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Course Profile World History: The West and the World
(CHY4C), Grade 12, College Preparation, Public
Course Overview
Prerequisite: Any University or University/College Preparation course in
Canadian
and World Studies, English, or Social Sciences and Humanities
Students
explore the history of the world since the 16th Century, and the interaction
between the emerging West and other regions of the world. Students learn about
a variety of economic, social, and political systems and the changes they have
undergone over time. Students acquire sound skills of historical inquiry and
develop an appreciation of the forces that have formed the modern world.
The
history of the West and its relationship with the world has held a fascination
for students of history. Stories of exploration, technological development,
art, philosophy, and intellectual thought, larger-than-life personalities,
revolutions, the development of world powers and their global impact provide a
rich foundation for students to investigate the history of the West and the
world. By having opportunities to develop methods of historical inquiry,
students are able to critically analyse historical evidence and events in order
to understand the nature of the interaction, as well as the impact of the West
on other regions of the world. Students are able to see the forces that have
influenced and shaped world history at the local, national, and global levels.
While
World History: The West and the World is a course designed to build on
the foundations students established in the Grade 11 World History to the 16th Century, CHW3M course, the reality is
that not all students will have taken this course, and those that have may not
have studied events beyond 1500. Therefore, it is incumbent on the teacher to
review key people, events, and concepts evident in the West at this critical
juncture between 1500 and 1600. In addition, students have explored 20th
Century history from a Canadian perspective in Canadian History in the
Twentieth Century, Grade 10 Academic/Applied. Prior knowledge of these events
will influence how teachers approach Unit 4. However, events in this course are
presented from a global rather than a Canadian perspective and thus, the
activities should be new to the students. In addition, Twentieth Century History:
Global and Regional Perspectives, Grade 11, Open, presents a global
perspective of 20th Century world history and could overlap with activities in
Unit 4.
The
importance of chronology to the study of history is emphasized in the Ministry
documents and is reflected in the organization of the units for the course.
Each unit represents roughly 100 years of history with the dividing point in
each time frame a turning point or watershed in history. Unit 1 opens with the
Renaissance and bridges into Unit 2 with the death of Louis XIV. Unit 3 opens
with events following the Congress of Vienna and focuses on key events in the
19th Century. World War I marks the end of an era and catalyses the key forces
of the 20th Century.
Historians
recognize the importance of assessing both change and continuity, and this is
often best explored and most meaningfully analysed through the lens of key
themes. Therefore, although the course units are organized chronologically,
students study major themes within each of the units. These themes surround
issues such as The Arts, Politics and the Military, Science and Technology,
Socio-Economics, Key Individuals, and Global Connections. The study of cause
and effect contributes to an understanding of change and continuity in world history.
Students examine how key individuals and groups shape history. Students explore
the effects of new technologies on daily life and the uniqueness of social,
economic, and political structures and how these structures have evolved and
been applied abroad. It is paramount that global issues be included so that the
course moves from the traditional eurocentric model to one that embodies the
West and the world. Major themes are addressed in each unit and in the
culminating activity in each unit. Furthermore, these themes are bound together
in the Course Culminating Activity, News Documentary: Retro Review.
The
course focuses on skills associated with activities such as group work,
role-play, script writing, poster-making, television or radio production, conducting
interviews, writing letters and reports, and the use of the Internet. Through
the various activities, students develop skills associated with historical
studies. Students formulate questions for research and conduct research in
reference books, audio-visual material, and Internet sites. Students learn to
communicate effectively through the use of debates, role-plays, interviews,
group presentations, short reports, and essays. They learn to develop a point
of view and to support that point of view with specific information. The
methods of historical inquiry have been integrated throughout the five units of
study.
It is
crucial that teachers become familiar with the Course Culminating Activity
outlined in Unit 5, since preparation for this activity is ongoing throughout
the course and should be introduced in Unit 1. Students select or are assigned
a specific thematic area. During each unit, students collect data and add to
their tracking folder. In Unit 5, along with other students who researched the
same theme, they prepare a “News Documentary: Retro-Review” presenting a
retrospective of the thematic area over the past 500 years, from a global
perspective, as well as make projections of future trends. Students role-play
“experts.” The show can be videotaped or performed before a live audience of
history students, but either way the students must prepare the show as if it
were a real television documentary, scripting and story-boarding each component.
The teacher may enlist the aid of Media and/or Communication Technology
students to assist with the videotaping and editing of the shows.
|
Unit 1 |
1600–1715
– Foundations and Institutions Challenged |
23
hours |
|
Unit 2 |
1715–1815
– The Enlightenment to Napoleon |
23
hours |
|
Unit 3 |
1815–1914
– A Century of Political, Social and Intellectual Forces Gone Awry |
22
hours |
|
* Unit
4 |
1914–Present
– A Century of Destruction and Reconstruction |
28
hours |
|
Unit 5 |
Culminating
Activity |
14
hours |
* This
unit is fully developed in this Course Profile.
