Please note:
This document is best suited for on-screen use. Some layout may have been altered during the creation of this web page.

It is recommended that you download the "pdf" version of this Course Profile for printing and the "Word, Mac, or WordPerfect" versions for working with or adapting the Course Profile to meet your instructional needs.

Course Profile   World History to the Sixteenth Century, Grade 11, University/College Preparation, Catholic and Public

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 11 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2001

 

Acknowledgments

Public and Catholic District School Board Writing Teams – World History to the Sixteen Century

 

Catholic District School Board Writing Team –

Lead Writer

Libby Marinilli – St. Charles College Secondary School, Sudbury Catholic

Writer

Anthony Chezzi – St. Charles College Secondary School, Sudbury Catholic DSB

Reviewers

Robert Silveri – Subject Expert, St. Joseph’s Scollard Hall Catholic S.S. North Bay

Patricia MacDonald – Special Needs, St. Benedict’s Catholic S.S. Sudbury Catholic DSB

Dr. Janice Liedl – Destination, Laurentian University, Sudbury

Anthony Chezzi – Theological, Sudbury Catholic DSB

Project Manager – Herb Petras, Sudbury Catholic District School Board

Special Thanks to

Redverse Nelson – Computer aid, St. Charles College Catholic S.S. DSB

Phil Dupuis – Computer aid, St. Charles College S.S. Catholic DSB

Diane Ikonen – Proofreading, St. Charles College S.S. Catholic DSB

Kathy Reilly – Research, St. Charles College S.S. Catholic DSB

Northern Ontario Curriculum Cooperative – N.O.C.C.

 

 

 

Public District School Board Writing Team –

Lead Writer

Elizabeth Freeman-Shaw DSBN

Writer

Debbie Riegle DSBN

Chris Dueck DSBN

 

Course Overview

World History to the Sixteenth Century, Grade 11, University/College Preparation, CHW3M

Prerequisite:  Canadian History in the Twentieth Century, Grade 10, Academic or Applied

Secondary Policy Document:  The Ontario Curriculum, Grades 11 and 12,

 Canadian and World Studies, 2000

Course Description

This course investigates the history of humanity from earliest times to the sixteenth century. Students analyse diverse societies from around the world, with particular regard to the political, cultural, and economic structures and historical forces that form the foundation of the modern world. They examine the influence of selected individuals and groups, as well as of particular innovations, and develop skills of historical inquiry, organization, analysis, and communication.

How This Course Supports the Ontario Catholic School Graduate Expectations

Catholics are a people who have an historical consciousness. Taking part in our tradition means being aware that our faith community has been in existence for a long time and that our Judeo-Christian roots bring us back even further in time. This gives us a unique view on creation, humankind, and the issues that challenge humanity. The community of believers has influenced the way civilization has developed and it has been influenced by Western culture. The development of agriculture, the establishment of universities, and the fostering of art and architecture are high moments in Catholic history, which have nurtured the spirit of humanity. We have not always been true to our calling. There are times when we have failed to be ‘a light to the nations’ (Isaiah 51:5) and the spirit of humanity has suffered. Attempts to dominate the Aboriginal culture of the Americas, the Inquisition, and involvement in the persecution of non-Christian Europeans are low moments in Catholic history. We cannot change history but we can change how we live the gospel today; promoting the sacredness of life (CGE7d) and witnessing Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society (CGE7e).

Course Notes

This course has been designed to follow a chronological and thematic format that reveals the patterns of civilization. In their analysis of the diverse civilizations, students develop an understanding of the legacies left for the modern world. Teachers are encouraged to facilitate students’ own research and discovery of the past with an understanding that history is a dynamic subject that is open to different interpretations and changes with the discovery of new evidence. It is important therefore that teachers emphasize the skills of historical inquiry rather than an acquisition of isolated facts. Each unit concludes with a culminating activity, which incorporates the cluster of expectations noted in each Unit Overview Chart.

The unit timelines are suggested and meant to be flexible. While the content expectations included in Units 3 (Mediterranean) and 4 (Medieval World) are prescribed in the Ministry document, in Unit 5: A Global Perspective of the Ancient World, teachers are encouraged to shape the course to reflect local and student needs. This profile suggests a model to cover a number of civilizations, teachers may choose to focus more intensively on one or two civilizations that best reflect the local needs and interests of their students.

It is crucial that teachers be aware that the Culminating Activity in Unit 6 is ongoing and needs to be developed at the beginning of the course. The Culminating Activity involves a Legacy Folder, which is added to at the end of each unit, a written argumentative essay, and the preparation of an Artifact representing the legacy. The essay is researched, therefore teachers need to consider how they will allocate the ten hours designated to accommodate this activity throughout the course. The essay is written using the historical inquiry process, which is integrated in the five units studied.

In order to facilitate students’ ability to see the Ancient World from a “Global Perspective” rather than as isolated civilizations, a Global Connections Bulletin Board and Map of the Ancient World to the 16th Century, and a segment of the Legacy Folder (an ongoing component of the course) should be set up at the start of the course and added to when appropriate.

