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Course Profile World History: The West and the World
(CHY4U), Grade 12, University Preparation, Catholic
Course Overview
Prerequisite: Any University or
University/College Preparation course in
Canadian
and World Studies, English or Social Sciences and Humanities
This
course investigates the major trends in Western civilisation and world history
from the sixteenth century to the present. Students will learn about the
interaction between the emerging West and other regions of the world and about
the development of modern social, political, and economic systems. The skills
and knowledge developed in this course will enable students to understand and
appreciate both the character of historical change and the historical roots of
contemporary issues.
One of
the strongest themes found in the teachings of the Catholic Church concerns
social justice. This theme encourages the examination of a number of issues in
this course. The respect for human rights includes the respect for individual
rights, indigenous people’s rights, labour rights, women’s rights, and cultural
group rights and the liberation of the oppressed. The teachings of Christ
concerning the need for community are reflected in the West and its
relationship to the wider world in its constant struggle to define and redefine
that community. This course presents students with historic issues faced by the
West and interprets them in light of the Gospel teachings. Students recognise
that there are certain Gospel values such as social justice values that
transcend history and are still relevant for the future. Students recognise
that the story of the West and the World is not simply about dates, events, and
personalities, but also involves the struggle to incorporate values in the face
of rapid changes and challenges.
The
history of the West and its relationship with the World has held a fascination
for students of history. The profound impact that the West has had on shaping
the modern world has helped fuel this fascination. Stories of exploration,
Western technology, art, philosophy, larger-than-life personalities,
revolutions, the development of European power and its application abroad,
Western thought, have all helped create a mythology about events and the role
played by key individuals in the development of the belief in the “Triumph of
the West.” World History: The West and the World gives students an opportunity
to examine the impact of the West and to separate many myths from historical
reality. By having opportunities to develop methods of historical inquiry,
students will be able to critically analyse historical evidence and events in
order to make their own interpretations. Students are able to see the forces
that have influenced Western history at the local, national, and global levels.
Students examine the core set of beliefs and values that is part of the process
of continuity in Western life and will examine and assess the key events,
individuals, and groups that have laid the groundwork for profound changes in
Western life in the last five hundred years. Furthermore, students explore the
richness of the world beyond
Many
historians make the distinction between modern and current history and feel
some time must pass before the present or current history can be analysed as
history. For this reason, the authors, while not excluding current events,
consider “modern” history to go up to 1989 – the fall of the Berlin Wall.
Teachers and students use current events for application and inquiry purposes,
but the focus of historical analysis is on the period between 1500–1989.
The
study of cause and effect contribute to one’s understanding of change and
continuity in world history. Students examine how key individuals and groups
shape the arts and culture. The effects of new technologies on daily life of a
particular period of time will be analysed. The uniqueness of Western social,
economic, and political structures and how these structures have evolved and
have been applied abroad will be evaluated. The Course offers an opportunity
for students to be aware of how Canadians have been influenced and shaped by
the Western experience. These are some of the questions and themes that run
through the five units outlined in this Course Profile. It is paramount that
global issues be included so that the course moves from the traditional
Euro-centric model to one that embodies the West and the World.
Historical
events and personalities are open to many interpretations. Grade 12 students
should be gaining an understanding of historical literacy: the ability to make
interpretations and arguments using evidence from a wide range of resources.
Students should be able to go beyond remembering historical information to a
level of understanding at which they comprehend, connect, and seek
justification for the information they are using. In preparing students for
university, lessons are constructed in a way that allows students to examine
different a
Students
and teachers use the four Achievement Chart categories appearing in The
This
Course Profile emphazises: the writing of tests, exams, and a research essay;
the examination of primary documents and the presentation of a seminar; and
tutorial participation.
The
performance tasks in each unit provide practise in the above skills to assist
with su
The units
for the Grade 12 World History: The West and the World course have been scoped
into four chronological units and a culminating unit. The course culminating
activity described in Unit 5 brings the historical themes developed in this
course to a convergence. Students are be organized into five groups. They are
responsible for researching and presenting a seminar responding to the
course-culminating question outlined in the description of Unit 5.
The units
are organized to provide meaningful student assessment and evaluation based on
performance tasks for each of the four chronological units. The recommended
tasks follow a skill continuum that culminates in the course culminating
activity. The unit overviews provide teachers with potential themes and content
organisation that helps them further develop lessons that give students a sense
of the major issues of Western history. The Teaching/Learning Strategies
provide models that teachers may adapt to their course of study. This course
focuses on using primary sources in performance tasks, on the writing of a
thesis-based essay, and on the culminating activity.
|
Unit
1 |
Foundations
and Institutions Challenged 1600–1715 |
20
hours |
|
Unit
2 |
Tradition,
Absolutism, and Revolution 1715–1815 |
25
hours |
|
* Unit 3 |
The Promethean Spirit Unleashed 1815–1914 |
29 hours |
|
Unit 4 |
1914 to
the present – Century of Extremes |
29
hours |
|
Unit 5 |
The
Course Culminating Activity – The West and the World Conference |
7 hours |
*
This unit is fully developed in this Course Profile.
