
CGE5g -achieves excellence,
originality, and integrity in one’s own work and supports these qualities in
the work of others;
CGE5h -applies skills for
employability, self-employment and entrepreneurship relative to Christian
vocation.
A Caring Family
Member who
CGE6a -relates to family members in a
loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy and
sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the
important role of the family in society;
CGE6d -values and nurtures
opportunities for family prayer;
CGE6e -ministers to the family,
school, parish, and wider community through service.
A Responsible
Citizen who
CGE7a -acts morally and legally as a
person formed in Catholic traditions;
CGE7b -accepts accountability for
one’s own actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of
life;
CGE7e -witnesses Catholic social
teaching by promoting equality, democracy, and solidarity for a just, peaceful
and compassionate society;
CGE7f -respects and affirms the
diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the
history, cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and
responsibilities of Canadian citizenship;
CGE7i -respects the environment and
uses resources wisely;
CGE7j -contributes
to the common good.