There are important links between the expectations in the Grade 10 History, Grade 10 Civics, and English courses. Students continue to develop skills from the Methods of Historical Inquiry strand and the Literature and Reading, Writing, Language, and Media Studies strands in The Ontario Curriculum. Teachers should recognize that these cross-curricular links complement and reinforce the work in history.

The College/University Preparation course provides students with many opportunities to experience history and express their understandings in varied ways. Students research historical topics, develop a thesis, write an essay, and present a seminar. In addition, being mindful of the college component, students also are given ample opportunity to experience hands-on research, construct models to display learning, and explain the products of their investigations. Products may include visual representations, replicas, working models, and role-playing. These complex tasks draw from all categories of the Achievement Chart.

Units: Titles and Times

This course has been scoped into chronological and geo-thematic units to meet the requirements stipulated in The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies. The Ministry document clearly indicates the importance of chronology in the study of history, however, grouping civilizations thematically or geographically facilitates students’ ability to see connections, make comparisons, and draw conclusions between civilizations, which otherwise may not be readily apparent to the young historian. This approach provides a framework that allows students to develop a sense of chronology within a more global context and identify cause-and-effect relationships within the chronology of significant historical events. Moreover, students are better placed to develop an understanding of the steps in the process of historical interpretation and analysis.

Each unit is organized to provide students with a variety of tasks, employing and developing various skills. Within each unit, students work towards the performance of a culminating activity. In Unit 6 students and teachers work towards significant performance activities that combine other complex tasks. This course Culminating Activity should form a key component of the 30% final evaluation outlined by The Ontario Curriculum, Grades 9-12, Program Planning and Assessment, p.15. Ten of the twelve hours for Unit 6 should be divided across the term to provide time for research, writing, and editing of the essay.

* These units are fully developed in this Course Profile.

Unit Organization

Unit 1:  Paleolithic and Neolithic Societies – The Journey to Civilization

Time:  10 hours

Unit Description

This unit begins with defining “legacy” which is the theme woven into the course. Students learn the techniques used by archaeologists to explore the mysteries of the past. They play the role of junior archaeologists by analysing artifacts to form hypotheses. Students contrast Old and New Stone Age people by examining the development of societies from simple nomadic hunters and gatherers to a more complex settled agricultural society. Students discover how favourable agricultural circumstances sustained large populations and, as a result, led to the establishment of the first ancient civilizations. In the culminating activity, students develop an appreciation for the importance of historical discoveries when they research an archaeological find. At the end of this unit, the Global Connections Bulletin Board is set up by the teacher and students are expected to begin their Legacy Folder.

Unit 1 Overview Chart

K/U = Knowledge/Understanding    C = Communication    T/I = Thinking/Inquiry    A = Application

Unit 2:  First Civilizations of the Near East

Time:  22 hours

Unit Description

Students establish and apply the definition of a civilization to societies of the Near East, including Egypt and Mesopotamia. Through a series of thematically based activities, students explore the aspects of a civilization, and why these aspects provide a foundation for civilization. Students analyse the development and diversity of social structures, economic structures, and the uniqueness of political structures in various regions of the world. Students are given the opportunity to practise and apply the skills of historical research, apply a theory of historical interpretation, present a point of view, and defend a thesis in written and role-playing activities, oral, written, and visual presentations, and a position paper. They are incorporated in the summative performance task. Time is allocated for the culminating activity throughout the unit. Students research and prepare a triarama showing the intellectual and technological accomplishments of Near Eastern civilizations.

The triarama displays a visual, a description, and a justification of the accomplishment in relation to how it reflects the definition of a civilization. Students add to the Legacy Folder and Global Connections Bulletin Board and work on the course culminating activity.

Unit 2 Overview Chart

 

Unit 3:  Mediterranean Civilizations –

From the Rise of the Hellenes to the Fall of the Romans

Time:  22 hours

Unit Description

Students examine the Classical Civilizations of Greece and Rome. Students study the early Minoan civilization on Crete and conclude with the fall of the Roman Empire. The theme of legacies is the focus once again as students examine the debt the modern world owes to the Greeks and Romans. Students use visual evidence to form theories to explain the unique differences between Athens and Sparta. Through the research of primary documents, students connect the causes with the effects for both the Persian and Peloponnesian Wars. Students follow the conquests of Alexander the Great and assess the resultant spread of Greek culture. Next, students investigate Rome from its beginnings on the Tiber, to the Republic, then to the Pax Romana. Students use a multimedia approach to present the wars of expansion, the resulting conflict, the Punic Wars and their repercussions. Students study the rise of Christianity, and as a result, they develop an appreciation for the way religion advances a society. After investigating Roman daily life, their accomplishments, and political developments, students examine the heritage of Rome in today’s society. The culminating activity is a Great Leader debate and an optional banquet. At the completion of this unit, students determine which influences of the Greco-Roman civilizations are to be added to the Legacy and Global Connections sections of their Folder as well as work on their Unit 6 Culminating Activity.