The
division of the curriculum expectations into the units stated above was
completed with the view that students will see a model of the kind of
historical thinking that historians use. Chronological and spatial thinking,
using evidence, and examining multiple perspectives and interpretations are
part of each unit. Assessment and evaluation should stress how students use
historical evidence in interpreting different historical perspectives. These
historical skills are significant for a student in a course bearing the
University designation.
Time: 20
hours
Unit
Description
This
period sets the historical underpinnings of the modern world. Individuals like
Bacon, Descartes, Locke, Kepler, Copernicus, and Galileo challenged the social,
scientific, and political order that was established and maintained through the
Church during this time. Simultaneous to the secular challenge,
This unit
is instrumental in introducing independent study skills and beginning the
process of inquiry and research that is used for the course’s seminars and
essay. The teacher is explicit about expectations for the various major
evaluations: tests, essays, seminar discussion, arts presentation, biography
and course culminating task completion in Unit 5. In Unit 1 students are
supplied with the major essay topics and due dates, process guidelines, and the
final unit’s discussion question/final examination’s summary question. This
unit closes with a test that is the unit’s culminating performance task.
Unit Overview Chart
|
Cluster/ Activity |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
HIV.02,
HIV.03, HI2.04, HI2.05, HI3.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Introduction
of themes and major questions The
course’s final activity discussion question/final exam summary question will
be distributed to the students. The question is found in the description of
Unit 5. |
|
2 |
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, HIV.01, HI3.01, HI3.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
An
investigation into the Age of Exploration An
examination of life in selected cultures of |
|
3 |
HIV.01,
HI1.01 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Essay
Stage 1: Conference with students and submission of topic selection, inquiry
questions, working bibliography, and essay’s due date scheduled for |
|
4 |
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, HI1.01 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Exploring
the European World through the art of the Renaissance |
|
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 Communication |
An
analysis of the Church Sixteenth Century Symbols: The Cross, the Rose, the
Telescope, and the Skull |
|
6 |
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, HI1.01 |
Knowledge/
Understanding Thinking/Inquiry Communication |
The
Lutherian challenge and the world of the Reformation |
|
7 |
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 |
The
causes and consequences of the English Civil War – Government in transition |
|
8 |
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 |
Louis
XIV, Versailles, and the nature of Absolutism |
|
9 |
HIV.01,
HI1.01 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Essay
Stage 2: Review and conference with students on: submission of thesis,
corroborating arguments, final bibliography |
|
10 |
CC3.02,
HI3.01, HI2.04, HI4.01, HI4.02 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Unit
Culminating Performance Task Unit Test |
End-of-Unit
Performance Task: Students write a comprehensive pencil-and-paper test.
Questions model the questions to be used on the final examination.
Time: 25
hours
Unit
Description
During
the one hundred years between the death of Louis XIV and the incarceration of
Napoleon on St. Helena, the world witnessed profound intellectual, political,
economic, and social change. Students study the European intellectual
community, which began to challenge the status quo and initiate an intense
period of self-examination, producing a debate about a more open and equitable
society. Students examine the Church’s teachings on equity and assess whether
the Church stimulated or inhibited the movements for change during the
eighteenth century. Simultaneously, students examine the Western European
monarchies, which further imposed themselves economically, politically, and
culturally on the world at large. This imposition had significant
repercussions. Examples of these repercussions include: the decline of Dutch
mercantilism; the loss of British control of the Thirteen Colonies; the a
Unit
Overview Chart
|
Activity/ Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
COV.03,
CO3.01, CCV.01, CC1.02, CCV.03, CC3.03, HIV.04, HI4.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Absolute
Monarchs and the instability of the Ancien Régime – the background causes of
the French Revolution |
|
2 |
COV.02,
CO2.01, CCV.01, CC1.04, CHV.01, CH1.02, SEV.02, SE2.01, SE2.03, HIV.01,
HI1.03, HIV.03, HI3.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
An
examination of Mercantilism, the Triangle trade, slavery and its impact on
the wider world |
|
3 |
CCV.01, CC1.03, CHV.01, CH1.01, CHV.03,
CHV.04, CH3.03, CH4.02, SEV.03, SE3.01, SE3.02, CCV.01, CC1.02, CC1.03,
HIV.01, HI1.03, HIV.02, HI2.03, HIV.04, HI4.03 |
Knowledge/ Understanding Thinking/ Inquiry
Communication Application |
The Philosophers of the Enlightenment – Focus
statements - “The Enlightenment was solely focused on improving the condition
of life for Europeans.” or “The condition of life outside of Europe was of no
interest to Enlightened philosophers.” |
|
4 |
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 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
The
conditions of everyday life in the eighteenth century world – Choices could
include: Holland, England, the Thirteen Colonies and the Dutch East Indies.
This could be contrasted, for example, to life in Japan under the Shoguns, or
in the Middle East under the Seljuk. |
|
5 |
CHV.01,
CH1.01, CHV.04, CH4.04, SEV.04, SE4.03, HIV.02, HI2.04, HIV.03, HI3.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Discussion
or classroom debate questions: “Have historians vilified Robespierre unfairly?
