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COURSE OUTLINE

Course Title: World History to the Sixteenth Century
Course Code: CHW3M
Grade: 11
Course Type: University / College Preparation
Credit Value: 1
Prerequisite: Canadian History Since World War I, 10, Academic (CHC2D) or Applied (CHC2P)
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11 and 12, 2005, Revised
Department: Canadian and World Studies
Course Developer: Mr. Ken Turner
Development Date: March 2005
Course Revised by: Various
Revision Date: August 2005

Course Description:

This course investigates the history of humanity from earliest times to the sixteenth century. Students will analyse diverse societies from around the world, with an emphasis on the political, cultural, and economic structures and historical forces that have shaped the modern world. They will apply historical inquiry, critical-thinking and communication skills to evaluate the influence of selected individuals, groups and innovations and to present their own conclusions.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Ancient Societies In the pursuit of uncovering the truth about the past and then reconstructing it, Historians rely on the meticulous, scholarly work of other disciplines, such as, Archaeology. The relationship between and the tools of these disciplines are examined in this first unit.	5 hours
Unit 2	The Near East This unit looks at the march to civilization and the features of it including the evolution of centralized government, agriculture, occupations, a class structure, science and writing and religion.	7 hours
Unit 3	Ancient Egypt and Israel The ancient Egyptian civilization differed from that of Mesopotamia in that the geography of Egypt had a great influence on its development as a civilization. Egypt was not only isolated by its neighbours but also protected by its geography. With deserts on both sides, Egyptian society was influenced very little by other societies. How it developed is the fascinating study of this unit.	7 hours
Unit 4	The Heroic Age of Greece The ancient Greeks have left a legacy to the western world that touch on many aspects that make a civilization great. Art, architecture, intellectual thought, science, political science are all areas advanced by the ancient Greeks that the modern western world benefits from today. This unit examines these contributions.	10 hours
Unit 5	The Classical Age of Greece The city-states of the islands in the Aegean turned to Athens and her powerful navy for protection and alliance. The city-states in the south of Greece and some in the north turned to Sparta for protection against the potential revenge the Persians might seek. Thus a rivalry between two cultures, the Athenians and the Spartans, developed very quickly. This unit examines what became of that rivalry.	15 hours
Unit 6	The Rise of Rome Students will develop their understanding of Ancient Rome by examining its assemblies and how they operated, the toll of the Punic Wars on the republic, its powerful generals including Pompey, Crassus, Julius Caesar and Caesar Augustus and the architecture and daily life of Rome.	14 hours
Unit 7	The Height and Fall of the Roman Empire After the assassination of Julius Caesar, the Roman Republic was plunged into a civil war that led to the appointment of the triumvirate of leaders. Under their rule Roman life continued. This unit examines this time period including the rise of Christianity and the fall of Rome.	15 hours
Unit 8	The Middle Ages This unit’s scope is ambitious. It will begin with the Byzantium Empire and end with the Hundred Years War. Topics of significance in the unit include: the barbarians, the church, medieval society, the crusades, the knight and castle life, and the Black Death.	21 hours
Unit 9	Dawning of the Modern Age In the first half of this unit, two events that turned the secular world and the world of the Roman Catholic Church on their collective heads are explored: the Renaissance and the Protestant Reformation. In the second half of the unit, these two competing world views of Humanism collide, having serious consequences for all people of this new age. Students will discover how the ideas expressed would permeate every aspect of daily existence.	9 hours
	Final Evaluation The 30% final assessment in this course takes the form of a final project where students will return to the original question of what constitutes a civilization, and apply them to civilizations not covered in this course. This will be accomplished by a challenging individual project where students will assess what they have learned about the guiding principles for the development and evolution of civilizations and how these ideas will shape the civilizations of the future.	7 hours
	Total	110 hours

Teaching / Learning Strategies:

Since the over-riding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Interpreting News Articles	Independent Research	Directed Reading Activities
Visuals	Direct Instruction	Writing to Learn
Independent Study	Writing Processes	Multimedia Productions
Newspaper Writing Simulations	Interpreting Pictures	Analyzing Immigrant Accounts
Scenario Writing	Chart Analysis	Expressing Points of View
Interviews	Guided Internet Research	Guided Writing
Historical Dilemma Analysis	Independent Reading	Terms
Writing to Learn	Media Analysis	Research Projects
Brainstorming	Map Analysis	Analysis of Symbols
Case Studies	Role Playing	Issue Based Analysis
Primary Document Analysis	Investigations

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

Strategy	Purpose	Who	Assessment Tool
Discussion Postings	Diagnostic	Teacher	Anecdotal records
News Report	Assessment	Peer/teacher	Anecdotal records
Creative Scenario Writing	Assessment	Self/peer/teacher	Anecdotal records
Internet Research - Multimedia Presentation	Assessment	Peer/teacher	Rating scale
Research Project	Assessment	Peer/Teacher	Anecdotal records
Creative Writing	Assessment	Teacher	Checklist
Issue Based Analysis	Assessment	Teacher	Checklist
Simulation	Assessment	Teacher	Anecdotal records
Interpreting Primary Documents	Assessment	Teacher	Marking scheme
Interpreting Pictures	Evaluation	Teacher	Rating scale
Immigrant Account Analysis	Evaluation	Teacher	Rating Scale
Research	Evaluation	Teacher	Anecdotal records
Data Analysis	Evaluation	Teacher	Marking scheme
Article Analysis	Evaluation	Teacher	Anecdotal records
Creative Writing - Dilemma Alternatives	Evaluation	Teacher	Anecdotal records
Research Paper	Evaluation	Teacher	Rubric
Terms	Evaluation	Teacher	Marking scheme
Analyzing Documents	Evaluation	Teacher	Marking scheme
Investigations	Evaluation	Teacher	Marking scheme
Unit Tests	Evaluation	Teacher	Checklist
Final Exam	Evaluation	Teacher	Checklist

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

Overall Expectations - CHW3M

Communities: Characteristics, Development, and Interaction
Overall Expectations
HCD.01	describe the changing characteristics of communities from earliest times to the sixteenth century;
HCD.02	analyse how selected societies have evolved and responded to challenges;
HCD.03	analyse the interaction between various societies from the time of the first communities to the sixteenth century.
Change and Continuity
Overall Expectations
HCC.01	analyse the factors that contributed to the process of change from earliest times to the sixteenth century;
HCC.02	analyse the factors that contributed to the maintenance of stability and continuity in a variety of societies from earliest times to the sixteenth century;
HCC.03	demonstrate an understanding of the importance of using the concepts of chronology and cause and effect in studying world history before the sixteenth century.
Citizenship and Heritage
Overall Expectations
HCH.01	demonstrate an understanding of the ways in which various individuals, groups, and events influenced changes in major legal, political, and military traditions before the sixteenth century;
HCH.02	analyse the contributions of various individuals and groups to the development of arts, knowledge, religion, and technology prior to the sixteenth century;
HCH.03	analyse changing concepts of authority and individual rights in different societies and periods prior to the sixteenth century.
Social, Economic, and Political Structures
Overall Expectations
HSE.01	analyse the development and diversity of social structures in various regions of the world prior to the sixteenth century;
HSE.02	analyse diverse economic structures and the factors that affected their development;
HSE.03	demonstrate an understanding of the diversity and uniqueness of political structures throughout the world.
Methods of Historical Inquiry and Communication
Overall Expectations
HMH.01	use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources;
HMH.02	interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry;
HMH.03	communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.



• 30% of the grade in this course takes the form of a final project where students will return to the original question of what constitutes a civilization, and apply them to civilizations not covered in this course. This will be accomplished by a challenging individual project where students will assess what they have learned about the guiding principles for the development and evolution of civilizations and how these ideas will shape the civilizations of the future.