Unit 3 Overview Chart

 

Unit 4:  Medieval World – The Age of Faith

Time:  22 hours

Unit Description

This unit focuses on the beginning of the Medieval World revealing how it is unique from ancient Rome and the modern world. Students learn the Church’s connection to feudalism, its role in shaping and unifying medieval Europe through intellectual and cultural movements, and how it was the driving force behind the violent Crusades. Students hone their skills by using primary documents, expressing their point of view, critically analysing materials, and differentiating facts. During the culminating activity, students integrate their skills for historical research and thesis defence when debating the cultural, intellectual, and religious contributions of this period. At the end of this unit, students are expected to add to the Global Connections sections of their Legacy Folder as well as work on their Unit 6 Culminating Activity.

Unit 4 Overview Chart

 

Unit 5:  A Global Perspective of the Ancient World

Time:  22 hours

Unit Description

Students focus on the global nature of the Ancient world by linking together the Global Connections Bulletin Board and Global Connections section of the Legacy folder, developed throughout the course, with new research on a diversity of civilizations. Students investigate the contributions, influences, impact, and legacies of a variety of civilizations: Asian, Islamic, African, Mesoamerican, and South American. Through research and preparation of an oral thesis presentation, students prove how characteristics of these civilizations contribute to their being defined as a civilization, using their established criteria for the definition of a civilization (political, economic, social, intellectual, artistic, and technological features). Following the thesis presentations, teachers consolidate learning with a class follow-up lesson on each of the regions and students add to the Global Connections Bulletin Board and map. Where class diversity allows, students are encouraged to share details about their cultural heritage. As an alternative, the teacher can invite guest speakers into the class. Students compare and make connections between past and present-day civilizations. By this point in the course, students will be in the final stages of writing their argumentative essay for the Course Culminating Activity in Unit 6. Time should be allocated for research, writing and peer editing of the final essay draft, as suggested in the time breakdown in the Course Overview.

Unit 5 Overview Chart

 

Unit 6:  Legacies for Our World – Culminating Activity

Time:  12 hours

Unit Description

Students bring together the theme of Legacy that has been developed over the course. Students submit the Legacy Folder that they have created throughout the course, an argumentative essay defending a thesis, and an artifact representative of their paper for the Museum of Civilization in Antiquity display. The ideas contained in the Legacy Folder are used in the preparation of the argumentative essay and artifact. The Legacy Folder should not simply be a collection of student work. The Folder should, “include written pieces, video productions, drawings, and constructions, what distinguishes them from mere collections is their reflective component” (Posner, p. 196). At the end of each unit, students select a piece of work to include in their ‘Legacy Folder’. Throughout the course, students are prompted by the teacher to add written pieces that reflect on a current theme or topic (e.g., Unit 2, Activity 2, Teaching/Learning Strategy 7: “Evaluate the significance of Hammurabi’s Code and Judeo-Christian law”), Students are also encouraged to add samples of their best work from any activity within each unit (e.g., Unit 2, Activity 3: students could videotape or hand in a script of their role play). It is at this time that students reflect on the sample of work chosen (How does it tie in with the course Legacy theme? How does it reflect the themes of the unit? What did you learn from this piece of work? Why did you include it?). Throughout the course, students may also “…remove, replace or improve pieces…” (Posner 197). In Unit 6 the Legacy Folder is submitted for evaluation. In evaluating the portfolio, the teacher looks for student growth and development in terms of knowledge and understanding, inquiry, problem solving, and communication.

Students have had experience creating and defending a thesis throughout the course and have the knowledge to defend several of the legacies within their Folder. Now students have the opportunity to research the topics in more depth. Students choose people, events, or objects and use them to defend their thesis. Students must choose from three separate units and include them in their Legacy Folder. They should create a thesis that ties together the impact of the three legacies on the modern world. Examples of such theses could be, “The establishment of law codes are necessary for a society to advance into a civilization,” “Monumental buildings reflect the goals and values of their civilization.”

Using the Legacy Folder and essay as a resource, students create an artifact based on their essay topic, which they consider to be pivotal in the development of a civilization. These artifacts are displayed in the Museum of Civilization and Antiquity. Students defend their selection of the particular artifact created. As indicated in the time breakdown of the course overview, time has been allocated throughout the earlier units to allow students to research topics.

A suggested breakdown over the course might be:

 

Unit 6 Overview Chart

 

Teaching/Learning Strategies

This course provides students with the opportunity to explore, analyse, and reflect on history through diverse teaching and learning strategies. Critical-thinking skills, such as formulating a thesis, identifying bias and viewpoint, debating, analysing primary sources, and problem solving, are a focus of many activities. Focused inquiry, data analysis, note taking, and guided Internet searches are examples of the research skills that students practise. Students have multiple opportunities to develop their skills in communication through formal and informal presentations, role play, response journals (Legacy Folder), writing in role, and using persuasive paragraph writing. Cooperative group learning is another important active learning strategy fundamental to many activities. Tasks are designed to develop skills and concepts across a range of student learning styles. Important skills are developed throughout the course, culminating in a synthesis of their learning performed in the Course Culminating Activity. (Unit 6)

Assessment & Evaluation of Student Achievement

The Achievement Chart, which is the basis for assessment and evaluation in this course, is found in The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies. The chart identifies four major categories of knowledge and skills: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. These categories encompass the curriculum expectations in all courses in Canadian and World Studies. The descriptions at Level 3 represent the provincial standard for student achievement. A balance between Achievement Chart categories should be used in the collection of student assessment data, and assignments should reflect all four categories with appropriate weighting to reflect the knowledge and skills emphasized. Assessment must be embedded within the instructional process throughout each unit rather than being an isolated event at the end. In every case, the desired demonstration of learning is articulated at the beginning and the learning activity is planned to make that demonstration possible.