Time: 23 hours
Unit
Description
Students
explore the foundations of European Civilizations and the forces challenging
them during this period. Students explore the notion of Rebirth and Reform
through the analysis of key figures of the Renaissance and Reformation
presented in a brief oral report. They analyse the political institution of
Absolutism through a Case Study of Louis XIV and the Bourbon Dynasty and
discover the notion of Constitutionalism through the preparation of a time line
of the English Civil War period. The role of religion and the challenges faced
by the church are presented in an exploration of wars of religion and the
trials presented by the Scientific Revolution. Students write an editorial
which reflects the attitudes of the Church, scientists, and the wider world to
the Scientific Revolution. The West and its impact on the world through
colonialism and mercantilism are assessed through a writing in role checklist
report of an explorer assessing the merits of expanding into a selected colony.
The Culminating Activity for the unit involves the assessment of a variety of
explorers’ roles in history through a role-play and interview activity as well
as a Unit test. Students are introduced to the Course Culminating Activity and
are given time to start their Tracking Folder.
Unit
Overview Chart
K/U =
Knowledge/Understanding T/I =
Thinking/Inquiry A =
Application C = Communication
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
COV.03,
CO3.04, CCV.01, CC1.03, CC1.04, CCV.02, CC2.03, CC3.03, CHV.01, CH1.01,
CHV.03, CH3.01, CH3.04, SEV.01, SE1.03, HIV. 01, HI1.01 |
K/U |
Rebirth
and Reform in the Renaissance and Reformation Student
presentations of key individuals of the Renaissance and Reformation
reflecting on how they represented “rebirth” or “reform” |
|
2 |
COV.02,
CO2.01, COV.03, CO3.03, CCV.01, CC1.02, CC1.03, CCV.02, CC2.01, CCV.03,
CC3.02, CHV.01, CH1.02, SEV.03, SE3.01, HIV.02, HI2.04 |
K/U C |
Political/Military
Developments – Case Study Louis
XIV and the Bourbon Dynasty, a Case Study of Absolutism and Primary Source
Document analysis |
|
3 |
COV.01,
CO1.01, COV.03, CO3.01, CCV.01, CC1.01, CCV.02, CC2.03, CCV.03, CC3.03, CHV.
04, CH4.03, SEV.01, SE1.01, SE1.03, HIV.02, HI2.01, HIV.03, HI3.03 |
K/U |
Political/Spiritual
Issues – Discussion The
Role of Religion in the 17th Century Time
Line Students
prepare a time line of the English Civil War and the development of
Constitutionalism |
|
4 |
COV.02,
CO2.01, COV.03, CO3.03, CCV.01, CC1.01, CC1.02, CC1.03, CCV.02, CC2.01,
CC2.02, CHV.04, CH4.04, SEV.01, SE1.02, SE1.03, HIV.03, HI3.01, HI3.03 |
K/U |
Science/Technology/Spiritual
Issues – “On Trial”: Galileo and Heliocentricism vs. the Established Church Students
role-play a journalist or observer at the trial and write a news report for a
paper representing different interests, e.g., “Catholic Record,” “Scientists
for Freedom of Thought,” “Islamic Record,” Asian Review,” “Chinese Daily.”
Students reflect their “bias” in the paper. |
|
5 |
COV.01,
CO1.01, CO1.02, COV.02, CO2.01, CO2.02, CO2.03, CCV.01, CC1.01, CC1.02,
CC1.04, CCV.03, CC3.01, CC3.03, CHV.01, CH1.02, CH1.03, CHV.02, CH2.01,
HIV.01, HI1.03, HIV.02, HI2.03 |
K/U |
Economic
Issues – The Age of Exploration and the Rise of the Middle Class Map
Work Analysis
of mercantilism and map work of exploration and discovery. Writing in role as
an explorer, students prepare a checklist of why their monarch should include
the country visited in their Colonial Empire. In checklist include a category
“indigenous response to western contact.” |
|
6 |
COV.01, CO1.01, CO1.02, COV.02, CO2.01,
CO2.02, CO2.03, CCV.01, CC1.01, CC1.02, CC1.04, CCV.03, CC3.03, HIV. 02,
HI2.04, HIV.03, HI3.01, HI3.03 |
K/U |
The World “On Trial” – The Consequences of
Exploration Students research an individual or group
associated or affected by exploration and contact (e.g., Indigenous people,
settlers, explorers, monarchs, merchants, etc.). Students assume the role of
a “Roving Reporter” and interview the key individuals and groups. Based on
the data collected the students assess the impact of exploration and contact
on the West and the wider world. Students write a unit test to synthesize
material from this unit. Time is allocated for students to start their
“Tracking Folder” for the “Retro-Review” Course culminating activity. |
Time: 23 hours
Unit
Description
Students
explore the major intellectual, political, economic, and social changes between
1715 and 1815. Students explore the evolution of political thought and the
nature of “Enlightenment” thinking through the analysis of key writings of the
day. They analyse and assess the impact of mercantilism and colonialism by
mapping and assessing its expansion. Global concerns emerge as students develop
an awareness of the impact and consequences of colonial expansion. Changes in
social trends are explored through brief dramatizations. Students utilize the
concept of cause and effect in an exploration of the causes of the American and
French revolutions. Students employ critical thinking skills in determining
