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Course Profile World History: The West and the World
(CHY4U), Grade 12, University Preparation, Public
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 civilization and world history
from the 16th Century to the present. Students 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 enable students to understand and appreciate
both the character of historical change and the historical roots of
contemporary issues.
The teacher will need to review key people,
events, and concepts for the West and the World from 1500 to 1600.
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. Therefore the authors, while not
excluding current events, consider “modern” history to go up to 1991, the fall
of the
The destination of university must be taken
into consideration and this course must prepare the student for a first year
university education. A variety of skills critical to su
The performance tasks in each unit provide the
skills necessary for su
The units are divided into roughly equal time
allotments of 25 hours, leading to a culminating task, The West and the World
Exposition. The units are divided into key chronological chunks with a thematic
focus. The expectations within the units are clustered in an organizational
scheme to allow students to investigate: Transition, Socio/Economic Issues,
World/Global Connections, Spiritual/Intellectual Issues, Science/Technology
Issues, and Political/Military Developments.
Each
unit offers suggestions for the performance tasks that students may choose,
i.e., an arts presentation, a seminar discussion, or a biography display.
However, the teacher must plan time for these performance tasks in each unit,
plus the essay stages. Students prepare the essay during three units and
produce it in the fourth.
The performance tasks in the units are:
·
Exam
and test skills that include ‘identify and give the significance of’ key
people, places, events, and concepts, excerpted documents analysis, shorter
essay questions focusing on singular issues, and longer essay questions
focusing on broader issues.
·
A
major essay that includes research, documentation, thesis development,
organization, and time management skills. There are varying times allotted to
each stage in three units.
·
A
seminar discussion that involves the leading of a discussion based on common
readings of primary resources and/or conflicting historical views for a topic,
and includes time management skills.
·
Other
performance tasks include:
·
an
art movement presentation which involves communicating the key elements of an
artistic period, e.g., Baroque, Impressionism, with illustrations from art,
music, architecture, literature, etc;
·
a
biography display which may involve key people other than those studied in lessons,
lesser known people of non-Western heritage, or a ‘representative’ person,
e.g., peasant, unknown soldier, Renaissance woman, and include a depiction of
their significance to the West and the World. This will be displayed but not
presented unless the teacher deems it appropriate for question and answer.
It is suggested that the final evaluations consist of:
·
the
culminating task, the West and the World Exposition;
·
a
final examination.
|
Unit |
Time Period |
Title/Theme |
Performance Tasks |
Time |
|
* Unit
1 |
1500–1715 |
Foundations
and Institutions Challenged |
** Unit
Test and one of the Rotating Performance Tasks |
30
hours |
|
Unit 2 |
1715–1815 |
Revolution
and change |
Mid-year
Unit Test and one of the Rotating Performance Tasks |
25
hours |
|
Unit 3 |
1815–1914 |
Century
of Transitions |
One of
the Rotating Performance Tasks |
25
hours |
|
Unit 4 |
1914–1989 |
Century
of Extremes |
One of
the Rotating Performance Tasks |
25
hours |
|
Unit 5 |
Culminating
Activity |
The
West and the World Exposition |
The
West and the World Exposition presentations |
5 hours |
* This unit is fully developed in this Course
Profile.
** Students should complete a Performance Task
in three of the first four units.
In addition to good note taking, the learning
portfolio is a suggested assessment strategy that students might be encouraged
to use to demonstrate the knowledge and skills for such a vast area of study. A
portfolio permits the process of “collect, reflect, select” aimed at several
assessment purposes from the above organizational scheme.
Unit
1 introduces independent study skills, for beginning the process of inquiry and
research leading to an essay, and for collecting elements of the culminating
task. The teacher will be explicit about expectations for the various major
evaluations (tests, essay, seminar discussion, arts movement presentation,
biography display, and the culminating task ‘exposition’) and provide a model
for students to follow in Unit 1.
Because
of the level of content and skills required in this course, the teacher may
organize larger group presentations or give more choice, depending on the skill
and ability of the students. The teacher and students could address
simultaneously several aspects of the course, such as test and exam skills, the
essay, a choice of the arts movement presentation and/or a choice of a
biography display, a seminar discussion/presentation, and portfolio
preparations for the exposition concept of the culminating task.
In each
unit there will be time for the essay stage, the arts movement presentation,
the biography display, the seminar presentation, and a learning portfolio so
students can gather selections for a culminating activity, which is a
three-hour exposition. The exposition will represent a review of the West and
the World by presenting to other senior students the following:
·
a
mural and time line of key people, events, places, and concepts (one hour);
·
three
to four panel discussions that address the major themes of the centuries, such
as progress, equality, ledgers on imperialism, colonialism, independence,
globalism, etc. (two hours).