The Ontario Curriculum, Grades 9 and 12, Program Planning and Assessment outlines the philosophy and guiding principles concerning assessment and evaluation for Ontario teachers. More specifically, the document states that the University/College Preparation course must “ equip students with the knowledge and skills they need to meet entrance requirements for specific programs offered at universities and colleges.” CHW3M must therefore meet the requirements for entrance into the university level by providing the students with skills necessary to excel in Grade 12 University courses and at the university level. As in the Academic level in Grade 9 or 10 Courses, another enduring component of the course is the emphasis on the theoretical and abstract problems. This is to be balanced with practical applications and concrete examples required for the College destination. There is a high degree of independent work that requires the student to utilize time-management and organizational skills with minimal teacher assistance.

Activities in this course profile suggest formative assessment and summative evaluation. A range of assessment strategies is needed to accommodate the learning styles of all students, to meet the requirements of students with special needs, and to encompass a broad range of knowledge and skills. Activities should involve individual and group assessment. Where group tasks are involved, the teacher needs to consider individual student accountability for the demonstration of Learning Expectations. Activities throughout the course comprise 70% of the course grade, reflecting the most consistent level of student achievement. Assessment tools, such as checklists, rating scales, and rubrics, should be employed throughout the course. Tools should be used by both students and teachers. Samples of rubrics which may be adapted for specific tasks are available on the Ontario Curriculum Centre website at http://www.curriculum.org/occ.

The course culminating activity is designed to be a work in progress. The teacher introduces the concept and the topic of the culminating activity at the beginning of the course. Time is allocated throughout the course for the development of skills and the preparation of the product. Only after this development should students be asked to demonstrate both the knowledge and skills that they have learned in the final course culminating activity. It is recommended that this performance task, essay and Legacy Folder, along with a traditional examination comprise the 30% Final Evaluation mark.

Teachers need to systematically teach and collect data for the separate evaluation of students’ learning skills as required for the Provincial Report Card. The skills (Works Independently, Team Work, Organization, Work Habits, and Initiative) are integrally linked to student performance, but they are not used in the calculation of the final grade.

Accommodations

Every effort is made to assist all students in achieving success in this History course. Specific adaptations and accommodations are recommended with each activity for the units. Suitable adaptations in assessment and evaluation in Grade 11 include strategies for students with reading, writing, and memory difficulties, as well as for students who require enrichment. Accommodating strategies include:

·         using diagrams and charts;

·         pre-teaching vocabulary and difficult concepts;

·         teaching how to highlight important points in a text;

·         teaching students reading strategies;

·         using point-form notes;

·         using peer editing;

·         teaching the skill of outlining;

·         checking notebooks frequently;

·         providing text in a different format (e.g., oral presentations);

·         providing lists and recall charts;

·         using organizers;

·         chunking of information;

·         daily checks to see if assignments are recorded in a daily planner. In order to accommodate a varied learning styles and skills, and allows for extenuating circumstances, the teacher can assign extra time to complete and hand in assignments;

·         using oral interviews;

·         using laptop computers for note taking;

·         providing overhead copies before the class;

·         photocopying notes.

There are many enrichment opportunities for students. They can explore issues, personalities, literature, and the arts on a deeper level through guided research and through the introduction of a variety of interpretations of specific issues. As well, gifted or motivated students would benefit from reading historical fiction or primary documents (e.g., Machiavelli’s The Prince) that provide added insight.

Individual Education Plans for students with special needs provide teachers with particular learning strategies that are the most advantageous to the learning of the individual student. History teachers are encouraged to work with the Special Education teachers to review exceptional students’ IEPs and identify the appropriate course of action to assist individual students in meeting the required expectations.

When planning accommodations for ESL/ELD students, proficiency levels outlined in The Ontario Curriculum, Grades 9 to 12, English As a Second Language and English Literacy Development will provide teachers and school administrators with a guide to receiving and accommodating these learners in the regular classroom. To accommodate the needs of the ESL/ELD students history teachers are encouraged to work with the ESL teacher within their school or board in order to select resources related to the ESL/ELD Curriculum Policy Document strands: Reading, Writing, Oral and Visual Communication, and Social and Cultural Competence. Specific accommodations for ESL/ELD students are the use of bilingual dictionaries, when necessary, and the use of their first language to plan, organize, and write first drafts of written and performance products. ESL/ELD learners, like all learners, have different learning styles; therefore a wide variety of teaching/learning strategies and assessment/evaluation techniques need to be used in all classrooms.