similarities and differences in the two revolutions. Students explore key individuals
and their impact on history using the “great person theory” as applied to
Napoleon Bonaparte and his role in French history. The unit culminating
activity involves the preparation of an Enlightenment Retrospective Bulletin
Board Display. Students are assigned a key area at the start of the unit and
prepare an item to be placed on the board. At the end of the unit the bulletin
board is used by students to develop conclusions regarding the overall impact
of the Enlightenment on Economics, Technology, Social, Political, Intellectual
Thought, and Global Issues. Students add to their Tracking Folder for the
Course culminating Retro-Review.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
CCV.01,
CC1.03, CHV.01, CHV.03, CH1.01, CH3.03, CH3.04; SEV.03, SE3.02 |
K/U |
The
Enlightened Mind |
|
2 |
CCV.01, CC1.02, CC1.03, CHV.01, CH1.01,
CH1.02, CHV.04, CH4.02, SEV.03, SE3.01, SE3.02, SE3.03, HIV.01, HI1.03,
HIV.02, HI2.03, HIV.04, HI4.03 |
K/U |
Evolution of Political Thought – Jigsaw Activity Students look at short primary source
excerpts (or summaries) of Locke, Rousseau, Montesquieu, Voltaire,
Richelieu/Mazarin. Expert groups complete an organizer, which looks at time
period, country of origin, nature of man, role of government, etc. Findings
are shared in home groups. Political Spectrum Teacher-directed lesson outlines left,
centre, and right. (reactionism, liberalism, conservatism, radicalism) Political Spectrum at work An analysis of Enlightened Despotism,
Absolutism, Constitutional Monarchy using student role play
dramatization/dialogue |
|
3 |
COV.02,
CO2.01, CO2.02, CHV.02, CH2.03, CCV.01, CC1.04, CHV.01, CH1.02, SEV.02,
SE2.01, SE2.03, HIV.01, HI1.03, HIV.03, HI3.01 |
K/U |
The
Evolution of the “Global Village” Economic Thought Communication/Technology/Agriculture A map
activity allows the students to see the activities of European nations in the
broader world. Students in groups map the flow of natural resources and
finished products to show how mercantilism and the world economy functioned.
Students analyse the maps and draw conclusions regarding the nature of
mercantilism and who benefits. The
West and The World In
small groups, students read a short passage chronicling the West’s
relationship to a specific region of the world at this time. In a chart, the
attitudes of the West to the region and the attitude of the region to the
West are recorded. Data is shared with class. Students write a short
paragraph communicating conclusions about the impact of mercantilism
globally. |
|
4 |
CCV.01,
CC1.02, CCV.02, CC2.01, SEV.01, SE1.04, SEV.02, SE2.01, SEV.03, SE3.02, SEV.04,
SE4.01, HIV.01, HI1.02, HIV.03, HI3.01 |
K/U |
The
Enlightenment and Social Trends Using a
variety of sources, students in small groups prepare a short dramatization
about social trends during the Enlightenment. Dramatizations could focus on changes
in the role of women, crime and punishment, leisure and recreation,
education, family life, life in upper/lower classes, political and social
values, etc. The class draws conclusions regarding the scope of changes. |
|
5 |
COV.03, CO3.01, CCV.01, CC1.02, CCV.03,
CC3.03, HIV.04, HI4.01 |
K/U |
Revolutions and Causation - American
Revolution Students analyse the causes of the American
Revolution exploring specifically the failure of mercantilism. Ancien Régime |
|
6 |
CHV.01,
CH1.01, CH1.0, CHV.04, CH4.04, SEV.04, SE4.03, HIV.02, HI2.04, HIV.03, HI3.03 |
K/U |
The
Philosophies in Reality? – Primary Document Analysis Students
examine at excerpts from primary sources: The Declaration of Independence,
The Declaration of the Rights of Man and the Citizen, A Vindication of the
Rights of Woman by Mary Wollstonecraft, The Rights of Man by
Thomas Paine and Reflections on the Revolution in France by Edmund
Burke. Students identify and discuss the characteristics of the Enlightenment
in each document. |
|
7 |
COV.03,
CO3.01, CCV.03, CC3.01, CHV.03, CH3.04, SEV.03, SE3.01, HIV.01, HI1.02,
HI1.03, HIV.03, HI3.01 |
K/U |
Eventful/Event-making
Figures – Timeline Students
produce a timeline beginning with Napoleon’s rise to power and ending with
his exile to St. Helena. Using this data, students evaluate whether Napoleon
was an eventful and event-making individual using Sidney Hook’s model. They
may also apply the ‘Great Person’ model. |
|
8 |
CCV.01,
CC1.01, CC1.02, CC1.03, CC1.04, CCV.02, CC2.01, CC2.02, CHV.01, CH1.02,
HIV.01, HI1.03, HIV.02, HI2.03, HIV.03, HI3.01, HI3.03 |
K/U |
Culminating
Activity – Bulletin Board Display of the Impact of the Enlightenment Individually,
students prepare a visual or written item that reflects the impact of the
Enlightenment on their specialist area, selected in Unit 1 for the Course
Culminating Activity (i.e., Economics, Technology, Social, Political,
Intellectual Thought and Global Issues). Using the bulletin board as a
resource, students summarize the impact of the Enlightenment. Students are
given time to add to their Course Culminating Tracking Folder monitoring
