Department of Social Studies
Ascension of Our Lord Catholic Secondary School
Course Code:
Course Name:
Level:
Student Name: ________________________
CHW 3M1
World History to the
Textbook #: __________
Sixteenth Century
Grade 11 University/College Preparation
Course Description:
The study of history is not merely about dates and events. To study history is to understand the world and the triumphs
and failures of humanity. In history one rediscovers the past, understands the present, and prepares for the future.
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.
Overall Course Expectations or Strands:
Communities: The development and interactions of communities may be viewed from local, regional, national, and
world perspectives. Over time, communities and their interactions have changed as a result of a complex web of factors,
including changing technologies and changing patterns of human migration. It is through the study of various types of
communities that students begin to understand their own time and place in a broader context.
Change & Continuity: The flow of history is characterized by the interplay of change and continuity. For example,
people have always lived in communities, but the structures of communities have varied significantly over time.
Chronology, the sequencing of past events in the order in which they occurred, enables us to investigate continuity and
change as well as cause-and-effect relationships in the study of history.
Citizenship and Heritage: Citizenship implies rights, privileges and obligations - although each is defined differently
from generation to generation, and from one society to another. Heritage refers to what we receive from the past,
including institutions, social traditions, political practices, values, religion, architecture, and art forms. An essential
aspect of history is the appreciation of the legacy of the past through which students come to understand their
connection to their heritage and their role as citizens.
Social, Economic, and Political Structures: Human beings throughout time have organized themselves into social
groupings: families, clans, tribes, classes, casts, communities and nations. The study of these social structures
considers their relationships among ordinary people in society, gender roles, forms of work, leisure activities, and the
interaction between majorities and minorities.
Methods of Historical Inquiry: Students of history use a wide range of skills and information technologies. They
should develop a clear focus/hypothesis for their investigations by formulating and asking appropriate questions. It is
also essential that they develop an ability to communicate their findings effectively in written, oral, or multimedia
presentations. Students must be given opportunities to develop critical and creative thinking skills through both
independent and collaborative study. Students must learn to consider chronology and cause-and-effect relationships in
order to successfully organize, analyze, interpret and apply their findings. In conducting research, they must draw upon
and evaluate the relevance and validity of primary sources such as artifacts and original documents, as well as
secondary sources, such as text books, reference works, and various electronic information sources.
Efforts will be made to meet the individual learning needs of students to promote student success
with respect to meeting the expectations of this course.
My signature below indicates that I have read the Course Handout, and I am in agreement with its contents.
Parent’s/Guardian’s Signature: _________________________ Date: _______________
Students’ Signature: ________________________________
Date: _______________
Resources:
Course Timeline:
Unit 1: Introduction to History 6 classes
7.5 hours
Unit 2: Mesopotamia 8 classes
10 hours
Unit 3: Ancient Egypt 18 classes
22.5 hours
Unit 4: Ancient Greece 18 classes
22.5 hours
Unit 5: Ancient Rome 18 classes
22.5 hours
Unit 6: Group Presentations 8 classes
10 hours
Unit 7: Medieval World 12 classes
15 hours
Unit 8: Renaissance and Reformation 9 classes 11 hours
Culminating Summative Tasks will be administered towards the
end of the course and will be weighted at 10% of the final
mark.
The course will use a variety of resources which
will be distributed to students during the first
week of the course. The text and all other
resources assigned to each student are the
responsibility of the student.
Resources for this course include:
Echoes from the Past: World History to the 16th
Century: McGraw-Hill Ryerson. 2001
Any damage incurred will result in payment for
replacement.
Cost of Textbook: $100.00
All timelines as stated are approximate.
Evaluation Policies
1. Student marks will be determined by evaluating process & product according to 4 categories (see
below) & 4 levels of the Achievement Chart as found in the Ministry Policy document for Canadian
and World Studies.
Evaluation Structure:
Knowledge/Understanding
25%
Application
25%
Communication
25%
Thinking/Inquiry
25%
Term Evaluations = 70% of the final mark. Final Evaluation = 30% of the final mark.
Final Evaluations will include: final exam = 20% & CPT = 10%
2. Feedback will also be provided for student learning skills. Independent work, collaboration,
organization, responsibility, self-regulation and initiative are assessed apart from student
achievement in the four categories outlined above and will conform to the coding:
E – Excellent
G – Good
S – Satisfactory
N - Needs Improvement
3. Assignments submitted after the due date established by the teacher will receive a penalty in
accord with our Board Assessment & Evaluation Policy Document as outlined in the student agenda.
4. Should a student miss an evaluation due to a legitimate absence, in accord with our Board A&E
Policy Document, the student and teacher will make arrangements to address the missed
evaluation in a timely manner. In the cases of extended vacation or prolonged absence,
consultation with the appropriate administrator is required.
5. In the event that the student does not make up the missed evaluation(s), a zero may be assigned.
If it is determined that the evaluation(s) has/have been missed as a result of a skip/truancy or
has/have been plagiarized, a zero may be assigned.
6. For all other cases of absence and/or missed evaluations (including absence during the final
examination period), please refer to our Board A&E Policy as outlined in the student agenda.
May God bless your efforts this semester!