Project Description

Course Description

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

Course Code: CHY4U

Course Name: World History since the Fifteenth Century

Department: Canadian and World Studies

Hours: 110

Credit Value: 1.0

Pre-requisites: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities.

Curriculum Policy Documents: The Ontario Curriculum, Grades 11 & 12. Canadian and World Studies, 2015 (Revised)

Growing Success: Assessment, Evaluation, and Reporting in Ontario School. 2010.

Development Date: August 2019

Developed By: Jimmy Chia

Overall Curriculum Expectations

  • A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of world history since the fifteenth century.
  • A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify careers in which these skills might be useful.
  • B1. Social, Economic, and Political Context: analyse key aspects of social, economic, and political systems and structures in various regions of the world between 1450 and 1650.
  • B2. Communities, Conflict, and Cooperation: analyse relations between different groups in various regions of the world from 1450 to 1650 and how various factors affected these relations.
  • B3. Identity, Citizenship, and Heritage: analyse, with reference to the contributions of specific individuals, ways in which ideas, values, and artistic production affected the development of identity, citizenship, and/or heritage in various societies between 1450 and 1650.
  • C1. Social, Economic, and Political Context: analyse key social, economic, and political issues, trends, and/or developments in various regions of the world between 1650 and 1789.
  • C2. Communities, Conflict, and Cooperation: analyse interactions between different groups in various regions of the world from 1650 to 1789 and how various forces/factors affected those interactions.
  • C3. Identity, Citizenship, and Heritage: analyse how political, social, economic, religious, and cultural ideas and practices in various regions of the world between 1650 and 1789 contributed to the development of identity, citizenship, and/or heritage.
  • D1. Social, Economic, and Political Context: analyse the impact of key social, economic, and political issues, trends, and/or developments in various regions of the world between 1789 and 1900.
  • D2. Communities, Conflict, and Cooperation: assess how war, revolution, reform, and other forces affected societies in various regions of the world between 1789 and 1900.
  • D3. Identity, Citizenship, and Heritage: analyse how new ideas and other cultural, social, and political developments affected the development of identity, citizenship, and/or heritage in societies in various regions of the world between 1789 and 1900.
  • E1. Social, Economic, and Political Context: analyse the significance of various social, economic, and political policies, developments, and ideas in various regions of the world since 1900.
  • E2. Communities, Conflict, and Cooperation: analyse interactions between various groups since 1900 and how key individuals and social, economic, and political forces have affected those interactions.
  • E3. Identity, Citizenship, and Heritage: analyse the development of the rights, identity, and heritage of different groups around the world since 1900.

Unit Description

Unit Unit Title Approx. Duration
Unit 1 Modernity and Encounter, 1420-1492 17
The World and the West in the Modern Era, 1492-1750 15
Unit 2 Enlightenment and Revolution, 1680-1840 13
Industrialization, Liberalization and Nationalism, 1815-1871 12
Unit 3 European Hegemony, 1871-1914 15
The Weakening of Europe, 1914-1945 18
Unit 4 The West and the World, from 1945 10
Culminating Task and Exam 10
TOTAL 110 hours

Unit Description

In this unit, we will be looking at the world with a focus on the West during the 15th century.  We will study the features of the Renaissance and its influence on the modern age.  The Reformation of the church was a significant development in the history of Europe and this will be an area of focus.  Another exciting point in this age was the exploration of the world by sea and students will have the opportunity to relive this time of discovery.  However, the exploration and conquest of these new worlds was contested and we will be investigating the major players and events.
In this unit, we begin by looking at the very important milestone in scientific history of the enlightenment. Then, the challenge to the established rule of monarchies in France and in Europe will be studied further. Napoleon and his imperial ambitions would drive him to establish France as the dominant world power. However, the will to be independent of people will prove to be an equal or superior force to the wills of conquest. Industrialization and other seeds of the first world war will be planted and soon ripen to fruition.
In this unit, we look at ever changing nature of thought and its effects on the behaviours of people.  This include mass movement and changing habits.  Ideologies for government become intertwined   Geopolitics will come into play for the first time as powerful personalities treat the world as a game of chess to be won.  The climax of this opera is WWI.  We will be looking at the causes, events and consequences of the Great War and how it connects to the sequel.
In this unit, we will be concluding the story of the West by beginning with the war to end all wars, WWII.  This valley will be contrasted by the rise of western capitalism and the resulting economic prosperity for the west.  The communist movement however contest this prosperity in a myriad ways, including funding of proxy wars and countering ideology.  We will finish how we started by looking at six major cities of the contemporary era and contrast them with the major cities of the 15th century.