Time:
30 hours
Unit
Description
This unit
sets the foundations for the inquiries that are germane to the study of the
West and the World over a period of almost five hundred years. Students examine
several historical underpinnings of the modern world. The 16th
and 17th Centuries were times of social challenge including a huge increase in
technological developments, which in turn connected with and diffused among
world cultures, still affect the world to the present day. Knowledge and values
clashed and demanded redress in social, economic, intellectual, religious, and
political ways.
Guiding questions, or thesis statements will assist the
students. For example:
·
Who
are some of the key individuals who created social change?
·
How
did the Western and the non-Western world interact?
·
How
did art challenge prevailing social and political values?
This unit begins with the transitions in
society fashioned by the Renaissance, the Reformation, and Counter-Reformation.
Students investigate the waning of the Medieval world and the rise of
nation-states, the Age of Exploration and the consequences of opening trade
routes from Europe to India, Africa, and the Americas, and the legacy of
Columbus. Students examine the role of religion as a force in the spiritual and
intellectual development. Students study the effects of the scientific
revolutions in Europe, the religious wars, and individuals such as Descartes,
Copernicus, and especially Galileo. Lastly, students study the French hegemony
under Louis XIV as an example of the political and military development in Europe.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CHV.02,
CHV.03, HIV.03, HIV.04, HIV.01, CC1.01, CC1.03, CC2.03, CH1.01, CH1.02,
CH3.01 |
Knowledge/
Understanding |
Transition:
Renaissance Art and Humanism An Arts
Movement Presentation |
|
2 |
COV.01,
CO3.04, CCV.01, CC1.03, CC1.04, CC3.03, CH1.01, CH3.01, CH3.04, SE1.03,
HIV.01, HI1.01 |
Knowledge/
Understanding |
Transition:
Reformers in the Reformation using a Biography Display |
|
3 |
COV.02, CO1.01, CO1.02, CO2.01, CO2.02,
CO2.03, CCV.01, CCV.03, CC1.01, CC1.02, CC1.04, CC3.01, CC3.03, CHV.01,
CH1.02, CH1.03, CH2.01, HIV.01, HI1.02, HI1.03 |
Knowledge/ Understanding |
Social/Economic Issues: Fate, Faith and
Fortune in The Age of Exploration Note-taking and Analysis |
|
4 |
COV.02,
CO1.01, CO1.02, CO2.01, CO2.02, CO2.03, CCV.01, CCV.03, CC1.01, CC1.02,
CC1.04, CC3.03, HIV.01, HIV.02, HIV.03, HI1.02, HI2.01, HI2.04, HI2.05,
HI3.01, HI3.03 |
Knowledge/
Understanding |
The
World: The Columbian Legacy Writing
and Presentation Process |
|
5 |
HIV.01,
HIV.04, HI1.01 |
Knowledge/
Understanding |
Essay
Stage: Topic Selection, Inquiry Questions, and Working Bibliography |
|
6 |
CO2.01,
CCV.01, CCV.02, CC1.01, CC1.02, CC1.03, CC2.01, SE1.02, SE1.03, HI1.02,
HI3.01, HI3.03 |
Knowledge/
Understanding |
Science/Technology
Issues: “On Trial,” Galileo and Heliocentrism vs. the Catholic Church Role
Playing |
|
7 |
CCV.01,
CHV.02, HIV.02, HIV.03, C03.01, CC2.03, CC3.03, SE1.01, HI2.01, HI3.03 |
Knowledge/
Understanding |
Intellectual/Spiritual
Issues: The Necessity for a Social Contract - Locke and Hobbes Debate |
|
8 |
COV.03,
CO2.01, CO3.03, CCV.03, CC1.02, CC1.03, CC3.02, CH1.02, SEV.03, SE3.01,
HIV.02, HI2.04 |
Knowledge/
Understanding |
Political/Military
Developments: Louis
XIV & the Bourbon Dynasty Note-making
and Research Skills |
|
9 |
Arts
Movement: CH3.02, CH3.03, CH3.04. HI1.02, HI1.03, HI2.04, HI3.01, HI4.02,
HI4.03, HI4.04 Seminar
Discussion: CC3.03, CC3.02, CHV.01, HIV.02, HIV.03, HIV.04, HI1.02, HI2.01,
HI2.02, HI2.04, HI3.01, HI3.03, HI4.03 Biography
Display: CC1.03, CC3.03, CH3.04, CH4.02, SE4.03, HIV.03, HI2.05 |
Knowledge/
Understanding |
Rotating
Performance Tasks: Arts Presentations, Seminars, and/or Biography Displays |
|
10 |
CC3.02,
HIV.01, HIV.02, HIV.03, HIV.04, HI3.01, HI2.04, HI4.01, HI4.02 |
Knowledge/
Understanding |
Performance
Task: “First Attempt” Unit Test Final
Exam Preparation |
Time: 25 hours
Unit
Description
Students explore fundamental changes in Western
civilization and their impact on the non-western world. The 18th Century is
viewed here as an age of optimism and progress. Students scrutinize humanity’s
relationships with the natural universe, religious values and institutions, and
the social, economic, and political order. It is through the study of these
relationships that the main factor leading to structural change and upheaval
during this period can be examined – the people of the Modern Western World.