Is terror or violence ever justified?” “Was the French Revolution the seminal
event of the eighteenth century?” |
|
6 |
HIV.01,
HI1.03, HIV.02, HI2.03, HIV.03, HI3.01, HI3.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Submission
of the thesis-based research paper |
|
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 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Unit
Culminating Activity – The Trial of Napoleon |
End-of-Unit
Performance Task: The students role-play a courtroom drama that puts Napoleon
on trial. Students choose from a number of possible charges: 1) Napoleon was a
traitor to the Revolution; 2) Megalomania; 3) Crimes against humanity. Students
are responsible for developing the historical characters, creating a script,
and performing the trial.
Time: 29
hours
Unit
Description
The
problems of the 19th century emerged from the crosscurrents of two of the
greatest revolutions of the modern age: the Industrial Revolution in England
and the French Revolution on the continent. Together they would make necessary
a reformation of the economic, social, and political thought of Europe and,
through Europe, the rest of the world. However, in the early decades of the
19th century the struggle between the old order and the new was still
unresolved. This was evidenced in Metternich’s re-establishment of the old
political order on the Continent. Simon Bolivar embodied Latin and South
America’s attempt to chart their own course of independence.
In
contrast to Metternich’s conservative creed, the Industrial Revolution created
two new social classes: a wealthy, powerful bourgeoisie that was no longer
tradition- or land-based, and a new urban working class that lived on the
margins of society. Students examine the Promethean-like challenges and the
reactions that abounded. Romanticism produced an emotional movement centred in
the arts. Goethe’s character, Werther, represents a sentimental, anti-social
intellectual reaction to this new order, while Shelley challenges the notion of
progress and atheism seemingly represented by triumph of science over religion.
Simultaneously, the desire to create a more equitable social order was embodied
by movements that included the Chartist movement, trade unionism, Utopian
socialism, and Communism. By 1848, the disenchantment with the old order
‘boiled over’ into revolution. Through an examination of primary sources,
students debate the causes and consequences of the Revolutions of 1848 and why
their failure was short lived. They observe that within twenty-five years, most
of the revolutionary goals had been achieved, ironically, by a new breed of
conservative statesmen who used a combination of nationalism and pragmatism. By
the turn of the century, it was becoming obvious to social observers that the
great changes of the 19th century had produced a new kind of society. The
demographic, political and industrial revolutions had brought the emergence of
the individual, the belief in perpetual progress, and the perfectibility of
humankind, as well as, the decline of traditional values and attachments of the
past. At the same time, society was becoming more structured and
technologically based. Students examine the way the average individual coped
with the almost incomprehensible changes that o
Unit
Overview Chart
|
Activity Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
COV.03,
CCV.01 CCV.03, CO3.02, CC1.03, CC3.01, CC3.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Metternich
and the Concert of Europe |
|
2 |
COV.01,
CCV.02, CCV.03, CHV.01, CHV.04, SEV.01, SEV.02, SEV.04, HIV.02, CO1.03,
CC2.01, CC3.01, CC3.02, CC3.03, CH1.02, CH4.01, SE1.02, SE1.04, SE2.02,
SE4.02, HI2.05 CGE2b, CGE3f, CGE5b |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
The
Industrial Revolution and its social impact |
|
3 |
CHV.01,
CHV.03, CH1.01, CH3.01, CH3.02, CH3.03, CH3.04, SEV.04, SE4.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
The
Romantic Rebellion |
|
4 |
CHV.01, CH1.01, CH1.02, SEV.03, SE3.01,
SE3.04, CCV.01, CCV.03, CC1.03, CC3.03 |
Knowledge/ Understanding Thinking/Inquiry
Communication Application |
1848 – A turning point in history that failed
to turn? An examination of conservatism, liberalism, socialism, and Marxism |
|
5 |
COV.03,
CO3.01, CHV.01, CHV.02, CHV.03, CH1.03, CH2.01, CH2.02, CH2.04, CH3.02,
CH3.03, CH3.04 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Imperialism
– The West reimposes itself on the World An
examination of the “White Man’s Burden” |
|
6 |
CHV.01,
CHV.02, CHV.03, CH1.01, CH1.03, CH2.01, CH2.04, CH3.01, CH3.03, SEV.03,
SE3.04, CCV.01, CC1.03, CC3.01, HIV.01, HIV.02, HIV.03, HIV.04, HI1.02,
HI2.04, HI3.03, HI4.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
The
Freud-Holmes “Firing Line” Salon An
investigation of the irrational |
End-of-Unit Performance Task: The End-of-Unit
performance task is presented in the William F. Buckley style, “Firing Line”
panel discussion. The class is divided into groups. Each group of three
includes a student moderator, aka William F. Buckley; one who represents the
rational nineteenth-century mind in the character of Sherlock Holmes; and one
who represents an understanding of the irrational nineteenth-century mind
represented by Sigmund Freud. Each group is responsible for developing an
expertise on a selected topic, conducting the panel discussion on a selected
topic that embodies the clash of these two mindsets at the turn of the century,
and preparing readings for the post-panel discussion-and-question period.