Resources

Books

Baigent, Michael. Ancient Traces: Mysteries in Ancient and Early History. London: Penguin Books, 1998. ISBN 06708745X

Bergounioux, F.M. and S.J. Goetz. Primitive and Prehistoric Religions. New York: Hawthorne Books Publishing, 1966. ISBN 58 14327 14166

Bowersock, G.W, Peter Brown, and Oleg Grabar. Late antiquity: a guide to the post-classical world. Boston: Harvard University Press, 1999. ISBN 0674511735

Borst, Arno. Medieval Worlds: Barbarians, Heretics and Artists in the Middle Ages. Chicago: Chicago University Press, 1996. ISBN 0226066576

Braudel, Fernand. A History of Civilizations. New York: Penguin Books, 1993. ISBN 0140124896

Dijkstra, Henk, ed. History of the Ancient and Medieval World. Tarrytown: Marshall Cavendish, 1997.
ISBN 0761403515

Diamond Jared. Guns, Germs, and Steel: The Fates of Human Societies. Toronto: Penguin Books, 1999.
ISBN 0393317552

De Villiers, Marq and Sheila Hirtle. Into Africa: A Journey through the Ancient Empires. Toronto: Key Porter Books, 1997. ISBN 1552630544

Fernandez-Armesto, Felipe. Civilizations. Toronto: Key Porter Books, 2000. ISBN 1552631656

Haberman, Arthur and Ian Hundey. Civilizations: A Cultural Atlas. Toronto: Gage Educational Publishing Company, 1994. ISBN 0771581793

Newman, Garfield and Christine DeGeer. Odyssey Through the Ages. Toronto: McGraw-Hill Ryerson Limited, 1992. ISBN 007351107X

McIntosh, Jane. The Practical Archaeologist: How we know what we know about the Past. New York: Facts on File, 1999. ISBN 0816039518

Overy, Richard, ed. Hammond Atlas of World History. Union: Hammond World Atlas Corporation, 1999. ISBN 0843713593

Posner, George and Allan Rudnitsky. Course Design: A Guide to Curriculum Development for Teachers, 5th ed. Don Mills: Longman Inc., 1997.

Roberts, J.A.G. China: Prehistory to the Nineteenth Century. Phoenix Mill: Sutton Publishing, 1996. ISBN 0750925674

Rogers, Perry, ed. Aspects of Western Civilization: problems and sources in history, Volume I. Upper Saddle River: Prentice Hall, 1997. ISBN 0130832022

Time-Life Books. Lost Civilizations Series. Alexandra: Time-Life Education, Various Dates.

Time-Life-Books. What Life Was Like Series. Alexandria: Time-Life Education, Various dates.

Van Doren, Charles. A History of Knowledge Past, Present and Future. New York: Ballantine Books, 1992. ISBN 0345373162

Walker, Robert J. World Civilizations, A Comparative Study. Toronto: Oxford University Press, 1998. ISBN 0195413393

Wright, Ronald. Stolen Continents: The “New World” through Indian Eyes. Toronto: Penguin Books, 1993. ISBN 014013932X

CD-ROMs

The Hutchinson History Library. Chatsworth: Cambrix Publishing, 1996.

Scientific American: Exploring Ancient Cities. San Francisco: Sumeria, 1994.

Videos

Africa: A History Denied, Lost Civilizations Series. Time-Life Education, 1998.

China: Dynasties of Power, Lost Civilizations Series. Time-Life Education, 1998.

Christianity: The First Thousand Years. A & E. AAE- 15420

Crete and Mycenae: Museum without Walls. Hans-Joachim Horsfeld, producer and director. Barr Entertainment, 1991.

Foot Soldier: The Barbarians. A& E. AAE- 13911

Joan of Arc. A & E. AAE- 40362

Leonardo da Vinci - The Visionary Intellect. 1992. ASIN 6304144180

Maya: The Blood of Kings Lost Civilizations Series. Time-Life Education, 1998.

Michaelangelo – Biography. 1997. ASIN 6303501087

Scourge of the Black Death. A & E. AAE- 40189

The Dawn of History Western Traditions Series. Annenberg/CPB Project. WGBH/Boston. Prod. Magic Lantern Videos, 1989.

The History Makers; Leonardo da Vinci. 1996. ASIN 6304425511

The Secrets of Lost Empires I. Nova Production: WGBH Educational Foundation, 1997.

The Secrets of Lost Empires II. Nova Production: WGBH Educational Foundation, 2000.

Catholic Resources

Bokenkotter, Thomas. A Concise History of the Catholic Church. New York: Image Books, Double Day, 1979. ISBN 0385130155

Metzeger, Bruce M. and Roland E. Murphy, ed. The New Oxford Annotated Bible. New York: Oxford University Press, 1994. ISBN 0195283562

Stravinskas, Rev. Peter M.J., ed. Our Sunday Visitor’s Catholic Encyclopedia. Indiana: Our Sunday Visitor’s Publishing Division, 1991. ISBN 0879734752

Websites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

 

Africa Research Central. 12 February 2001. – http://africa-research.csusb.edu/

Ancient History. Social Studies School Service. 2001. 12 February 2001. – http://socialstudies.com/c/@YRDtSJf216vSc/Pages/ancienthistory.html?af@zm-List

Ancient Mesoamerican Civilizations.12 February 2001. – http://www.angelfire.com/ca/humanorigins/index.html