The Enlightenment is viewed here as a time when
individuals questioned the state of the human condition, and subsequently, a
theme for the unit might be: “Most citizens of the Modern Western World did
not benefit from new ideas and technologies derived from the Enlightenment, or
from radical change as a result of the revolutionary events which o
Enlightenment
thinkers believed that new knowledge and information would result in changes to
the political, social, economic, and intellectual realities of European society
and the world beyond. However, technological advances and artistic expression
as well as other world events spurred on the demands of the people of Europe.
What became viewed as desirous and necessary conflicted with the existing
structure of the ancien régime. Students investigate the forces that led
to the conflict and violence of the French Revolution. Students examine the
events that propelled western civilization into a new stage of human
development, and challenge myths and stereotypes concerning this period of
world history. Some guiding questions that may assist students in this unit
are:
·
What
are the ways in which a society can be governed?
·
What
is the relationship between the state and its citizens?
·
Did
social, economic, and technological change lead to revolutionary ideals?
·
What
role did the expansionist interests of the Western world vis-a-vis the
non-Western world play in their economic and political development?
·
What
impact did issues such as slavery and regional trade have on the growth of
non-Western societies?
·
How
did artistic expression in Neoclassicism indicate a rejection of the excesses
of aristocratic life during the 18th Century?
·
Was
Napoleon a great leader who was able to mould forces to achieve his goals, or
simply a leader who effectively took advantage of existing circumstances?
Students examine the ideas of the intellectual movement of the Age of
Enlightenment, and their relationship to scientific discovery and technological
change, the economic factors resulting from colonial expansionism, and the
events and outcome of the Seven Years’ War. The unit continues with an activity
that underscores the significance that artistic expression played in reflecting
the events of pre-revolutionary society in France in the 18th Century. Students
then examine the events that result in political upheaval and involve violent
confrontation in France.
Note: While Napoleon is a fine example of a cause
and effect relationship, the Russian and Ottoman Empires also offer effective
illustrations of historical causal relationships during this time period.
Finally, the essay process during this unit involves students applying research
skills to obtain effective resources, making notes, developing a working thesis
statement, and further analysing the topic being studied. Also, a mid-year unit
test has been recommended for all students at the end of Unit 2 in preparation
for the final exam.
In
addition, the students may complete one of the rotating performance tasks to
meet the requirements of the course.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CO2.01,
CC1.02, CC1.03, CC1.04, CH1.01, CH4.02, SE3.03, HI2.02, HI2.04, HI3.03 |
Knowledge/
Understanding |
Intellectual/Spiritual
Issues: Editorial Response to Rousseau, Voltaire, Montesquieu, Swift, or some
other western or non-western social commentator. |
|
2 |
CO2.01,
CC1.02, CC1.04, CC3.01, CC3.02, CC3.03, SE2.01, HI2.03 |
Knowledge/
Understanding |
Science/Technology
Issues: Population Growth in the 18th Century agricultural revolution will be
compared to the late 20th Century global phenomenon of the disappearance of
the family farm in favour of corporate farms. After researching the above,
students write parallel stories comparing and contrasting these two
phenomena. |
|
3 |
CO1.02,
CO3.01, CC1.04, CC2.01, CH1.02, CH4.01, SE1.04, SE2.01, SE4.01, HI1.01,
HI3.03 |
Knowledge/
Understanding |
Social/Economic
Issues: Students write an “economic blueprint” in the form of a policy paper
to establish an economic plan for France, other European states, imperial
holdings in the Americas, and/or economic systems in the non-Western world. |
|
4 |
CO1.02,
CC1.04, CC3.01, CC3.02, CH1.03, CH4.01, SE1.04, SE3.02, HI3.01, HI4.03 |
Knowledge/
Understanding |
The
World/Global Connections: A Peace Conference called “The Treaty of Paris II”
will be convened to address issues within a global context. Various
conference or parliament simulations can be used to consider issues such as
self-determination, slavery, and trade routes. |
|
5 |
CC1.03,
CH3.01, CH3.03, CH3.04, SE4.01, HI2.01, HI4.01 |
Knowledge/
Understanding |
The
Arts: The activity will introduce the students to the “salon” concept. Each
student contributes to an Art Salon where students exchange knowledge,
information, and opinions about various art-forms, styles, and movements from
the 18th Century. |
|
6 |
CO3.01,
CC2.02, CC3.03, CH1.02, CH3.04, CH4.04, SE3.01, SE3.02, SE3.03, HI1.03,
HI2.03, HI2.04, HI4.01 |
Knowledge/
Understanding |
Political/Military
Developments: Theory-building and model development are introduced using the
cause and effect relationships that lead to the outbreak of the French
Revolution. The theoretical investigation can take place using the Pendulum
Theory, “Great Man” Leadership Theory, Regional Dependency Theory, other
posited theories, or by allowing students to design their own theories and
models. |
|
7 |
HIV.01,
HIV.02, HI1.01, HI1.02, HI1.03, HI2.05, HI3.02 |
Knowledge/
Understanding Communication |
Essay
Development: Annotated Bibliography, Research Notes, and Thesis |
|
8 |
(See Unit 1 Overview Chart) |
Knowledge/ Understanding |
Rotating Performance Tasks: Arts
Presentations, Seminars, and/or Biography Displays |
|
9 |
CC3.02,
HI2.04, HI4.01, HI4.02 |
Knowledge/
Understanding |
Performance
Task: Mid-year Unit Test and Final Exam Preparation |
Time:
25 hours
Unit
Description
The 19th
Century saw Europe and the World radically transformed. At the time of the
Congress of Vienna, all of Europe was governed by monarchies and most of the
goods sold were still produced in small shops or out of the homes of artisans.
