CHY4U: The West and the World

(2004-05) Semester One / Mr. Butters

Description: this course investigates the major trends in Western civilization and world history from the 16th century to the present. You will learn about the interaction between the emerging West and other regions of the world and about the development of modern social, political, and economic systems. The skills and knowledge developed in this course will enable you to understand and appreciate both the character of historical change and the historical roots of contemporary issues. Whoa...

Text: Legacy - The West and the World

Units of Study:

1)1500-1715 Foundations and Institutions Challenged

-Sep/Oct

-King Henry VIII trial (oral and written)

-rotating Performance Tasks (¼ of class)

-unit test

2)1715-1815 Revolution and Change

-Oct/Nov

-French-Revolution theory-building

-rotating Performance Tasks (¼ of class)

-unit test

3)1815-1914 Century of Transitions

-Nov/Dec

-Industrial Revolution primary document analysis

-rotating Performance Tasks (¼ of class)

-unit test

4)1914-present Century of Extremes

-Dec/Jan

-Historical accuracy assignment

-rotating Performance Tasks (¼ of class)

-unit test (or larger component of exam)

Evaluation:

Term-Work -

Knowledge/Understanding17.5 %

Thinking/Inquiry17.5%

Communication17.5%

Application17.5%

Culminating -

Research Essay process7.5%Research essays can be on any topic from

Research Essay product7.5%1492-1989 (except strictly American or Can

Final Examination15%historical topics - must be West & World)

More than one person can do same topic.

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100%

Policy:

The essay project, exam and performance task are mandatory. The lowest mark in each of the four categories of K/U, T/C, C, A (including a test or assignment not attempted) will be dropped from the mark calculation at the end of the term. Additional missing marks will have the effect of zero. See also the History Department evaluation and lates policy and plagiarism policy.

Essays - a “processfolio”* must be kept showing the following stages:

1)Topic* (during Unit One) - topic selection, inquiry questions, 2 research sources

2)Annotated Bibliography* (during Unit Two)

3)Notes (during Unit Two) -note-taking and citation

4)Thesis Statement* (during Unit Three) -formulating a thesis and intro. paragraph

5)Essay Outline* (during Unit Three)

6)Drafts (during Unit Four) - including revising, editing and polishing

* these stages are evaluated (see due dates sheet)

see Legacy, pages 591-599

Performance Tasks - an oral presentation about a person, place, event, trend, object, etc. that comes from the time-period of the unit being studied.

You only need to do one performance task in this course. In each unit, one-quarter of the class will complete theirs. Signs-up will occur very early in the course. They are 20-25 minute presentations that may include short video clips, discussion, games/activities, musical performances, lectures, dramatic readings, etc.

Topic must be approved. Scan through your text for topics that interest you!

Rubric for CHY4U “Performance Tasks:

Student Name: ______

Topic : ______

Date of Presentation: ______

Time Started: ______

Time Ended: ______

Criteria / Level 1 / Level 2 / Level 3 / Level 4
Knowledge/ Understanding
/10 / Limited knowledge of facts, terms, and concepts / Some knowledge of facts, terms, and concepts / Consideraable knowledge of facts, terms, and concepts / Thorough knowledge of facts, terms, and concepts
Thinking/Inquiry
/10 / Little attempt to establish theories and relationships or abstract principles; no analytical commentary / Mention of theories and relationships, abstract principles; rudimentary analytical commentary / Insight to theories and relationships, abstract principles; analytical commentary / Thorough insight to theories and relationships, abstract principles; insightful analytical commentary
Communication
/10 / Little effectiveness in oral delivery;
Poor visuals / Moderate effectiveness in oral delivery;
visuals present but not used effectively / Considerable effectiveness in oral delivery;
effective use of visuals / Great effectiveness in oral delivery;
Highly effective use of visuals
Application
/10 / Presentation was not well-organized; Ability to create
Student interest and participation was limited / Presentation was organized in somewhat effective manner; Some
Student interest and/or participation was generated / Presentation was organized in a effective manner;
Student interest and participation was high / Presentation was organized in a highly effective manner;
Student interest and participation was extremely high