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart: Canadian and World Studies, Grades 9-12

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
Knowledge of content (e.g., facts, terms, definitions)	demonstrates limited knowledge of content	demonstrates some knowledge of content	demonstrates considerable knowledge of content	demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, ideas, theories, procedures, processes, methodologies, and/or technologies)	demonstrates limited understanding of content	demonstrates some understanding of content	demonstrates considerable understanding of content	demonstrates thorough and insightful understanding of content
Thinking - The use of critical and creative thinking skills and/or processes
	The student:
Use of planning skills (e.g., focusing research, gathering information, organizing an inquiry, asking questions, setting goals)	uses planning skills with limited effectiveness	uses planning skills with moderate effectiveness	uses planning skills with considerable effectiveness	uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., inquiry process, problem-solving process, decision-making process, research process)	uses processing skills with limited effectiveness	uses processing skills with some effectiveness	uses processing skills with considerable effectiveness	uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processess (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process)	uses critical / creative thinking processes with limited effectiveness	uses critical / creative thinking processes with some effectiveness	uses critical / creative thinking processes with considerable effectiveness	uses critical / creative thinking processes with a high degree of effectiveness
Communication - The conveying of meaning through various forms
	The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms	expresses and organizes ideas and information with limited effectiveness	expresses and organizes ideas and information with some effectiveness	expresses and organizes ideas and information with considerable effectiveness	expresses and organizes ideas and information with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform,to persuade) in oral, written, and visual forms	communicates for different audiences and purposes with limited effectiveness	communicates for different audiences and purposes with some effectiveness	communicates for different audiences and purposes with considerable effectiveness	communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions (e.g., conventions of form, map conventions), vocabulary, and terminology of the discipline in oral, written, and visual forms	uses conventions, vocabulary, and terminology of the discipline with limited effectiveness	uses conventions, vocabulary, and terminology of the discipline with some effectiveness	uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness	uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
Application of knowledge and skills (e.g., concepts, procedures, processes, and/or technologies) in familiar contexts	applies knowledge and skills in familiar contexts with limited effectiveness	applies knowledge and skills in familiar contexts with some effectiveness	applies knowledge and skills in familiar contexts with considerable effectiveness	applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., concepts, procedures, methodologies, technologies) to new contexts	transfers knowledge and skills to new contexts with limited effectiveness	transfers knowledge and skills to new contexts with some effectiveness	transfers knowledge and skills to new contexts with considerable effectiveness	transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., past, present, and future; environmental; social; cultural; spatial; personal; multidisciplinary)	makes connections within and between various contexts with limited effectiveness	makes connections within and between various contexts with some effectiveness	makes connections within and between various contexts with considerable effectiveness	makes connections within and between various contexts with a high degree of effectiveness

Resources:

• CHW3M online course of study
• various primary and source documents
• visuals
• videos
• atlas
• various internet websites

Possible Optional Reference Texts:

• Echoes from the Past: World History to the 16th Century; Garfield Newman, Elizabeth Graham, Rick Guisso, Elizabeth McLuhan, Osman Mohamed, et al.; McGraw-Hill Ryerson, 2001
• World Civilizations: A Comparative Study; Robert J. Walker; Oxford University Press Canada, 1998

Program Planning Considerations for Canadian and World Studies:

Teachers who are planning a program in Canadian and World Studies must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 11 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• health and safety

Considerations relating to the areas listed above that have particular relevance for program planning in Canadian and World Studies are noted here.

Education for Exceptional Students. In planning courses in Canadian and World Studies, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. Canadian and World Studies courses reflect the real world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as historians, politicians, political analysts, etc. Canadian and World Studies responds to the needs and demands of the real Canadian world.

The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by Canadian and World Studies students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any business environment.

English As a Second Language and English Literacy Development (ESL/ELD). This Canadian and World Studies course can provide a wide range of options to address the needs of ESL/ELD students. Assessment and evaluation exercises will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how their own historical backgrounds can contribute to their success in the larger world.

Career Education. Canadian and World Studies definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity would be an overall intention of this Canadian and World Studies course, as it helps students prepare for success in their working lives.

Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of Canadian and World Studies should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Health and Safety. The Canadian and World Studies program provides the reading and analytical skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.