Ashmawy, Alaa. The Seven Wonders of Ancient World 12 February 2001. – http://ce.eng.usf.edu/pharos/wonders

Blue Web’N: History and Social Studies. Pacific Bell. 2000. 12 February 2001. – http://www.banyantree.org/bluewebn/fr_History.html

China Institute. 12 February 2001. – http://chinainstitute.org

Collapse: Why do Civilizations Fall? Annenberg/CPB Exhibits, 1998. 19 December 2000. – http://www.learner.org/exhibits/collapse/index.html

Crusades and Contributions of Islam. 12 February 2001. – http://www.mrdowling.com/606islam.html

D’Ambrosio Jay. CyberMuseum. 1998. 12 February 2001. – http://members.tripod.com/jaydambrosio/cybermus.html

Exploring Ancient World Cultures: An Introduction to Ancient World Cultures on the World Wide Web. University of Evansville. 1997. 12 February 2001. – http://eawc.evansville.edu/index.htm

Guide to Islam.12 February 2001. – http://www.islam-guide.com

Halsall, Paul. Internet Ancient History Sourcebook. Fordham University, 12 February 2001. – http://www.fordham.edu/halsall/ancient/asbook.html

Halsall, Paul. Internet Medieval Sourcebook. Fordham University, 8 January 2001. – http://www.fordham.edu/halsall/sbook.html

Historical Times and Places. University of California, 12 February 2001. – www.ucr.edu/h-gig/topperindex.html

Horus’ History Links. 12 February 2001. – http://www.ucr.edu/h-gig/horuslinks.html

Kausal, Martin. Leonardo da Vinci. 12 February 2001. – http://www.kausal.com/Leonardo/index.shtml

Learning about Leonardo. 12 February 2001. – http://library.thinkquest.org/13681/data/davin2.shtml

Middle Ages: What was it really like to live in the Middle Ages. Annenberg/CFB Projects, 1998. 12 February 2001. – http://www.learner.org/exhibits/middleages

Nothinger, Andreas. HyperHistory Online. 19 December 2000. – http://www.hyperhistory.com

Renaissance: What Inspired This Age of Balance and Order? 19 December 2000. – http://www.learner.org/exhibits/renaissance/

Nova Online. PBS/WGBH, 2001. 12 February 2001 – http://www.pbs.org/wgbh/nova

Social Studies sources. 12 February 2001. – http://education.indiana.edu/~socialst?

Top 100 Women of the Millennium. 12 February 2001. – http://www.women.net/news/top100/077.html

Virtual Tour of the Crusades. 12 February 2001. – http://www.acsamman.edu.jo/~crusades/virtual/html

World Art Treasures. 12 February 2001. – http://sqwww.epfl.ch/BERGER/

OSS Considerations

This course profile is designed to assist teachers in the implementation of World History to the Sixteenth Century, Grade 11, University/College Preparation Expectations, pp. 127-144 of The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies. This course is listed as one of the options or an additional compulsory credit available to fulfill the requirements for graduation outlined in Ontario Secondary Schools, Grade 9-12: Program and Diploma Requirements, 1999. It also serves as a prerequisite for the College and University destination courses in Grade 12. Expectations for teacher accommodations and modifications of regular programs for student with special needs are summarized in section 7.12 (pp. 56-58) of Ontario Secondary Schools, Grades 9-12. The foundation for assessment, evaluation and reporting practices are outlined on pp. 13-16 of The Ontario Curriculum, Grades 9-12, Program Planning and Assessment. Every effort should be made to utilize and integrate technology into the delivery and practices of this course. As outlined in Program Planning and Assessment, p. 9, students need to improve and extend their “information technology literacy.” In addition, success in the world of work is dependent on students developing a greater awareness of careers. As opportunities are provided, teachers should introduce students to careers that can be linked directly to the study of History. Information on this is available in Choices Into Action, 1999. Furthermore, where available, schools should develop Co-op Programs that link to studies in History.

 

Coded Expectations, World History to the Sixteenth Century, Grade 11, University/College Preparation, CHW3M

Communities:  Characteristics, Development, and Interaction

Overall Expectations

COV.01 · demonstrate an understanding of the characteristics of a variety of communities from prehistory to the sixteenth century;

COV.02 · demonstrate an understanding of the development of different forms of communities from prehistory to the sixteenth century;

COV.03 · analyse the interaction between selected societies from prehistory to the sixteenth century.

Specific Expectations

Characteristics of Societies

CO1.01 – describe the characteristics that are common to stable societies (e.g., accepted leadership; tradition and law; compatible religious beliefs);

CO1.02 – identify the factors that tend to differentiate societies (e.g., external pressures, decisions of leaders, geography);

CO1.03 – identify the forces that led different peoples to choose their particular forms of social organization (e.g., Indian caste societies, Spartan military systems, Japanese feudal society).

Development of Societies

CO2.01 – explain the development of societies from simpler to more complex forms (e.g., from hunter-gatherer to rural agricultural to urban industrial societies);

CO2.02 – identify, through analysis, the reasons for the predominance of particular societies (e.g., their position on trade routes, Roman concepts of government, Muhammad’s religious evangelism);

CO2.03 – evaluate the criteria that a society must meet to be regarded as a “civilization” (e.g., longevity, lasting influence of cultural contribution, significance of role in events of the period).