One hundred years later, the Industrial Revolution had transformed how and
where people worked, radically altered the landscape of Europe, launched
massive urbanization, and established class divisions more clearly than ever
before. The interconnectedness of global economies had spurred imperialism to
the point that eighty-five percent of the world’s land mass was controlled by
European powers. Colonized peoples the world over resisted the increasing
dominance of Europeans.
Some guiding questions to assist the students in this unit
are:
·
Was
the nineteenth century an age best defined as a “work in progress?”
·
How
did intellectual, political, economic, social, and cultural change impact on
Europe and the world?
·
Does
the 19th Century liberal view of history as being progressive hold up to close
inspection?
·
How
does the assessment of this change depend on the lenses through which the
evidence is filtered (i.e., social class, colony or colonizer)?
·
How
is the rapid pace of change reflected in the intellectual developments of the
19th century?
This unit addresses many historical trends and
events which include the cause and effect relationship between technological
innovations, economic theory, and the foundations of the Industrial Revolution,
and the social, economic, and political impact of both the First Industrial
Revolution and the Second Industrial Revolution. Also addressed are political
movements such as the Revolutions of 1830 and 1848, the Paris Commune in 1871,
and the impact of the political ideas of Karl Marx, Robert Owen, Pierre Joseph
Proudhon, and V.I. Lenin.
The rise
of the nation-state and the unification of Italy and Germany are explored, as
well as the growth of imperialism throughout the world, and the growth of
European empires during the latter half of the 19th Century including the
Partition of Africa. The responses to both industrialization and imperialism
are addressed through such topics as colonial resistance, including Simon Bolivar’s
attempts at uniting South America, the Jamaica Slave Revolt, the Indian Mutiny,
and the Opium Wars, as well as the rise of political movements including the
women’s movement and organized labour.
Finally,
important developments in science and technology including Charles Darwin’s
Origins of the Species, the invention of the camera, and the internal
combustion engine are considered, as is the importance of the arts as a vehicle
to understanding the era. This includes an examination of various artistic
movements such as Romanticism, Realism, Impressionism, and Post-Impressionism,
as well as a consideration of the influence of the art of the non-Western world
on Western art.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CO3.01,
CO3.02, CC3.02, CC3.03, CH1.02 |
Knowledge/
Understanding |
Political/Military
Developments: From Revolution to Restoration: Completed graphic organizer
which depicts key changes in Europe after the Congress of Vienna |
|
2 |
CO1.03,
CC3.02, CH1.02, SE2.02 |
Thinking/
Inquiry |
Social/Economic
Issues: The Industrial Revolution: Primary documents analysis regarding
economic change in the 19th Century |
|
3 |
CC3.03,
CH4.01, SEV.02, SE1.02, SE1.04, SE4.02, SE4.03 |
Application |
Social/Economic
Issues: The Industrial Revolution: Newspaper editorial addressing social
change resulting from the Industrial Revolution |
|
4 |
CC1.03,
CH1.01, CH1.02, SE3.04, SE4.03 |
Application |
Spiritual/Intellectual
Developments: Conflicting Ideologies: Create a pamphlet extolling the virtues
of a political ideology of the 19th Century |
|
5 |
CC3.01,
SE3.01, CHV.04 |
Communication |
Political
Developments: Create an illustrated map which depicts The Rise of the Nation-States
including defining aspects of the “nations” |
|
6 |
CC1.03,
CHV.04, CH1.01 |
Thinking/
Inquiry |
Spiritual/Intellectual
Developments: Intellectual Challenges to the Established Order. Primary document
analysis relating to the writings of or responses to Darwin, Nietzche, and
Freud |
|
7 |
CC3.02,
CC3.03, CH1.03, CH2.01, CH2.03, CH2.04, CH4.01, SE4.02, SE4.03 |
Communication |
The
World: Colonialism and Resistance in the 19th Century. Poster depicting the
extent of European imperialism and indigenous responses |
|
8 |
CC2.01,
CC3.03, CH3.01, CH3.03, CH3.04 |
Knowledge/
Understanding |
The
Arts: Through the Looking Glass: The Arts in the 19th Century. Fishbone
graphic organizer showing the major artistic movements of the 19th Century
and their key elements |
|
9 |
HIV.01,
HI1.01 |
Knowledge/
Understanding |
Essay
Development: Preparation of detailed essay outline with clear links to the
thesis |
|
10 |
(See
Unit 1 Overview Chart) |
Knowledge/
Understanding |
Rotating
Performance Tasks: Arts Presentations, Seminars, and/or Biography Displays |
Time:
25 hours
Unit
Description
The 20th
Century was a century of extremes. Communism, fascism, and democracy were
tested worldwide. Precipitated by the West, two World Wars were fought for