their theme. |
Time: 22 hours
Unit
Description
Students explore the political,
social, and intellectual climate of the world chronologically and thematically
from 1815–1914. Students examine themes such as the restoration and failure of
European absolutism, the rise of nationalism and the nation state, the
emergence of imperialistic powers, the Industrial Revolution and its impact on
19th Century political and social traditions, as well as the emergence of
radical political, social, and intellectual forces that questioned the
foundations of key political and social institutions. Through activities such
as a map study, comparison charts, case studies, data collections, readings, a
job application and “soap box speech,” students analyse and draw conclusions
about the changing political and social climate of Europe and the wider world,
explore and scrutinize the political and social impact of the Industrial
Revolution, as well as develop an understanding and appreciation of the nature
and characteristics of Romanticism. In the culminating activity, students take
part in a “Panel Interview,” where key individuals that challenged the
established order of the 19th Century are interrogated in order to discover how
and why they challenged the status quo. Writing as a reactionary revisionist,
students compose a written response justifying their selection of three most
radical individuals of this century. Students are expected to add to their
Tracking Folder for the Course culminating “Retro-Review.”
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
COV.03,
CO3.02, CCV.01, CC1.02, CC1.03, CCV.03, CC3.01, CC3.02, HIV.01, HI1.03,
HIV.02, HI2.03 |
K/U |
Metternich
and the Concert of Europe Map Study Given
three maps from 1799, 1812, and 1815, students draw conclusions about the
changing political situation in Europe. Comparison
Activity |
|
2 |
CCV.01,
CC1.03, CCV.03, CC3.03, CHV.01, CH1.01, CH1.02, SEV.03, SE3.01, HIV.02,
HI2.03 |
K/U |
Nationalism
– the Rise of the Nation State – 1848 Revolutions Students
read and review events of the 1848 revolutions and analyse the reasons for
their failures. They speculate on what would be necessary for a revolution to
su Realpolitik
and the Unification of Italy and Germany Students
read an excerpt from Bismarck’s “Blood and Iron” speech and define the
concept of Realpolitik. This approach is contrasted to the 1848 approach and
failures. Students apply the concept of Realpolitik to a case study of the
unification of Italy and Germany. |
|
3 |
CHV.01, CH1.01, CHV.03, CH3.01, CH3.02,
CH3.03, CH3.04, SEV.04, SE4.03, HIV.01, HI1.02, HIV.03, HI3.01 |
K/U |
The Romantic Rebellion – Characteristics of
Romanticism Students explore the characteristics of
Romanticism through teacher-directed lessons that present primary source
examples of romantic art, poetry, literature, and music. Students draw
conclusions regarding the nature, purpose, and impact of Romanticism. Romantic Job Application Students are assigned a key Romantic figure
for whom they complete a job application for a job as a “Classic” Romantic.
Students exchange applications at the “Employer Exchange”, and in the role as
employer they select the top Artist, Writer, and Musician who best fits the
bill. Top choices are discussed. |
|
4 |
COV.01,
CO1.03, CCV.01, CC1.03; CCV.02, CC2.01, CCV.03, CC3.03; CHV.01, CH1.02;
CHV.04, CH4.01 CH4.03; SEV.01, SE1.02, SE1.04; SEV.02, SE2.02; SEV.03,
SE3.04; SEV.04, SE4.02, HIV.02, HI2.03, HIV.03, HI3.01, HIV.04, HI4.03 |
K/U |
The
Industrial Revolution: Social and Political Consequences – Social Impact Students
make conclusions regarding the social consequences of the early Industrial
Revolution using data presented in the form of graphs, charts, and primary
source excerpts that show the birth and death rates, time of transportation,
conditions in mines and factories, literacy rate, population statistics,
urban/rural statistics, and first hand a Case
Studies of the Political Impact Students
explore the political and legislative responses to the challenges of the
Industrial Revolution through case studies of different ideological groups
such as the Utopian Socialists, Scientific Socialists, Chartists, Luddites,
Liberals/Whigs and Conservatives. “Soap
Box” Presentation Using
data collected, students prepare a brief “Soap Box” speech that promotes the
ideology of a specific political group and their solutions to the problems of
the Industrial Revolution. |
|
5 |
COV.03, CO3.01, CHV.01, CH1.03, CHV.O2,
CH2.01, CH2.02, CH2.03, CH2.04, CHV.03, CH3.04, HIV.01, HI1.02, HIV.02,
HI2.01, HI2.04, HIV.03, HI3.01, HI3.03 |
K/U |
Imperialism: The West imposes itself on the
World – Primary Source/Poetry Analysis Students examine, analyse and compare
Kipling’s “White Man’s Burden” and Labouchere’s “Brown Man’s Burden” and make
conclusions regarding the West’s view of their colonies and the Colonies’
view of the Colonizer. Students explore the concept of Social Darwinism by
looking at documents or excerpts of Darwin, Spencer, T. Roosevelt, etc.