Topics may include: the Dreyfus Affair; the suffragette movement; the Syllabus
of Errors; Nietsche and Dostoevsky on, “Is God Dead?”; the Impressionists;
Kipling and Chamberlain on the White Man’s Burden; Electricity and the Atom;
Madame Butterfly; Twelve Tone Music and the Rite of Spring, etc.
Time: 29 hours
Unit Description
The
nineteenth century ushered in a period of great change and a new kind of mass
society. By 1914, with World War I, it became clear that Europeans had created
a new kind of warfare. Technology, science, and industry had inspired optimism
and a faith in progress and unparalleled material development, but these forces
had also produced an unparalleled destructive capability. This capability
causes us to question the nature of our rational world because the course of
the twentieth century has been dominated by horrific episodes, totalitarianism,
the Holocaust, and the nuclear arms race. Students examine the origins, the
irrational nature, and the consequences of the world’s first total war, the
impact of totalitarianism, and nuclear brinkmanship. The twentieth century also
contained the potential of positive contributions to the planet’s care.
Students examine the developments in the post-Cold War world in communication
technology, transportation, decolonisation, religious tolerance, human rights,
food production, reproductive technologies, education, multiculturalism, and
medicine, which offer the possibility of peace and prosperity.
Unit
Overview Chart
|
Activity/ Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
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, HI4.01, HI4.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Part 1
– An examination of the causes of World War I |
|
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 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Reds:
Russia, and Communism: Why Lenin? Why Stalin? Why Totalitarianism? |
|
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 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
World
War II Part I – The Nazi Revolution – Why Hitler? Why Germany? The moral
problems of the Nazi regime as embodied in the Holocaust An
analysis of the rationalisation of evil Is
anyone innocent? |
|
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 |
Knowledge/
Understanding Communication Application |
The
Culture of Contentment: A Century of Breakthroughs – Technocrats, “Boomers,”
and the challenges of planned obsolescence versus egalitarianism A table
discussion on the question, “Were the rebels neo-Romantics suffering from
“Future Shock” or progressives reaching far beyond the ordered chaos of
twentieth-century life?” |
|
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 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Post-World
War II: An investigation into Decolonisation: Was it altruism or cost
efficiency? |
|
6 |
HIV.01, HI1.02, HI1.03, HIV.02, HI2.03,
HI2.05, HIV.03, HI3.01, HI3.02, HI3.03, HIV.04, HI4.01 |
Knowledge/ Understanding Thinking/Inquiry
Communication Application |
Unit Test |
End-of-Unit Culminating Activity The teacher
prepares a unit test with questions that model the final exam.
Time: 7 hours
Unit
Description
The West on Trial: This activity is a series of
classroom seminars that prepare students to answer the course’s summary exam
question. The question is: “J.M. Roberts posited in his book, The Triumph of the West, that the West
has become the dominant global institutionalized culture. Keeping in mind the
themes that you have examined and the research that you have conducted in this
course, support or refute the validity of this statement, “The impact that the
West has had on the wider world in the last five hundred years has been a
positive one.”
The
class is divided into five groups; each group representing a region/continent.
Five of the following regions are assigned: The Middle East and North Africa;
Africa; Asia; Central America and the Caribbean; South America; North America,
and Europe. Each group will present a 30-minute seminar, which could be
multi-media, detailing how their region/continent would respond to the summary
question outlined above. Students are given four hours for research, up to
three hours to complete the seminar presentations, and one hour for a plenary
session to conclude this activity. While preparing their seminars students
consider, where applicable, the following concepts/ideas/personalities/themes:
progress; equality; culture and gender issues; imperialism; de-colonization;
economics and banking; environmentalism; racism; revolution; war; terrorism;
independence and globalism. More specific examples may include: the impact of
French colonial policy on Algeria; British imperial policy on Palestine; the
Dutch Reform Church on South Africa; Hollywood’s influence on a specific Asian
culture; the CIA’s covert policies throughout Latin and South America; a
developing country’s response to Western aid; the World Bank’s influence on a
developing nation’s economy; the relationship between a trans-national
corporation and a developing nation’s economic, social, or environmental
policy; a developing country’s response to Christian missionary activity; the
impact of the developing world on Church policy; the Church’s struggle with Liberation
Theology in Central America; the struggle of a developing country to maintain
sovereignty over natural resources and an analysis of a post-colonial
relationship between a former colony and its past imperial governor. Some key
figures may include: Nkrume; Mandela; Bolivar; Nixon; Thatcher; Kennedy; De
Gaulle; Luxemburg; Allende; Evita Peron; Pearson; Madame Mao; Gandhi; Amin;
Nasser; Sharon; Arafat; Hussein; Ho Chi Minh; Bush Sr.; Bush Jr.; etc. The
teacher, with the aid of the library staff, supplies the students with the
appropriate reading and resource material. The teacher assesses the
effectiveness of each student in completing group work, possibly using a rating
scale. A teacher-designed rubric is used to evaluate each student’s performance
in the culminating activity. The teacher also creates a student assessment form
for self- and peer assessment feedback.
