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CHW3M, History

World History to the Sixteenth Century, Grade 11,(CHW3M), University & College Preparation

Policy Document: The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies, 2013, (revised), Ministry of Education of Ontario Reference: http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld910curr2013.pdf

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. Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied

Summary of Units and Timelines

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. Please note that 18 hours represents the average amount of time to complete a unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the course profile.

Unit Order Unit Name Suggested Time
Unit 1 Pre-History and the Dawn of Human Civilization 18 hours
Unit 2 Ancient Egyptian Civilization 18 hours
Unit 3 Ancient Greek Civilization 18 hours
Unit 4 The Roman Empire 18 hours
Unit 5 The Medieval Times 18 hours
Unit 6 Ancient China 18 hours
  Final Exam 2 hours
  Total: 110 hours

Fundamental Concepts Covered in This Course

The framework of course delivery focuses on the “big ideas” which provide context for the overall expectations. The big ideas reflect the enduring understandings that students retain from their learning, transfer to other subjects, and draw upon throughout their lives. These enduring understandings include:

THE CONCEPTS OF HISTORICAL THINKING

Therefore, this course is designed to provide students with the necessary skills and knowledge to promote the four concepts of historical thinking – historical significance, cause and consequence, continuity and change, and historical perspective. These underpin thinking and learning this course. At least one concept of historical thinking is identified as the focus for each overall expectation in each unit.

 

THE HISTORICAL INQUIRY PROCESS

The “Methods of Historical Inquiry and Communication”strand focuses explicitly on the historical inquiry process, guiding students in their investigations of events, developments, issues, and ideas. This process is not intended to be applied in a linear manner: students will use the applicable components of the process in the order most appropriate for them and for the task at hand. Although this strand covers all of the components of the inquiry process, it is important to note that students apply skills associated with the inquiry process throughout the content strands in each course.

Strands

The following are the five strands into which this course is organized. The particular focus of the expectations included in each strand reflects the salient events, developments, and relationships of the periods and places being studied. Strands include: Communities, Change and Continuity, Citizenship and Heritage, Social, Economic, and Political Structures, Methods of Historical Inquiry and Communication.

Teaching and Learning Strategies

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. The Gr. 11 History curriculum is based on the premise that all students can be successful language learners. One of the keys to student success in mastering historical thinking skills and the historical inquiry process is high-quality instruction. Teachers who provide quality instruction respect students’ strengths and address their learning needs, using assessment information to plan instruction. They clarify the purpose for learning, help students activate prior knowledge, and differentiate instruction for individual students and small groups according to need. Teachers explicitly teach and model learning strategies and encourage students to talk through their thinking and learning processes. They also provide many opportunities for students to practise and apply their developing knowledge and skills. Effective teaching approaches involve students in the use of higher-level thinking skills and encourage them to look beyond the literal meaning of texts and to think about fairness, equity, social justice, and citizenship in a global society.  

Online & Offline Components

The design of this course is intended to offer a rich balance between online and offline elements. The following is a summary of the course components and their delivery format. Please refer to the individual unit outlines for specific details. Course content & instruction: online Communication between teacher and students: online & offline Collaboration between students: online Assessment & evaluation: online & offline Practise exercises, readings etc: offline

Assessment & Evaluation for Student Achievement

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn;
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
  • Are fair to all students;
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
  • Accommodate the needs of students who are learning the language of instruction;
  • Ensure that each student is given clear directions for improvement;
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement;
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart for World History to the Sixteenth Century, Grade 11, (CHW3M) outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking and investigation, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and 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:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. The 70% will be distributed in the following achievement chart categories: 20% knowledge and understanding, 20% application, 15% communication, 15% thinking. Student work will be assessed and evaluated in a balanced manner with respect to the four categories within each unit throughout the course.
  • Thirty percent of the grade will be based on a final evaluation in the form of a written examination and a media and oral portfolio completed towards the end of the course.

Accommodations

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning must be identified in his or her Individual Education Plan (IEP). Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners. Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Resources

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to a variety of readings required for this course but can be substituted for any relevant and approved text.

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