Students speculate on the impact and consequences of such views on the world. Imperialism and its Impact Students explore one colony and report on the
impact that imperialism had on the colony as well as the mother country at
the time. Students record data and make conclusions regarding the
consequences of imperialism. |
|
6 |
CHV.01,
CH1.01, CHV.02, CH2.01, CHV.03, CH3.01, CH3.04, CCV.01, CC1.03, HIV.01,
HI.1.02, HIV.02, HI2.04, HIV.03, HI3.02, HI3.03, HIV.04, HI4.01 |
K/U |
Culminating
Activity: Talk Show/Panel Interview In
pairs, students are assigned a key individual who challenged the established
order of the 19th Century, for example, Einstein, Freud, Nietzsche, Darwin,
Spencer, Marx, Pankhurst, Bernstein, Sorel, Gokale (Indian National
Congress), Williams (Pan-African Congress), Planck, Stravinsky, Tubman, Sun
Yat-Sen, Dubois. In a panel interview, key individuals are interrogated by
another student in the partnership in order to discover how and why they
challenged the status quo. Students collect data on all the “interviews.” Written
response Writing
as a reactionary revisionist, students select two to three radical
individuals of this century that they consider “challenged the status quo.”
Students justify their selection in a position paper. Students are given time
to add to their Course Culminating Tracking Folder monitoring their theme. |
Time: 28 hours
Unit Description
Students
explore global events since 1914 from a thematic perspective. Students examine
the themes of Conflict and Revolution, International Organizations and Human
Rights, Decolonization and Globalization, Economic and Technological Change,
and the Arts in order to make sense of the monumental changes that o
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
COV.03,
CO3.01, CO3.02, CCV.03, CC3.03, HIV.01, HI1.02, HI1.03, HIV.02, HI2.03,
HIV.03, HI3.01, HI3.03, HIV.04 |
K/U |
Conflict
and Revolution – A Century at a Glance Students
review major events of the 20th Century through a brief diagnostic activity. Cause
and Effect and Conflict Using
World War I as a model, students briefly review the causes and consequences
of conflict. Students apply this understanding of cause and effect to key
conflicts and revolutions of the 20th Century. Using a “regional work station
approach,” students collect and record data on a selection of conflicts and
revolutions in the 20th Century. Young
Person’s Picture Book Using
the data collected, students select a balanced representation of conflicts
and revolutions and record them in a short chronologically and regionally
organized picture book. A page in the book is dedicated to reflections made
on similarities, differences, and consequences of conflict. |
|
2 |
COV.02,
CO2.03, CHV.02, CH2.03, SEV.02, SE2.04, HIV.01, HI1.02, HI1.03, HIV.03,
HI3.01, HI3.03, HIV.04, HI4.01, HI4.03 |
K/U |
Decolonization
– National Self-Determination Students
analyse the principle of national self-determination and its application in
the post-World War I period. Quick
Fact Case study Students
prepare and present a mini report “Quick Fact at a Glance” case study of
selected nations’ decolonization experience post-World War II. Globalization:
The New Imperialism Globalization
is addressed and analysed and briefly debated in class. |
|
3 |
COV.03, CO3.03, CO3.04, CHV.04, CH4.02,
CH4.03, CH4.04, SEV.03, SE3.05, HIV.01, HI1.02, HI1.03, HIV.02, HI2.03,
HI2.05, HIV.03, HI3.01, HI3.03, HIV.04, HI4.01, HI4.04 |
K/U |
Peace, Security, and Human Rights –
Collective Rights In a comparison of the League of Nations and
the United Nations, Military Alliances, and Economic Organizations, students
explore the nature and promotion of collective national rights. Individual Rights Students prepare and present an Information
Poster on a variety of human rights organizations and their su |
|
4 |
COV.02,
CO2.01, CCV.01, CC1.04, SEV.01, SE1.02, SEV.02, SE2.02 SE2.03, SEV.04,
SE4.02, HIV.01, HI1.02, HIV.02, HI2.04, HIV.04, HI4.01, HI4.03 |
K/U |
Economic
and Technological Development –Challenges of the 20th Century Students
read a brief summary case study of major economic developments/events since
1914. Students use a jigsaw strategy to exchange information to show the
impact, consequences, and response (governmental/individual) to their case
study. The class discusses the changing role of government and ways people
have responded to economic challenges and events. Students write a quiz. Innovations
of the 20th Century Using a
prepared template organizer, students use a pre-selected Internet site to
collect data on the major technological innovations since 1914, assess their
impact, and record their global a |
|
5 |
CHV.03,
CH3.01, CH3.02, CH3.03, CH3.04, HIV.01, HI1.02, HI1.03, HIV.02, HI2.03, HI2.04,
HIV.03, HI3.01, HI3.03, HIV.04, HI4.01, HI4.02, HI4.03, HI4.04 |
K/U |
Art
as a Reflection of Society – Coffee House Forum Students
representing a variety of music, art and literature of the 20th Century, present
how their particular artist or genre reflected the themes of the century’s
conflict, revolution, human rights, and economic and technological change.