Unit Overview Chart
|
Activity Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1 |
HIV.01,
HIV.02, HIV.03, HIV.04, HI1.01, HI1.02, HI1.03, HI2.01, HI2.02, HI2.03,
HI2.04, HI3.01, HI3.03, HI4.01, HI4.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Research
and classroom discussion on the course’s culminating/final examination’s
summary question |
This
course provides students with the opportunity to explore, analyse, and reflect
on history through diverse teaching and learning strategies. Critical thinking
skills, such as formulating a thesis, identifying bias and viewpoint, debating,
analysing primary sources, and problem solving are a focus of many activities.
Focused inquiry, data analysis, note taking, and guided Internet searches are
examples of the research skills that students practise. Students have multiple
opportunities to hone their skills in communication through formal
presentations, role playing, debates and trials, response journals,
writing-in-role, tutorials/seminars, and persuasive paragraph writing. Some of
the methods of historical inquiry that students should be able to demonstrate
are the ability to conduct organized research and document analysis using
primary and secondary sources; the ability to create a short position paper in
a manner that respects the opinions of others; and the ability to think
creatively in reaching conclusions. Cooperative group learning is another
important active learning strategy fundamental to many activities in this
profile. Tasks are designed to develop skills and concepts through a range of
student learning styles. Many important skills are developed in the activities
in the units. Students are asked to demonstrate a synthesis of their learning
in the course by participating in the Course Culminating Activity in Unit 5.
The
subject discipline of History uses language to express concepts in a
distinctive way. In order to help all students, but especially ESL/ELD
students, teaching/learning strategies should show formative attention to the
following aspects of language in written and oral forms:
·
specialized
vocabulary/idioms;
·
wide
range of tense use, and active and passive voice;
·
words,
phrases, and clause structures that indicate: sequence/chronology; cause/effect
relationships; contrast/comparatives/superlatives; statements of opinion,
interpretation, inference; statements of speculation/hypothesis/prediction;
statements of belief, intent, necessity, persuasion, evaluation, definition; explanations
of reason;
·
formation
of questions for formal and informal circumstances, oral or written active
listening skills, (e.g., phrases, and syntax that express encouragement,
requests for repetition, clarification, and restatement);
·
activities
such as reading/listening tasks (case-study/video-viewing) will require
students to produce a specific and concrete product;
·
completion
of a graphic organiser/re-enactment or structured oral response;
·
note
taking/summarising;
·
non-verbal
communication skills of particular importance to presentation tasks.
Language development and the expression of
concepts taught are greatly facilitated if written tasks are reinforced by oral
tasks, and vice versa. All learners benefit if models or scaffolds for oral and
written expressive communicative functions are initially provided for them by
their teachers.
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, 2000. The 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.
Activities
in this Course Profile suggest diagnostic formative assessment, and summative
evaluation strategies and tools. Sample rubrics are provided for some of the
major activities and for the unit culminating activity. The Course Culminating
Activity is designed to be appropriate to the University Preparation course
requirements.
The
teacher should introduce the concept and the topic of a culminating activity at
the beginning of the course. Achievement categories are present in each of the
units. These are meant to acknowledge the fact that students require practice
to gain competency in the many discrete skills involved in researching and
writing a historical essay, participating in tutorials and the course
culminating activity. Furthermore, it is expected that teachers address the
many learning styles and intelligences that students bring with them to the
class. The evaluation schemes should recognise this. The activities and
performance tasks in this profile are examples of some strategies that teachers
may use with their own classes. The following are some generic suggestions for
assessment and evaluation techniques in History courses:
·
provide
opportunities for student learning to improve by using formative assessment
tools in each unit, e.g., visual organizers, practice quiz, self and peer
editing of written work, teacher feedback;
·
model
the skill that you want the students to master, e.g., formulating a thesis,
note-taking, report writing;
·
share
with the students clearly developed criteria for their assessment and
evaluation, e.g., checklists, rating scales, and rubrics. Developing these
tools with students helps to clarify how and why they are being assessed and/or
evaluated;
·
a
·
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 a
·
rubrics
should be designed to make clear to students why they scored as they did and
what steps they need to take to improve;
·
match
the assessment/evaluation strategy to the teaching/learning strategy.
Seventy per cent of the grade is based on
evaluations conducted throughout the course. Thirty per cent of the grade is
based on a final evaluation in the form of an examination, performance, essay,
and/or other methods of evaluation.
Every
effort will be made to assist all students in achieving su
The
West and the World History course places a great deal of emphasis on the use of
primary documents. Some students might be visually impaired, and reading copies
of documents could be very difficult.