global domination. Technology, while it increased forms of communication and
rapidly advanced scientific discovery, was also applied in a perverse way in
the Holocaust. Nuclear weapons forever changed the nature of war. As Europe
worked to rebuild after two devastating wars, the United States and Russia
quickly began an ideological war that lasted decades and led to civil wars
throughout the globe. With the crumbling of communism in the former Soviet
Union, the United States of America entered the new millennium as the single
global superpower, far surpassing Great Britain and France in areas of defence
and global influence. The creation of a “Global Village” has led to dramatic
changes that forces communities to consider more than nation, religion, or
race.
Some examples of guiding
questions to assist students in Unit 4 are:
·
Do
citizens define themselves through their forms of government?
·
How
has the development of technology impacted on the nature of warfare in the 20th
Century?
·
In
what ways has the process of de-colonization impacted upon the indigenous
populations of those nations?
Students
examine a number of historical trends and events which are connected to
different forms of government and the historical conditions that made these
types of government appealing to a majority of people (communist, fascist,
totalitarian and democratic regimes, etc.) in the 20th Century. Specific
attention is given to the cause and effect relationship between World War I and
World War II, changes in technology that have affected the nature of warfare in
the 20th Century and the impact of the Holocaust on global policies and
monumental events (the creation of the United Nations and the Middle East Peace
Process). Students study key ideologies which have become cornerstones of
Western foreign and domestic governmental policies as well as the reciprocal nature
of the relationship between Western nations and the rest of the world. Other
topics to be examined in this unit are: the Western feminist movements and its
adaptation to a changing world order (voting, equality, labour force, etc.),
the de- colonization of non-Western nations and its effect on political
boundaries and political allies, and social and economic trends that have
shaped global values and lifestyles (Eastern religious/philosophical influences
on Western culture). Students pay specific attention to the issue of human
rights from both a Western and non-Western perspective (South African
Apartheid, Aboriginal peoples’ land claims, ethnic cleansing in former
Yugoslavia, effects of Islamic fundamentalism on women’s rights). Teachers must
be sensitive to the diverse student community in their classes. Finally, our
current society revolves around an understanding of technology as it relates to
media. To study the twentieth century, one must examine the impact of the
development of media (films and television) on society. Students examine issues
chronologically. In selecting examples, teachers should be cognizant of the
impact that the West has had on global historical issues and the impact that
the non-Western world has had on the West.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
CO1.01,
CO3.01, CHI.01, CH4.02, SE3.03, CC1.04 |
Thinking/
Inquiry |
Spiritual/Intellectual
Developments: An introduction to key terminology related to the intellectual
underpinnings of this century. Fictional role play scenarios in groups that
create policies that support different forms of government. Debrief through
discussion and readings |
|
2 |
HIV.04, HI3.01, HI3.03, HI4.01, HI4.02 |
Communication |
Essay Stage 4: Final product submitted |
|
3 |
CO2.03,
CO3.01, CO3.02, CO3.03, CC3.01, CC3.02, CC3.03 |
Knowledge/
Understanding |
Political/Military
Developments: The Seeds of War: cause/effect flow chart from World War I to
II and post war considerations |
|
4 |
CO2.01,
CO3.01, CC1.04 |
Knowledge/
Understanding |
Science
and Technology: Technological changes that impact warfare. Selected
chronological readings that examine the nature of warfare and changes in the
face of evolving technologies. World War I to nuclear age. |
|
5a |
CO2.03,
CO3.01, CO3.02, CC3.01, CC3.02, CC3.03, CHI.02, SEV.03, SEV.04, SEI.04,
SE2.02, SE2.03, SE2.04, SE4.02, SE4.03 |
Knowledge/
Understanding |
Social/Economic
Issues: a) The effects of de-colonization and Home
Rule on indigenous communities: b) Women’s Achievements/Advancements toward
Equality time
period/factors/effects obstacles organizer |
|
5b |
CO1.01,
CO3.01, CO3.02, CO3.04, CH4.02, CH4.03, CH4.04, CC3.01, CC3.03, SEV.03,
SEI.03 |
Knowledge/
Understanding |
The
Holocaust: Students are to write reflective journals using primary source a Extension:
Analysis of the cause-effect relationship between the Holocaust and the
Middle East Peace Process. |
|
6 |
CC1.03,
CH3.01, CH3.02, CH3.03, CH3.04, HIV.02, HIV.03, HI2.01, HI2.04, HI3.03 |
Communication
Application |
The
Arts: Historical Film Critique. Students are to select a film related to this