Students bring samples of music, art, and literature to share with the class.
Based on their experience, students record how artists reflect and project
trends in society. Students make comparisons with previous periods in
history. |
|
6 |
CCV.01 CC1.03, SEV.04, SE4.03, HIV.01,
HI1.02, HI1.03, HIV.02, HI2.03, HI2.05, HIV.03, HI3.01, HI3.02, HI3.03, HIV.04,
HI4.01 |
K/U |
Trading Card Convention of Key Individuals –
Culminating Activity Students research and prepare a 4" ´ 3" Trading Card of a key individual of
the 20th Century. Cards include a picture of the individual, a summary of
their a |
Time: 14 hours
Unit
Description
Students
synthesize the data collected throughout the course using their Thematic
Tracking Folder. With other students they prepare and present a news
documentary that chronicles their specialist thematic area. The TV show is
either pre-recorded where facilities allow, or performed before a live
audience. Following television procedures true to life, students apply and
experience the excitement of planning, preparing, and performing as their
favourite talk show stars. In the TV show students review the trends in their
area for the past 500 years, reflect on the global nature of the theme and make
predictions about future trends. Students use audio visual aids, charts, etc.
to enhance the clarity and veracity of the performance. Students synthesize
data collected from the performances and employ it in the preparation of a
question which could appear on the year-end examination.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
HIV.01,
HI1.01, HI1.02, HI1.03, HIV.02, HI2.03, HI2.05, HIV.03, HI3.01, HI3.02,
HI3.03, HIV.04, HI4.02, HI4.03, HI4.04 |
K/U |
Course
Culminating Activity – “News Documentary: Retro Review” – Television Show In
expert groups, students prepare a television talk show that reviews and
assesses their area, including a retrospective of the past 500 years, a
global review of the theme, a presentation of the state of the world today
and predictions of future trends. Tracking
Folder Students
add to a Tracking Folder throughout the course by gathering data on their
assigned thematic area as it is dealt with in each unit. Students also spend
some time during each unit doing additional research using the
library/resource centre. Written
Component A
written component including a script and the storyboard process and the
Folder is included for assessment. Reflections
and Synthesis Written
reflections on all the thematic areas should be incorporated into the final
exam. |
This
course seeks to have students become independent, self-motivated learners.
There is a range of opportunities for students to acquire knowledge, to think
critically, to communicate effectively, and to apply what they have learned to
new situations. Through a rich variety of activities, such as the development
of chronologies, comparing, contrasting and analysing data, performing mock
interviews, and assuming the role of different characters, students learn how
to research, establish cause and effect, identify bias, understand different
perspectives, and develop empathy. The preparation of editorials, television
scripts, reports, posters, and a variety of written products enhance students’
communication skills. The different o
Unit 5.
In each
unit, teachers should develop tasks from the course expectations that link the
assessment to the appropriate category in the Achievement Chart, found on pp.
246–247 in The Ontario Curriculum, Grades 11 and 12, Canadian and World
Studies.
The
Achievement Chart, which is the basis for assessment and evaluation in this
course, is found in The Ontario Curriculum, Grades 11 and 12, Canadian and
World Studies, pp. 246 - 247. The chart identifies four major categories of
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. When planning lessons and assessments,
teachers should review the required curriculum expectations, plan the criteria
for the assigned task, and link them to the categories. They should ensure that
all the expectations are a
The assessment
and learning practices used in this Course Profile:
·
provide
opportunities for student learning to improve by using formative assessment
tools in each unit, such as self- and peer-editing of written work and visual
organizers;
·
a
·
a
·
use
assessment tools that are appropriate for the expectations being addressed and
that relate to the categories on the Achievement Chart;
·
promote
students’ ability to assess their own learning and to set specific goals;
·
provide
students with models of skills which they are expected to master;
·
provide
students with a clear indication of assessment and evaluation criteria by means
of rubrics and checklists;
·
provide
students with feedback from both formative assessment and summative evaluation
strategies;
·
provide
clear communications to students and parents at the beginning of the course and
at other appropriate points throughout the course.
A
The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 states that in the student’s overall
mark, a weight of 70% will be based on evaluation conducted throughout the
course, while 30% will be based on a “final evaluation in the form of an
examination, performance, essay, and/or other method of evaluation suitable to
the course content and administered towards the end of the course” (p. 15). A
decision about how the 30% is allocated is ultimately to be made by teachers,
schools, or boards. In this College destination course, it is recommended that
the 30% be divided between the performance task of the “News Documentary –
Retro Review”: Media Presentation in Unit 5 and the written reflection and a
final exam.