Teachers
must make a
Teachers
should recognise that students selecting this University designated course may
have taken either the Academic or Applied History program in Grade 10. The
historical knowledge and learning skills stressed and the assessment and evaluation
tools used in each of these programs would be different. This course must build
on the strengths of all individuals. The goal should be the development of the
historical skills and knowledge through the ongoing activities of the course.
Prior content should not be assumed knowledge.
As well
the proficiency levels outlined in The
Ontario Curriculum, Grades 11 and 12, English as a Second Language and English
Literacy Development, provide teachers and school administrators with a
guide to receiving and a
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 organisation 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.
Anderson,
P. Lineages of the Absolutist State.
London, 1986.
Bowra,
M. The Romantic Imagination. London,
1966.
Brewer,
Anthony. Marxist Theories of Imperialism,
A Critical Survey. London, 1980.
Brown,
R. ed. Cambridge Perspectives in History
14 volume. Cambridge, 1998.
Cain,
P. J. Economic Foundations of British
Overseas Expansion, 1815-1914. London, 1980.
Carrol,
James. Constantine’s Sword, The Church
and the Jews. NY, 2000.
Catchpole,
Brian. A Map History of the Modern World.
Toronto, 1983.
Chandler,
David K., ed. In Search of Southeast
Asia, A Modern History. NY, 1987.
Cronin,
Richard. Imagining India. London,
1990.
Davidson,
Basil. The Black Man’s Burden, Africa and
the curse of the Nation State. NY, 1992.
DeMarco,
Neil. The World this Century, Working
with Evidence. London, 1989.
Dorfman,
Ariel and Armand Mattelart. How to Read
Donald Duck, Imperialist Ideology in the Disney Comic. NY, 1975.
Ehrenreich,
Barbara. Blood Rites. NY, 1997.
Etherington,
Norman. Theories of Imperialism, War,
Conquest and Capital. London, 1984.
Everedall,W.
The First Moderns. NY, 1997.
Fann,
K.T. and Donald C. Hodges, eds. Readings
in U.S. Imperialism. Boston, 1971.
Ferguson,
Niall. The Cash Nexus. NY, 2001.
Fursenko,
A. One Hell of a Gamble, The Cuban
Missile Crisis. NY, 1997.
Gay,
Peter. The Bourgeois Experience, Victoria
to Freud 6 volumes. NY, 1998.
Green,
Martin. Dreams of Adventure, Deeds of
Empire. NY, 1979.
Harvey,
R. The Liberators, Latin America’s
Struggle for Independence. NY, 2000.
Heath,
D. Introducing Romanticism. NY, 2000.
Hilberg,
Raul. The Destruction of the European
Jews. NY, 1979.
Hobsbawm,
E.J. The Age of Empire, 1875-1914.
NY, 1987.
— Industry and Empire, From
1750 to the Present Day. London, 1968.
Hobsbawm,
E. The Age of Extremes. London, 1994.
Hochschild,
Adam. King Leopold’s Ghost. NY, 1999.
Howard,
M. Lessons of History. NY, 1991.
The
Oxford History of the Twentieth Century. Oxford, 2000.
Howarth,
Tony. Twentieth Century History, The
World Since 1900. NY, 1987.
Ignateff,
M. Blood and Belonging. Toronto,
1993.
Johnson,
Paul. The Birth of The Modern.
London, 1992.
Karnow,
Stanley. In Our Image, America’s Empire
in the Philippines. NY, 1989.
Kershaw,
Ian. Hubris and Nemesis,2 Volumes.
London, 2000.
Kiernan,
V.J. America, The New Imperialism, From
White Settlement to World Hegemony. London, 1978.
Kissinger,
Henry. Diplomacy. NY, 1994.
Levenson,
M. ed. The Cambridge Companion to
Modernism. Cambridge, 1999.
MacKenzie,
D. Imperial Dreams, Harsh Realities,
Tsarist Russian Foreign Policy, 1815-1917. NY, 1994.
Macmillan,
M. Freud Evaluated, the Complete Arc.
Boston, 1997.
Magdoff,
Harry. Imperialism, From the Colonial Age
to the Present. NY, 1978.
Marshall,
P.J., ed. The Cambridge Illustrated
History of the British Empire. NY, 1996.
McLellan,
D. Karl Marx, His Life and Thought.
NY, 1990.
Osborne,
Milton J. Southeast Asia, An Introductory
History. Sydney, 1995.
Owen,
Roger and Bob Sutcliffe, eds. Studies in
the Theory of Imperialism. London, 1972.
Paret,
P. ed. The Makers of Modern Strategy.
Princeton, 1986.
Pfaff, W. The Wrath of Nations. NY, 1993.
Phayer,
M. The Catholic Church and The Holocaust
1930-1965. Indiana, 2000.
Randall,
K. A
Rosenbaum,
Ron. Explaining Hitler. Princeton,
1997
Rowbotham,
Sheila. A Century of Women. London,
2001.
Said,
E. Culture and Imperialism. NY, 1994.
Saul,
J.R. Voltaire’s Bastards. Toronto,
1993.
Service,
R. A History of Twentieth Century Russia.
NY, 1997.
Snellgrove,
L.E. The Modern World since 1870.