time period and analyse its contents for historical a |
|
7 |
CO2.01,
CO3.04, CHV.04, CH1.03, CH2.02, CH2.04, CH4.03, CH4.04, SE3.02, SE3.05 |
Knowledge/
Understanding |
World/Global
Connections: Case Studies: A) Western Influences on Global Conflicts B) Human
Rights individual
topics, research, share findings in small group discussions |
|
8 |
(See
Unit 1 Overview Chart) |
Knowledge/
Understanding |
Rotating
Performance Tasks: arts presentations, seminars, and/or biography displays (4
hours) |
Time: 5 hours
Unit
Description
Unit 5 is
part of the summative or final evaluation(s) of student achievement during a
three-hour exposition (or mini-conference). The exposition represents a review
of the West and the World by presenting to other senior students the following:
·
a
mural and time line of the items: key people, events, places, and concepts (one
hour)
·
three
to four panel discussions that explore the main themes of centuries: progress,
equality, ledgers on imperialism, colonialism, independence, globalism, etc.
(two hours)
Students organize and promote the conference.
They also prepare and defend the items they have chosen, with four or five
students per item. For instance, four students might be responsible for
choosing the key people of the last five hundred years (another four will do
the key events, another four the key concepts), for selecting a way to display
them, and for explaining their choices to fellow students and guests who
inspect along the mural. Another four students are responsible for a half hour
discussion. They prepare and defend opposing sides on a topic; for example,
whether the world progressed from the 16th Century to the present.
Therefore,
four students present orally key people, another four for key concepts, another
four for key events, and four each for opposing views of two or three “big
issues.”
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CCV.01,
CCV.02, CCV.03, CHV.01, CHV.02, SEV.02, SEV.03, SEV.04, HIV.02, HIV.03,
HIV.04 |
Knowledge/Understanding |
People,
places, events, concepts mural and time line |
|
2 |
COV.02,
COV.03, CCV.01, CCV.02, CCV.03, CHV.01, CHV.02, SEV.02, SEV.03, SEV.04,
HIV.02, HIV.03, HIV.04 |
Knowledge/Understanding
Thinking/Inquiry |
Panel
discussion of significant issues for the West and the World |
The challenge presented by the course, World
History: The West and the World, University Preparation, is the sheer breadth of
history that is expected to be covered. Su
To be engaged in what they are learning,
students must see a relevance to their lives and see themselves represented in
the material presented. In the diverse classrooms of today, it is crucial that
every effort be made to draw on readings, visual sources, and other learning
aids which reflect a balance in gender, religion, race, and regions of the
world. Where possible, students should explore answers to the central questions
of world history over the past five hundred years by examining the lives and
works of women as well as men, and philosophies from the East and the West, and
from diverse religious vantage points. As well, interdisciplinary
considerations must be made to meet the expectations and to ensure optimal
interest for students. Students should be encouraged to explore many of the
questions raised through a variety of media including contemporary music, film,
literature, and art.
Critical to student su
An issues/themes approach will provide students
with a focus for their study and an opportunity to interact with a variety of
sources. While teachers introduce the central issues/themes and lay the
foundations for students, these issues/themes must act as a springboard for
students to explore historical trends and draw conclusions based on their own
beliefs and values. To be truly engaged in their learning and ultimately su
Designated as a university preparation course,
World History: The West and the World must assist students in the development
of certain skills. Paramount among these is the ability to read for meaning and
critique written and visual documents such as maps and works of art. For
students to be su
The
Teaching/Learning cycle can assist teachers in designing a program which
ensures that the needs of all types of learners are addressed and that various
types of assessment are woven into the program in a coherent and meaningful
way. The teaching-learning wheel is an effective template for course, unit, and
activity level design. At a course level, teachers consider the central
questions of the course, the foundational skills students require to be su
The
Achievement Chart, which is the basis for assessment and evaluation for this
course, is in The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies,
2000, pp. 246-247. The curriculum expectations which the course addresses
forms the content of the course; the Achievement Chart is the way in which
students will demonstrate their learning. All summative evaluations should have
a balance of the four categories embedded.
