History Integrated with Geography

World History Since The 15th Century

Course Information for CHY 4U

Course Description:

This course investigates the major trends in Western civilization and world history from the sixteenth century to the present. Students will learn about the interaction between the emerging West and other regions of the world and about the development of modern social, political, and economic systems. They will use critical-thinking and communication skills to investigate the historical roots of contemporary issues and present their conclusions.

Units:

Methods of Historical Inquiry:

• Interpreting and analyzing primary and secondary sources

Modernity and Encounter:

• The World in 1500; the Renaissance and Reformation; Exploration and Encounter; Religious Wars

and State-Building; Science and New Order

The World and the West in the Early Modern Era:

• Empires and Imperial Rivalries; Empires of Slavery, Trade; Empires on the Edges

Enlightenment and Revolution, 1680-1840:

• The Enlightenment; the French Revolution and Napoleonic Europe; Struggles for Independence

Industrialization, Liberalism, and Nationalism, 1815-1871:

• Industrialization; Restoration and Revolution; Nationalism and National Movements

European Hegemony, 1871-1914:

• New Universe; Population and Migration; Consumer Societies; Mass Politics; Western Imperialism

The Weakening of Europe, 1914-1925:

• Diplomacy and World War I; Communism, Fascism, Democracy; Challenges to the West

The West and the World, 1945 to the present:

• Peace and Cold War; Western Capitalism; Globalization and the Global Age

Evaluation:

Thinking/Inquiry:15%

Application:15%

Communication:20%

Knowledge:20%

Final Evaluations: 30%

Overarching Learning Goals:

• By the end of the course, the students will:

 analyze a variety of types of communities that have evolved since the sixteenth century;

 assess various types of interactions that have occurred among diverse peoples and cultures, and the impact of these interactions, since the sixteenth century;

 evaluate the factors that have led to conflict and war or to cooperation and peace between and within various communities from the sixteenth century to the present;

 demonstrate an understanding of how the historical concepts of change and continuity are used to analyze developments in the West and throughout the world since the sixteenth century;

 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;

 explain how key Western beliefs, philosophies, and ideologies have shaped the West and the rest of the world since the sixteenth century;

 analyze how non-Western ideas and culture have influenced the course of world history since the sixteenth century;

 analyze different forms of artistic expression and how they have reflected or challenged the societies in which they have appeared;

 assess the range and diversity of concepts of citizenship and human rights that have developed since the sixteenth century;

 describe diverse social structures and principles that have guided social organization in Western and non-Western societies since the sixteenth century;

 analyze significant economic developments in the West and the rest of the world since the sixteenth century;

 describe key developments and innovations in political organization in the West and the rest of the world since the sixteenth century;

 analyze changing aspects of women’s economic, social, and political lives in Western and non-Western societies since the sixteenth century;

 use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources;

 interpret and analyze information gathered through research, employing concepts and approaches appropriate to historical inquiry;

 communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication

Learning Skills

It is an expectation that students are assessed not only on her/his academic achievement but also on their Learning Skills. These skills include: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. Learning Skills will not be factored into the grade for this course but will appear on the report card. It is important to remember that the development and consistent practice of these skills will influence academic achievement.

Homework, Assignments and Evidence of Learning

To earn a credit students have a responsibility to submit sufficient evidence of their learning within established deadlines. It is in the student's best interest to submit evidence of learning at every opportunity that is provided, so that her/his grade accurately reflects what was learned.

Late and Missed Assignments

Please see Erindale’s Late & Missed Assignments & the Global Studies Department Course Expectations guidelines

Plagiarism and Academic Dishonesty

Please see Erindale’s Academic Honesty & the Global Studies Department Course Expectations guidelines

Textbook and Replacement Cost

The West and the World ($85)

Assessment and Evaluation - Key Terms and Definitions

Assessment for Learning: The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there (e.g. portfolios, observations, conversation, Non-graded quizzes, pre-tests, minute papers, exit tickets, written assignments, concept maps, interviews, progress monitoring, performance). The information gathered is used by teachers to provide feedback and adjust instruction and by students to focus their learning. Assessment for learning is a high-yield instructional strategy that takes place while the student is still learning and serves to promote learning.

Assessment as Learning: The process of developing and supporting student metacognition (i.e. thinking about their thinking). Students are actively engaged in this assessment process: that is, they monitor their own learning (e.g. learning logs, thinking questions and self-assessment using graphic organizers, interviews, conferences); use assessment feedback from teacher, self, and peers to determine next steps; and set individual learning goals. Assessment as learning requires students to have a clear understanding of the learning goals and success criteria (e.g. co-constructing rubrics/check lists, self-assessment, and peer assessment).

Assessment of Learning: The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. (e.g. test, summative assignment) The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. It occurs at or near the end of a cycle of learning.

Student Assessment, Evaluation, and Reporting In Peel Secondary Schools

Based on “Growing Success Policy” & “Peel Policy #14”

• Group Work

• Student-Teacher Conferences
• Class Discussion
• Debate
• Notes
• Thinking Routines
• Journal
• Blogs
• Moderated Wikis
• Moderated Online Forums
• Student feedback
• Portfolio conferencing

• Tests

• Quizzes
• Presentations
• Debate
• Homework
• Process Folio
• Questioning
• Problem Solving
• Group Work
• Group Skills
• Individual Work
• Thinking Routines

• Assignments/Projects

• Presentations
• Seminars
• PowerPoint/Prezi/Emaze/etc.
• Performance tasks
• Notebooks
• Portfolios
• Literacy Responses
• Numeracy Responses
• Videos/Podcasts
• Web 2.0 Tools
• Journals/Blogs/Wikis