The
recommended course culminating activity involves research, creative thinking,
making connections between the past and the present, and the demonstration of
oral and written communication skills. Each student selects or is assigned one
of the themes of the course and prepares, with others selecting or assigned the
same theme, a media presentation staged in the auditorium or classroom or
pre-recorded on video. Each student also traces his/her course theme in a
Tracking Folder added to during each unit and written reflection following the
presentations. Each of the four categories outlined in the Achievement Chart is
covered in this culminating activity. In the ongoing process of assessment, the
student’s most recent work is given greater consideration and the most
consistent level of achievement is used to generate the final mark.
Teachers
need to systematically teach and collect data for the separate evaluation of
students’ learning skills as required for the Provincial Report Card. The
skills, “Works Independently,” “Team Work,” “Organization,” “Work Habits” and
“Initiative,” are integrally linked to student performance, but they are not
used in the calculation of the final grade.
Every
effort is made to assist all students in achieving su
Some
possible ways to a
When planning a
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.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with 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 reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Adams,
Laurie Schneider. Art Across Time, Vol. II. New York: McGraw Hill, 1999.
ISBN 0697274802
Anderson,
Bonnie S. and Judith P. Zinssen. A History
of Their Own: Women in Europe from Prehistory to the Present, Vol. II. New York: Oxford University Press, 2000. ISBN 0195128397
Appiah,
Kwame Anthony and Henry Louis Gates, Jr., eds. The Dictionary of Global
Culture. New York: Alfred A. Knopf, 1997. ISBN 039458581x
Atlas
of Exploration. New
York: Oxford University Press, 1997. ISBN 19521353X
Barzun,
Jacques. From Dawn
to Decadence, 1500 to the Present: 500 Years of Western Cultural Life. New York: Harper Collins, 2000. ISBN
0060928832
Bernier,
Olivier. The World in 1800. New York:
John Wiley & Sons, Inc., 2000. ISBN 0471395218
Black,
Jeremy. Atlas of World History.
London: Dorling Kindersley, 2000. ISBN 078944609X
Churchill,
E. Richard and Linda R. Churchill. Short
Lessons in World History. Portland, Maine: J. Weston Walch, 1999. ISBN
0825139414
Cole,
Bruce and Gealt Adelheid. Art of the Western World. New York: Summit
Books, 1989.
ISBN 0671670077
Cowie,
Leonard and Robert Wolfson. Years of Nationalism, European History 1815-1890.
London: Hodder and Stoughton, 1985. ISBN 0713173289
Fernandez-Armesto,
Felipe. Millennium: A History of the Last Thousand Years. New York:
Touchstone, 1996. ISBN 0684825368
Fernandez-Armesto,
Felipe. Truth: A History and a Guide for the Perplexed. New York: Thomas
Dunne Books, 1997. ISBN 0312274947
Fleming,
William. Arts and Ideas. Fort Worth:
Harcourt Brace College Publishers, 1995.
ISBN 0155011049
Lewis,
Jon E., ed. The Mammoth Book of Eyewitness History 2000. New York:
Carroll and Graf, 2000. ISBN 078670474X
Machlis,
Joseph and Kristine Forney. The Enjoyment of Music. New York: W. W.
Norton and Company, Inc., 1999. ISBN 0393972909
Nardo,
Don. The French Revolution. San
Diego: Greenhaven Press, 1999. ISBN 1565109333
Newman,
Garfield and Cynthia Grenier. Impact: Western Civilization and the Wider
World. Toronto: McGraw Hill Ryerson, 1996. ISBN 0075515466
Noonan,
Theresa C. Document Based Assessment Activities for Global History Classes. Portland,
Maine: J. Weston Walch, Publisher, 1996. ISBN 0-38744-906
Parker,
Geoffrey, ed. The Time Compact History of the World. London: Times
Books, 2001
ISBN 000710927X
Pomeranz,
Kenneth and Steven Topik. The World That Trade Created: Society, Culture and
the World Economy, 1400-the Present. Armonk, New York: M.E. Sharpe, Inc.,
1999. ISBN 0765602490
Sax,
Benjamin C., ed. Western Civilization, Volume II: From Scientific Revolution
until the Present. San Diego: Greenhaven Press, Inc., 2001. ISBN 1565109902
Sherman,
Dennis and Joyce Salisbury. The West in the World. New York: McGraw Hill,
2001.
ISBN 0070599831
Smith,
Bonnie G. Imperialism: A History in Documents. New York: Oxford
University Press, 2000.
ISBN 0195108019
Steward,
Robert, ed. Ideas that Shaped Our World: Understanding the Great Concepts of
then and now. London: Marshall Publishing, 1997. ISBN 1840281731
Stiles,
Andrina. Napoleon, France and Europe. London: Hodder and Stoughton,
1993.