London, 1979.
Sowell,
Thomas. Race and Culture. NY, 1994.
Strachan,
H. The First World War. Oxford, 2001.
Thaithe,
B. ed. Propaganda. Surrey, 1999.
The
Cambridge History of China. Volumes 10 and 11,1800-1911. Cambridge, 1999.
Tilly,
Charles. European Revolutions, 1492-1992.
Oxford, 1993.
Twentieth
Century Bibliography
Vital,
D. A People Apart. London, 1999.
Weber,
E. The Western Tradition Annenberg/PBS 52
Part Video. Boston, 1989.
Weisnerm,
M., et al. Discovering the Western Past,
a look at Evidence Vol.2. Boston, 1996.
Wickins,
Peter. Africa, 1880-1980, An Economic
History. New York, 1986.
The
Industrial Revolution.
Clearvue/eav.1985
Out of the Fiery Furnace. The Learning Channel. Opus Films,
1993.
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.
http://landow.stg.brown.edu/victorian/history/empire/empireov.htm
– Victorian History - The British Empire an Overview
http://raven.
http://users.skynet.be/bulgecriba/ – Center of information on the Battle of the Bulge
http://web.mahatma.org.in/ – The Official Mahatma Gandhi Archive
http://www.asiasource.org/ – Asia Source
http://www.ataturk.org – Mustafa Kemal Ataturk site
http://www.atomicarchive.com/ – Atomic Archive
http://www.christusrex.org/www1/sdc/tiananmen.html – Tiananmen Square Archive
http://www.encyclopedia.com/articles/07566.html – Locarno Pact Site
http://www.eurekanet.com/~fesmitha/h2 – The 20th Century: conflict, attitude and changing religion
http://www.fdrlibrary.marist.edu – FDR Library
http://www.fordham.edu/halsall/mod/modsbook.html – The Modern History Sourcebook
http://www.geocities.com/~nam_album/ – The Vietnam War Photo Album
http://www.geocities.com/CapitolHill/2419/spaindx.html – Images from the Spanish Revolution
http://www.gwu.edu/~nsarchiv/nsa/cuba_mis_cri/areial_photo.html – The Cuban Missile Crisis 1962
http://www.historyplace.com/worldwar2/timeline/ – The History Place WWII in Europe
http://www.lbjlib.utexas.edu/ - LBJ Library and Museum
http://www.lib.byu.edu/~rdh/wwi – World War I Document Archive
http://www.maoism.org – The Maoist Documentation Project
http://www.marxists.org/ – Marxist Internet Archive
http://www.nara.gov/exhall/newdeal/newdeal.html – A New Deal for the Arts
http://www.nytimes.com/library/financial/index-1929-crash.html – Looking Back at the Crash of 1929
http://www.thehistorynet.com/htm – The History Net General Resource
http://www.tntech.edu/~mww/www/reagan.html – A Look at the Reagan Years
http://www.ucr.edu/h-gig – University of California History Resource Page
http://www.ukans.edu/history/ – University of Kansas History Resource Page
http://www.un.org/av/photo/history.htm – UN Photos: Pictorial History
http://www.winstonchurchill.org – Winston S. Churchill Resource Page
http://www.worldwar1.com/pharc007.htm – Gallipoli – Then and Now
http://www.yale.edu/lawweb/avalon/kbpact/kbpact.htm – The Kellog Brian Pact
www.aeiou.at/aeiou.encyclop.m/m583439.htm – Resource on Metternich
www.fordham.edu/halsall/mod/1820metternich.html – Modern History Sourcebook - Metternich
www.marxists.org/archive/morris/works/1887/sru/ch15.htm – Socialism From the Roots Up
www.napoleon.org – Napoleon Internet Resource
www.newadvent.org/cathen/10245a.htm – Metternich Internet Resource
www2.h-net.msu.edu/~habsweb/sourcetexts/mettsrc.htm
– The Memoirs of Prince Metternich
Coded
Expectations, World History: The West and the World, Grade 12, University
Preparation, CHY4U
COV.01 · demonstrate an understanding of the various
types of communities that people have formed since the sixteenth century;
COV.02 · demonstrate an understanding of the nature
of the interaction among diverse peoples since the sixteenth century;
COV.03 · evaluate the key factors that have led to
conflict and war or to cooperation and peace.
Types of
Communities and Their Development
CO1.01 – demonstrate an understanding of the roots
and 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 – compare the diverse 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 – describe the development of modern
urbanization (e.g., development of administrative, commercial, and industrial
towns and cities; issues of inner cities and suburbia; issues of law, order,
and infrastructure; cycles of construction and destruction of the urban
landscape).
The
Nature of the Interaction Among Communities
CO2.01 – describe factors that have prompted and
facilitated increasing interaction between peoples since the sixteenth century
(e.g., exploration; economic gain; modern technologies and inventions;
demographic pressures; religious, dynastic, and national ambitions);
CO2.02 – analyse 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 – demonstrate an understanding of the concepts
and processes associated with imperialism and of its role in shaping present
world relations (e.g., historical interpretations of imperialism, including
“modern world system”, Whig, Marxist, and modernist; the process of
decolonization; growth of multinational corporations; “Hollywoodization”).