Teaching/Learning Strategies

  • Research project
  • Independent study
  • Oral Presentations
  • Debate
  • Case summary
  • Presentation
  • Graphic Organizers
  • Computer-Mediated Instruction
  • Lectures
  • Discussions
  • Reading
  • Pair Work
  • Role Play
  • Brainstorming
  • Group work

Unit Organization

Assessment Strategies

For Learning As Learning Of Learning
  • Diagnostic assessment
  • Debate
  • Classroom discussion
  • Role play
  • Reading aloud
  • Researching
  • Classroom discussion
  • Debate
  • Unit test
  • Research paper
  • Group Project
  • Presentations
  • Role play
  • Debate

Evaluation Strategies

Evaluation focuses on student’s achievement of the overall Expectations. Evaluation is basically collected from; observations, conversations, and student products.

Student Products include: tests, exams, rich performance tasks, projects, presentations and /or essays. Students submitting assignments that involved group work will be evaluated individually.

Before making a decision about a student’s final grade, the teacher will consider all the collected evidence of student products. The teacher will also consider that some evidence carries more weight than other evidence.

Achievement Level Percentage Mark Range
4+ 95-100
4 87-94
4- 80-86
3+ 77-79
3 73-76
3- 70-72
Achievement Level Percentage Mark Range
2+ 67-69
2 63-66
2- 60-62
1+ 57-59
1 53-56
1- 50-52

The final grade will be determines as follows:

  • 70% Seventy percent of the grade will be based on evaluation conducted throughout the course.
  • 30% Thirty per cent of the grade will be based on a final evaluation and the summative administered at or towards the end of the course.

Evaluation/Assessment Plan

Unit Unit Title Approx. Duration KICA % Application
Unit 1 Modernity and Encounter / The World and the West in the Modern Era 22 hours 25/25/25/25
Unit 2 Enlightenment and Revolution / Industrialization, Liberalization and Nationalism 25 hours 25/25/25/25
Unit 3 European Hegemony / The Weakening of Europe 33 hours 25/25/25/25
Unit 4 The West and the World / Review / Exam 20 hours 25/25/25/25
TOTAL 110 hours

Resources

Haberman, A. and Adrian Shubert. (2002). The West and the World: Contacts, Conflicts, Connections. Toronto: Gage Learning.