ISBN 0340573759
Strickland,
Carol and John Boswell. The Annotated Mona Lisa: A Crash Course in Art
History from Prehistoric to Post-Modern. Kansas City: Andrews and McMeel,
1992. ISBN 0836280059
Swift,
Michael. Historical Maps of Europe. London: PRC Pub., 2000. ISBN
1856485757
Tansey,
Richard G. and Fred S. Kleiner. Gardner’s Art Through the Ages. Fort
Worth: International Thomson Publishing, 2000. ISBN 0155083155
Thompson,
Stephen. The Reformation. San Diego: Greenhaven Press, 1999. ISBN
1565109600
Thompson,
Stephen. The Renaissance. San Diego:
Greenhaven Press, 2000. ISBN
0737702184
Van
Doren, Charles. A History of Knowledge Past, Present and Future.
New York:
Ballantine Books, 1992. ISBN 0345373162
Werner,
Kirk D. The American Revolution. San
Diego: Greenhaven Press, 2000. ISBN 0737702389
What
Life was Like During the Age of Reason: France AD 1660-1800. Alexandria, Virginia: Time-Life
Books, 1999. ISBN 078355463X
What
Life was Like in Europe’s Romantic Era: AD 1789-1848. Alexandria, Virginia: Time-Life
Books, 2000. ISBN 0783554664
Whitfield,
Peter. Landmarks in Western Science From Prehistory to the Atomic Age.
New York: Routledge, 1999. ISBN 0415925339
The
Norton Recordings.
CD. New York: W.W. Norton and Company, Inc. Sony Music Entertainment Inc.,
1999. ISBN 0393102505
Art of the Western World. PBS Home Video. WGBH Boston. 1989.
(9 parts)
CBC
News In Review. CBC
Non-Broadcast Sales. Toronto: 1991-2002.
Crucible of the
Millennium.
Educational Resource Guide. American Forum for Global Education. New York.
2001. (www.globaled.org/crucible)
Empires
Series. WGBH Boston
Video. 2000-2002. (Series titles available at: www.pbs.org/wgbh/empires)
Whitehead,
John W. Grasping for the Wind. Series. Glass Onion Productions. New
York: 1998-2000 (www.grasping.com/synopsis.htm)
Sister Wendy’s Story of Painting. BBC Video. 1996
Sister Wendy’s American Collection. PBS Home Video. WGBH Boston. 2001
The
Age of Revolutions (1776-1848).
Network Television/Goldcrest Tele. Dist., 1985.
History
Through Literature Series. Clearview/eav. Prod. Magic Lantern Communications. Dist. 1995.
Pertinent titles: New Worlds and New Ideas (1492-1750), Industry and Enlightenment
(1730-1820), Romanticism and Revolution (1770-1870), Imperialism and
Progress: The Victorian Era (1860-1915), Renaissance and Reformation
(1450-1660), World Wars and the Quest for Order: The Early 20th Century
(1900-1955), and Liberation and Change: The Late 20th Century (1945 to
present).
Western
Traditions Series. WGBH
– Boston. Prod. Magic Lantern Communications. Dist. 1985. Pertinent titles are:
The Renaissance and the Age of Discovery/The Renaissance and the New World,
The Reformation/The Rise of the Middle Class, The Wars of Religion/The Rise of
Trading Cities, The Age of Absolution/Absolution and the Social Contract, The
Enlightened Despots/The Enlightenment, The Enlightenment and Society/The Modern
Philosophers, The American Revolution/The American Republic, The Death of the
Old Regime/ The French Revolution, The Industrial Revolution/The Industrial
World, Revolution and the Romantics/The Age of the Nation-States, The New
Public/Fin de Siecle, The First World War and the Rise of Fascism/The Second
World War, The Cold War/Europe and the Third World and The Technological
Revolution/Toward the Future.
Applied
History Research Group. The European Voyages of Exploration: The Fifteenth
and Sixteenth Centuries. University of Calgary. 5 July 2001. 15 December
2001.
– www.ucalgary.ca/applied_history/tutor/eurvoya/index.html
Chastain,
James. Encyclopedia of the Revolutions of
1848. Ohio University. 1997. 15 December 2001.
– http://cscwww.cats.ohiou.edu/~Chastain/index.htm
Halsall,
Paul. Internet History of Science Sourcebook. Fordham University.
February 2001. 15 December 2001. –
www.fordham.edu/halsall/science/sciencesbook.html
Halsall,
Paul. Internet Modern History Sourcebook. Fordham University. 22
September 2001.
15
December 2001. – www.fordham.edu/halsall/mod/modsbook.html
Introducing
Series. Icon Books. United Kingdom. 2001.
– www.iconbooks.co.uk/introducing/intro.cfm (series titles include such topics
as: Introducing the Enlightenment, Introducing Romanticism, Introducing
Post-Modernism, Introducing Nietzsche, Introducing Freud, Introducing Feminism,
Introducing Philosophy, Introducing Marx)
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 o
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 a
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, Moličre, 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 Frontičres);
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 o
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 su
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 a
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).