Relations Between Societies

CO3.01 – demonstrate an understanding of the factors that influenced the nature of relations between groups (e.g., trade and economic interchange, proximity, language, ethnicity, religion);

CO3.02 – demonstrate an understanding of the effects of isolation on a community (e.g., linguistic uniformity, cultural entrenchment, insulation from benefits of external innovative ideas, ethnic homogeneity);

CO3.03 – explain the diverse reactions of societies to exposure to external influences (e.g., the building of the Great Wall of China to exclude nomadic invaders; the entrenchment of Judaic values in response to invasions and conquests of Judea; Europe’s adaptation of Islamic cultural contributions after the Crusades).

Change and Continuity

Overall Expectations

CCV.01 · analyse the factors that contributed to the process of change from prehistory to the sixteenth century;

CCV.02 · analyse the factors that contributed to the maintenance of stability and continuity in a variety of societies from prehistory to the sixteenth century;

CCV.03 · demonstrate an understanding of the use and importance of chronology and cause and effect in studying world history before the sixteenth century.

Specific Expectations

Change in History

CC1.01 – identify major changes that took place through the course of history to the sixteenth century, and demonstrate an understanding of their intensity and breadth (e.g., the Neolithic Revolution, the development of writing, the invention of the printing press, military innovation);

CC1.02 – identify forces that tended to promote and facilitate change (e.g., religious proselytizing, migration of peoples, Humanism);

CC1.03 – demonstrate an understanding of the roles of selected individuals and groups in the process of change (e.g., Socrates, the Mongols, Jeanne d’Arc);

CC1.04 – evaluate the effectiveness of different forms and processes of change (e.g., gradual versus rapid change, radical versus moderate change, planned versus spontaneous change).

Continuity in History

CC2.01 – identify forces that tended to reinforce stability and continuity (e.g., established religious beliefs, traditional family roles, administrative bureaucracies);

CC2.02 – describe how legal traditions and political institutions contributed to a sense of continuity (e.g., Hammurabi’s code of laws, the Pax Romana, the shaman system);

CC2.03 – demonstrate an understanding of the effects of different educational practices on the stability of selected societies (e.g., the maintenance of military discipline in Sparta; preparation of the mandarin class in China for its bureaucratic role; religious training in Islamic schools; refinement of skills in guild societies).

Chronology and Cause and Effect

CC3.01 – demonstrate an understanding of the chronological sequence of significant events up to the sixteenth century;

CC3.02 – explain how viewing events in chronological order aids in understanding complex change;

CC3.03 – identify cause-and-effect relationships within the chronology of significant historical events.

Citizenship and Heritage

Overall Expectations

CHV.01 · evaluate the contributions of selected individuals and groups to the development of legal, political, and military traditions;

CHV.02 · evaluate the contributions of selected individuals and groups to the development of artistic, intellectual, and religious traditions;

CHV.03 · demonstrate an understanding of the relationship between individuals, groups, and authority in different societies and periods to the sixteenth century.

Specific Expectations

Legal, Political, and Military Traditions

CH1.01 – evaluate the contributions of selected individuals and groups to the development of legal traditions in various societies (e.g., Hammurabi’s code of laws, Confucian principles of Chinese law, the Justinian code);

CH1.02 – evaluate the contributions of selected individuals and groups to significant political events (e.g., Zhou dynasty, Cleisthenes, Charlemagne);

CH1.03 – explain the significance of selected individuals and groups in the development of military traditions (e.g., the Hittites, Asoka, Hannibal).

Art, Ideas, and Beliefs

CH2.01 – identify selected individuals and groups who made significant contributions to the development of artistic forms (e.g., Palaeolithic artists at Lascaux, Sappho, medieval architects);

CH2.02 – evaluate critically the role of significant thinkers from various societies and periods (e.g., Confucius, Avicenna, Roger Bacon);

CH2.03 – demonstrate an understanding of the role of significant individuals or groups in the development of world religious traditions (e.g., shamanistic figures, Siddhartha Gautama, Jesus Christ);

CH2.04 – evaluate the role and importance of a variety of legends, myths, and traditions in the context of the diverse communities that produced them (e.g., Homeric epics, the Ramayana, The Song of Roland).

Individuals, Groups, and Authority

CH3.01 – demonstrate an understanding of the bases of authority in a variety of societies from prehistory to the sixteenth century (e.g., strength and skill of Palaeolithic hunters; Chinese “Mandate from Heaven”; military power of Alexander; authority of Roman civil administration; religious sanctions);

CH3.02 – assess the methods used by societies and individuals to check the power of those in authority (e.g., military rebellion, religious evangelism, legislative processes such as ostracism);

CH3.03 – identify individuals and groups who challenged authority (e.g., Spartacus, Muhammad, participants in the Peasants’ Revolt of 1381, John Calvin);

CH3.04 – assess the contributions of Athens, Rome, and medieval Europe to the development of modern Western ideas of citizenship and the rights of individuals (e.g., Athenian democracy, the jury system, homage and fealty obligations).