Program Planning Considerations

This course will include a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction in order to empower students to become lifelong learners. Students will be required to identify the main concepts and skills of the course, consider the context in which they will apply their learning and work toward meeting the stated learning goals.
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning. It is the student's responsibility to make the most of each learning opportunity provided and grow in their understanding and application of learning skills and strategies that will ensure success in this course and in life beyond.
In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes.
Appropriate adaptations and strategies for this course will include:
  • Modelling of expectations
  • Reference to and use of online ESL and subject-specific and dictionaries
  • Concrete examples and materials whenever possible
  • Use of a variety of learning resources including visual material and cues, , graphic organizers and visual
  • Materials that reflect cultural diversity
  • Pre-writing strategies
  • Previewing course readings / texts
When at all possible, this course will include opportunities to integrate environmental education into the material studied, encouraging the students to explore a range of environmental concerns using issue-based analysis and some of the following strategies:
  • Community Connections
  • Environmental Perspective
  • Simulation
  • Problem Solving
  • Surveys
  • Co-operative Learning
  • Inquiry-based learning
  • Cross-curricular connections
When appropriate, the students will have opportunities to analyse the environmental impact of the concepts being studied, such as the impact of Canadian and international political policies, Canadian and international laws, cultural and social differences, human rights legislation and the protection and stewardship of the Earth.
Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Antidiscrimination education encourages all students to:
  • think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active responsible citizenship.
  • work to high standards, as it affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image.
  • value and show respect for diversity.
The course content will use the following strategies to help create a healthy learning environment for all students.
  • Developing a learning environment where all students feel safe
  • Promotion of diversity and inclusivity in the classroom
  • Getting students involved within their school community
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussion
  • Case Study analysis
Classes taught within the Ontario curriculum seek to create an atmosphere of equity and inclusion based on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society.
The Ontario curriculum entrusts educators to create an environment based on the principles of inclusive education, where all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected.
During this course, the teacher will give students a variety of opportunities to learn about diversity and diverse perspectives.
Teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.  The teacher will support and encourage students to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, advancements, and global events.
During this course the teacher will provide support and oversight to students throughout the inquiry process, ensuring that students engaged in inquiry-based activities are aware of potential ethical concerns and address them in a respectful manner. If students are conducting surveys and/or interviews, teachers will supervise student activities to ensure that they respect the dignity, privacy, and confidentiality of their participants.
The teacher will thoroughly address the issue of plagiarism with students.  Students will be reminded of the ethical issues surrounding plagiarism, and the consequences of plagiarism will be clearly discussed before students engage in an inquiry.
The following strategies will be used to develop students’ understanding of ethics:
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Surveys and interviews
  • Model ethical behavior
  • Explore ethical standards
  • Explore ethical concerns
  • Inclusive practices
  • Foster positive relationships with others
  • Assist students in developing an understanding of ethical judgments
  • Assist students in understanding confidentiality standards
There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast-changing financial world.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills through a variety of activities in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues. Students will come to understand the social, environmental, and ethical implications of their own choices as consumers.  Strategies that will be used will include:
  • Community connections
  • Simulation
  • Problem Solving
  • Inquiry-based learning
  • Cross-curricular connections
  • Issue-based analysis
  • Critical literacy skills
  • Setting financial goals
  • Developing intra-personal skills
Literacy involves a range of critical-thinking skills and is essential for cross-curricular learning. It is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.  Students will be exposed to literacy skills relating to oral, written, and visual communication.  The following skills will be developed in this course:
  • Reading, interpreting, and analysing various texts, including diaries, letters, government legislation and policy documents, interviews, speeches, information from non-governmental organizations, news stories, and fiction and non-fiction books
  • Extracting information
  • Analysing various types of maps and digital representations, including charts, diagrams, pictures, etc.
  • Using appropriate and correct terminology, including that related to the concepts of disciplinary thinking
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Kinesthetic opportunities
  • Foster use of proper terminology
  • Inquiry and research skills
  • Help students to develop a language for literacy, inquiry and numeracy skills
  • Assist students with developing communication skills in areas of literacy, inquiry and numeracy
Central to successful education is the focus on experiential learning.  Planned learning experiences in the community, including job shadowing and job twinning, field trips, work experience, hands-on experiences and cooperative education, will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.  Planned learning experiences in this course will include:
  • Experiential Learning: Library visits, Guest Speaker, Role Playing, mock trials, writing anthology, author visits, writers reading, theatre workshops
As part of every course, students must be made aware that health and safety in the classroom are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times and communicate safety requirements to students.  Health and safety issues not usually associated with a particular course may be important when the learning involves field trips and field studies. Teachers will preview and plan these activities carefully to ensure students’ health and safety.
Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills.
Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and in preparation for their post-secondary studies. Students are expected to properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting. As plagiarism is a serious offence that can have significant consequences, Sophio Academy is committed to instilling the values of honesty and hard work within our students which involves the proper acknowledgement of other's ideas and work.