Assessment
and evaluation should also be consistent with the characteristics of quality
assessment found in Ontario Secondary Schools, 1999 and Program
Planning and Assessment, 2000. These characteristics ensure that assessment
practices will be valid, varied, and a
It
is important to balance the new quality assessment of OSS with the demands of
the university destination. University assessment practices differ
substantially from those of high school. The OSS high school experience must
follow mandated expectations and at the same time give students the skills to
be su
The
writers have made sincere attempts to address key elements necessary for a
university destination. Students must consistently demonstrate those
achievement chart skills in forms that are important for a university
destination. These demonstrations may involve formative assessments that a
teacher should mark and follow with feedback to the students. Summative
evaluations to be marked and recorded. Only then can the teacher be confident
in having ample records to show that seventy per cent of the grade is based on
assessments and evaluations conducted throughout the course. Wherever possible
the writers give suggestions for time allotments within the activities;
obviously teachers will have to adapt those suggestions to their own needs.
Individual Education Plans (IEPs) developed for
exceptional students and others who require special education programs and
services provide teachers with specific learning and assessment strategies that
work best with individual students.
Teachers should consult the introductory
section of The Ontario Curriculum, Grades 9 – 12, English as a Second
Language and English Literacy Development, 1999 for learning and assessment
strategies to assist students whose first language is not English.
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. The 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 from the Internet is not allowed without the permission of the
owner.
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://www.ohassta.org
http://www.ibiblio.org/wm/paint/glo/renaissance
http://www.learner.org/exhibits/renaissance
http://www.banzai.msi.umn.edu/leonardo/
http://www.wsu.edu:8000/~dee/glossary/absolute.htm
http://www.fordham.edu./halsall/mod/modsbook5.html
http://www.mariner.org/age/
http://www.wsu.edu/~dee/ENLIGHT/ENLIGHT.HTM
http://www.bartleby.com/65/fr/FrenchRe.html
http://www.napoleonguide.com
http://www.promo.net/pg/
http://www.britannia.com.
http://www.hyperhistory.com
http://www.watertownlibrary.org
http://www.crrs.utoronto.ca
http://www.loc.gov/exhibits
General
References
Adams
Laurie Schneider. Art Across Time Vol. II. New York: McGraw Hill, 1999.
ISBN 0-697-27480-2
Anderson,
Bonnie and Judith Zinsser. A History of Their Own: Women in Europe. New York:
Harper and Row, 1988.
Appiah,
Kwame Anthony and Henry Gates Jr. Louis eds. The Dictionary of Global
Culture. New York: Alfred A. Knopf, 1997. ISBN 0-394-58581-x
Aries,
Philippe and Georges Duby, ed. A History of Private Life. Cambridge,
Mass.: Harvard University Press, 1989. ISBN 0-674-39977-3
Barzun,
Jacques. From Dawn to Decadence: five hundred Years of Western
Cultural Life. New York: Harper Collins, 2000. ISBN 0-965-36510-7
Bennett,
Barrie and Carol Rolheiser. Beyond Monet: The Artful Science of Instructional
Integration. Toronto: Bookation Inc. ISBN 0-9695388-3-9
Brockett,
Oscar. G. History of the Theatre. 6th ed. Toronto: Allyn and Bacon, 1991
ISBN 0-205-12868-8
Cole,
Bruce and Gealt Adelheid. Art of the Western World. New York: Summit
Books, 1989.
ISBN 0-671-67007-7
Darnton,
Robert. The Kiss of Lamourette: Reflections in Cultural History. New
York: W.W. Norton and Co., 1990. ISBN 0-393-02753-8
Durschmied
Erik. The Hinge Factor: How Chance and Stupidity Have Changed History.
London: Coronet Books, 1999. ISBN 0-340-72830-2
Fernandez-Armesto,
Felipe. Truth: A History and a Guide for the Perplexed. New York: Thomas
Dunne Books, 1997. ISBN 0-312-27494-7
Fernandez-Armesto,
Felipe. Millenium: A History of the Last Thousand Years. New York:
Touchstone, 1996. ISBN 0-684-82536-8
Frost,
S.E., Jr. Basic Teachings of the Great Philosophers, 2nd ed. Doubleday;
Toronto, 1989.
ISBN 0-385-03007-X
Gochberg
Donald. Classics of Western Thought: The Twentieth Century. New York:
Harcourt Brace Jovanovich, 1988. ISBN 0-15-507682-5
Hall, Sir Peter. Cities in Civilization.