Social, Economic, and Political Structures

Overall Expectations

SEV.01 · analyse the development and diversity of social structures in various regions of the world;

SEV.02 · analyse diverse economic structures and the factors that affected their development;

SEV.03 · demonstrate an understanding of the diversity and uniqueness of political structures throughout the world.

Specific Expectations

Social Structures

SE1.01 – describe the roles of different members of society in the early stages of human history (e.g., warrior, hunter, healer, spiritual leader);

SE1.02 – analyse the factors that influenced the development of a variety of forms of social structure (e.g., scarcity of resources and nomadic society, threat of invasion and military society, religion and monastic society, industrial technology and urban society);

SE1.03 – demonstrate an understanding of women’s social roles in early and more complex societies (e.g., childbearer, educator, “keeper of the hearth”).

Economic Structures

SE2.01 – assess the diverse forms of economic organization that existed prior to the sixteenth century (e.g., agriculture, trade, cottage industry);

SE2.02 – analyse the effects of innovation (e.g., the development of currency, the invention of the plough, the discovery of metals) on the functioning of various economic structures;

SE2.03 – describe the roles of women in the economies of selected societies (e.g., gatherer, agricultural labourer, craftsperson).

Political Structures

SE3.01 – analyse diverse forms of leadership or government (e.g., tribal leadership, theocracy, monarchy) in selected communities prior to the sixteenth century;

SE3.02 – demonstrate an understanding of the factors that influenced the development of various forms of leadership and government (e.g., religious influence in theocracies, militarism and the rise of feudal lords, the role of distribution of wealth in oligarchies);

SE3.03 – demonstrate an understanding of the influence of women in the political life of selected societies (e.g., Hatshepsut, Empress Wu Chao, Julia Mamaea, Eleanor of Aquitaine, Isabella d’Este);

SE3.04 – evaluate the influence of religion on political structures in selected societies (e.g., Incan “Children of the Sun”, Hindu Brahmin caste, the papacy in medieval Europe).

Methods of Historical Inquiry

Overall Expectations

HIV.01 · demonstrate an ability to locate, select, and organize information from a variety of sources;

HIV.02 · demonstrate an understanding of the steps in the process of historical interpretation and analysis;

HIV.03 · communicate opinions 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.

Specific Expectations

Research

HI1.01 – formulate significant questions for research and inquiry, drawing on examples from world history to the sixteenth century (e.g., What was the role of religion in the lives of the Aztec people? To what extent did the barbarian invaders contribute to the collapse of the Roman Empire? What were the effects of the Black Death on medieval European society?);

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, conservative, Marxist);

HI2.03 – identify and describe relationships and connections in the data studied (e.g., chronological ties, cause and effect, comparisons and contrasts);

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, simulations, multimedia presentations);

HI3.02 – use an accepted form of academic documentation effectively and correctly (e.g., footnotes, endnotes, or author-date citations; bibliographies or reference lists; appendices);

HI3.03 – express opinions and conclusions clearly, articulately, and in a manner that respects the opinions of others.

Creativity, Collaboration, and Independence

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 career possibilities related to the study of history (researcher, archivist, teacher, journalist, writer).

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community   who

 

CGE1a    -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d    -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e    -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f     -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g    -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h    -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i     -integrates faith with life;

CGE1j     -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

An Effective Communicator   who

CGE2a    -listens actively and critically to understand and learn in light of gospel values;

CGE2b    -reads, understands and uses written materials effectively;

CGE2c    -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d    -writes and speaks fluently one or both of Canada’s official languages;

CGE2e    -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

CGE3a    -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b    -creates, adapts, evaluates new ideas in light of the common good;

CGE3c    -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d    -makes decisions in light of gospel values with an informed moral conscience;

CGE3e    -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f     -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

CGE4a    -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b    -demonstrates flexibility and adaptability;

CGE4c    -takes initiative and demonstrates Christian leadership;

CGE4d    -responds to, manages and constructively influences change in a discerning manner;

CGE4e    -sets appropriate goals and priorities in school, work and personal life;

CGE4f     -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g    -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h    -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

CGE5a    -works effectively as an interdependent team member;

CGE5b    -thinks critically about the meaning and purpose of work;

CGE5c    -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d    -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e    -respects the rights, responsibilities and contributions of self and others;

CGE5f     -exercises Christian leadership in the achievement of individual and group goals;

CGE5g    -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h    -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

CGE6a    -relates to family members in a loving, compassionate and respectful manner;

CGE6b    -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c    -values and honours the important role of the family in society;

CGE6d    -values and nurtures opportunities for family prayer;   

CGE6e    -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

CGE7a    -acts morally and legally as a person formed in Catholic traditions;

CGE7b    -accepts accountability for one’s own actions;

CGE7c    -seeks and grants forgiveness;

CGE7d    -promotes the sacredness of life;

CGE7e    -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f     -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g    -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h    -exercises the rights and responsibilities of Canadian citizenship;

CGE7i     -respects the environment and uses resources wisely;

CGE7j     -contributes to the common good.

 

 

 

Unit 2 | Unit 3 | Course Profiles Main Menu