Conflict
and Cooperation
CO3.01 – demonstrate an understanding of 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, changes in social structure and in gender relations and
expectations, technological and medical advances);
CO3.03 – describe the 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 – assess the reasons for the failure or su
CCV.01 · demonstrate an understanding of how the
historical concept of change is used to analyse developments in the West and
throughout the world since the sixteenth century;
CCV.02 · demonstrate an understanding of 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 – demonstrate an understanding of 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, consequences of technological advances, demographic changes, medical
discoveries, social reform);
CC1.02 – identify 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., Luther, Montesquieu,
Wollstonecraft, Marx, Darwin, Einstein, de Beauvoir, Hawking; explorers and
innovators, Luddites, Fabians, Futurists, environmentalists);
CC1.04 – evaluate key elements and characteristics of
the process of historical change (e.g., the ideas, objectives, and methods of
the people involved; the pace and breadth of the change; the planned versus
spontaneous nature of the change).
Continuity
in History
CC2.01 – describe key social institutions that have
tended to reinforce continuity in history (e.g., religious institutions,
inherited class positions, schools, assigned and family gender roles, rituals
and traditions);
CC2.02 – demonstrate an understanding of the 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 – evaluate 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 –
explain how and why an understanding of cause-and-effect relationships is 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 · demonstrate an understanding of key Western
beliefs, philosophies, and ideologies that have shaped the West and the rest of
the world since the sixteenth century;
CHV.02 · demonstrate an understanding of 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 · demonstrate an understanding of 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 – describe the main tenets of key modern
beliefs and philosophies and explain how they have shaped Western thought
(e.g., the Reformation and Calvinism, rationalism and empiricism, romanticism,
various forms of socialism, Darwinism, Marxist-Leninism, Fascism and Nazism,
liberal democracy);
CH1.02 – assess the impact of modern Western thought
on economic, social, and political developments in 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, humanism and the concept of positive progress, the spread of popular
democracy);
CH1.03 – describe 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 Japan, China, Cuba, and
some African states).
Ideas
and Cultures of the Non-Western World
CH2.01 – demonstrate an understanding of key
characteristics of and significant ideas emerging from various cultures around
the world (e.g., tribalism in indigenous societies, Chinese and Indian dynastic
absolutism, characteristics of Latin American Creole and mestizo culture);
CH2.02 – analyse 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 missionaries 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 – demonstrate an understanding of 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 a variety of 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 – analyse a variety of 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, Rousseau, Kropotkin, Gandhi, Martin Luther King Jr.,
Nelson Mandela, Rigoberta Menchú; suffragists, Amnesty International);
CH4.03 – demonstrate an understanding of key factors
that have slowed or blocked the advancement of human rights (e.g., poverty,
religious intolerance, racial bias, imperial exploitation, authoritarian
governments);
CH4.04 – describe 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 diverse
social structures and principles that have guided social organization in
Western and non-Western societies since the sixteenth century;
SEV.02 · analyse significant economic developments in
the West and the rest of the world since the sixteenth century;
SEV.03 · describe 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 – analyse a variety of 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 – demonstrate an understanding of key
developments in attitudes towards religion and religious observance since the
sixteenth century (e.g., changing relationships between individuals, groups,
and religious institutions; 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 – describe key elements of pre-industrial
economies (e.g., subsistence and capitalist agriculture, cottage industries,
guild institutions, commercial entrepôts);
SE2.02 – explain 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 – 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);
SE2.04 – demonstrate an understanding of the major
schools of modern economic thought and evaluate their application in the
post–World War II era (e.g., collectivism, Keynesianism, monetarism, free
trade).
Political
Organization
SE3.01 – demonstrate an understanding of the rise of
the modern nation state in the West and subsequently in the rest of the world
(e.g., the military revolution, the renaissance monarchy and national
administrative bureaucracies, French revolutionary “nation-at-arms”, romantic
and liberal nationalism, wars for national liberation);
SE3.02 – describe 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 – compare the various political opinions that
are understood to constitute the “political spectrum”, taking into a
SE3.04 – describe various government responses to the
social consequences of key 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 – analyse various efforts to create
international governmental and judicial structures (e.g., ideas of Hugo
Grotius, the European congress system, League of Nations, United Nations,
European Community).
Women’s
Experience
SE4.01 – describe the roles of and restrictions on
women in pre-industrial societies (e.g., family roles, economic and political
participation; traditional cultural limitations, property rights);
SE4.02 – analyse 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 understanding of historians’
methods of locating, gathering, and organizing research materials;
HIV.02 · critically analyse historical evidence,
events, and interpretations;
HIV.03 · communicate opinions and ideas 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 Seven Years’ War? Why did the French execute their
king? 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 key interpretations of world history
(e.g., liberal, progressive, economic, postmodern);
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., 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, museum or archive curator,
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 -a
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.