New York: Pantheon Books, 1998. ISBN 0-965-086108
Hourani, Albert. A History of the Arab
Peoples. Cambridge, Mass.: Harvard University Press, 1991.
ISBN 0-674-39565-4
Kennedy,
Paul. The Rise and Fall of Great Powers. New York: Random House, 1988.
Knoebel,
Edgar, ed. Classics of Western Thought: The Modern World, 4th ed. New
York: Harcourt Brace Jovanovich, 1988.
McGreal.
Ian P. Great Thinkers of the Western World. New York: Harper Collins,
1992.
ISBN 0-06-270026-X
McGreal.
Ian P. Great Thinkers of the Eastern World. New York: Harper Collins,
1995.
ISBN 0-06-270085-5
Presbey,
Gail, et al. The Philosophical Quest, 2nd ed. New York: McGraw
Hill, 2000.
ISBN 0-07-289867-4
Roberts,
J.M. The Penguin History of the World. Harmondsworth: Penguin Books,
1995.
ISBN 0-14-015495-7
Swift,
Michael. Historical Maps of Europe. London: PRC Pub., 2000. ISBN
1-85648-575-7
Wiggins,
Grant and Jay McTighe. Understanding By Design.Virginia: ASCD, 1998.
ISBN 0-87120-313-8
Zeldin,
Theodore, An Intimate History of Humanity. New York: Harper Collins,
1994.
ISBN 0-06-017160-x
Aston,
Margaret. The Panorama of the Renaissance. Harry N. Abrams, Inc.,
Publishers; New York, 1996.
Bell,
Rudolph M. How To Do It: Guides to Good Living for Renaissance Italians.
Chicago: University of Chicago Press, 1999. ISBN 0-226-04210-3
Bluche,
Francois. Louis XIV. New York: Franklin Watts, 1990 ISBN 0-531-15112-3
Braudel,
Fernand. Civilization and Capitalism 15th – 18th Century. London: Harper
and Row, 1982.
ISBN 0-06-014845-4
Fernandez-Armesto,
Felipe. Columbus. London: Phoenix Press, 1974. ISBN 1 84212 084 0
Hakluyt,
Richard. Voyages and Discoveries. Harmondsworth: Penguin Books, 1987.
ISBN 0-14-043073-3
Michener,
James. Caribbean. New York: Mass Market Paperback, 1991. ISBN:
0449217493
National
Geographic,
January, 1992 and November, 1996.
Sale,
Kirkpatrick. Conquest of Paradise. New York: Plume, 1991. ISBN:
0452266696
Pagden,
Anthony. The Fall of Natural Man. Cambridge: Cambridge University Press,
1982.
ISBN 0-521-33704-6
Alexander,
John T. Catherine the Great: Life and Legend. Oxford: Oxford University
Press, 1989.
ISBN 0-19-505236-6
Darnton,
Robert, The Great Cat Massacre and Other Episodes in French Cultural
History. New York: Basic Books, Inc., 1984. ISBN 0-465-02700-8
Erickson,
Carolly. To the Scaffold: The Life of Marie Antoinette. New York:
William Morrow and Co., 1991. ISBN 0-688-07301-8
Hampson,
Norman. The Enlightenment, 3rd ed. London: Penguin Books, 1990.
Kallen, Stuart A., ed. The 1700s: Headlines
in History. San Diego: Greenhaven Press, Inc., 2001.
ISBN 0-7377-0541-8
Kelly,
Linda. Women of the French Revolution. London: Hamish Hamilton, 1987.
ISBN 0-241-12112-4
Postman,
Neil. Building a Bridge to the 18th Century. New York: Knopf, 2000. ISBN
0-375-40129-6
Schama,
Simon. Citizens: A Chronicle of the French Revolution. New York: Alfred
A Knopf, 1989.
Stone,
Lawrence. The Family, Sex and Marriage in England 1500 – 1800.
Harmondsworth: Penguin Books, 1984.
Barzun,
Jacques. Darwin, Marx and Wagner: Critique of a Heritage. Chicago:
University of Chicago Press, 1981. ISBN 0-226-03859-9
Johnson,
Paul. The Birth of the Modern: World Society 1815 – 1830. New York:
Harper Collins, 1991.
Pool,
Daniel. What Jane Austen Ate and Charles Dickens Knew: From Fox Hunting to
Whist – the Facts of Daily Life in 19th Century England. New York: Simon
and Schuster, 1993. ISBN 0-671-79337-3
Kennedy,
Paul. Preparing for the Twenty-First Century. New York: Random House,
1993.
ISBN 0-394-58443-0
Smith,
Hedrick. The New Russians. New York: Avon Books, 1991. ISBN
0-380-71651-8
Ulam,
Adam B. A History of Soviet Russia. New York: Holt, Rinehart and
Winston, 1976.
ISBN 0-275-89260-3
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
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).