YORK REGION DISTRICT SCHOOL BOARD
NEWMARKET HIGH SCHOOL
HISTORY DEPARTMENT
WORLD HISTORY TO THE SIXTEENTH CENTURY – CHW 3M1
Grade 11 – University/ College Preparation
Course Code: CHW 3M1-01
Teacher: Miss. Wannan
Credit Value: 1.0
Office: 306
Phone Ext: 477
Level: Grade 11 University/ College Preparation
Email: kris.wannan@yrdsb.edu.on.ca
Curriculum Policy Documents Referenced:
The Ontario Curriculum, Grade 11, Canadian and World Studies, 2005.
The Ontario Curriculum, Grade 11, Program Planning and Assessment, 2000
Guidelines for Assessment and Evaluation, York Region Schools, Vol.2, 2006.
Curriculum Expectations, York Region Schools, 2005.
Guidelines for Instruction, York Region Schools, 2004.
Think Literacy: Cross-Curricular Approaches, Grades 7-12, Ontario Ministry of Education, 2003 Growing Success,
First Edition, Grade 11.
Course Description: This course investigates the history of humanity from the earliest times to the sixteenth
century. Students will analyze 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.
Units of Study:
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
The Journey to Civilization: Paleolithic & Neolithic Societies
First Civilizations of the Near East: Mesopotamia & Ancient Egypt
Mediterranean Civilizations: Ancient Greece and Rome
Mesoamerican Civilizations
The Medieval World: The Age of Faith
Global Perspectives
Course Overall Expectations
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demonstrate an ability to locate, select, and organize information from a variety of sources;
demonstrate an understanding of the steps in the process of historical interpretation and analysis;
communicate opinions based on effective research clearly and concisely;
demonstrate an ability to think creatively, manage time efficiently, and work effectively in independent and
collaborative study.
analyse the development and diversity of social structures in various regions of the world;
analyse diverse economic structures and the factors that affected their development;
demonstrate an understanding of the diversity and uniqueness of political structures throughout the world.
evaluate the contributions of selected individuals and groups to the development of legal, political, and military
traditions;
evaluate the contributions of selected individuals and groups to the development of artistic, intellectual, and religious
traditions;
demonstrate an understanding of the relationship between individuals, groups, and authority in different societies
and periods to the sixteenth century.
analyse the factors that contributed to the process of change from prehistory to the sixteenth century;
analyse the factors that contributed to the maintenance of stability and continuity in a variety of societies from
prehistory to the sixteenth century;
demonstrate an understanding of the use and importance of chronology and cause and effect in studying world
history before the sixteenth century.
demonstrate an understanding of the characteristics of a variety of communities from prehistory to the sixteenth
century;
demonstrate an understanding of the development of different forms of communities from prehistory to the
sixteenth century;
analyse the interaction between selected societies from prehistory to the sixteenth century
Teaching Strategies:
 Socratic
 Debate
 Field trips
 Activity centres
 Guest speakers
 Problem solving
 Analysis of cartoons
and poetry
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Jigsaws
Video-viewing/analysis
Role-playing
Think/pair/share
Computer investigation
Co-operative learning
Formal and informal oral
presentations
Research using various sources
Class discussions and debates
Group research/presentations
Instructional intelligence activities
Note-taking from text and lecture
Student led seminars
Creative writing
Formal essay writing
Textbook:
Newman, Garfield. Echoes from the Past. Toronto: McGraw-Hill Ryerson Publishing, 2001.
Expectations of Students:
 Regular attendance and punctuality are essential to ensure success in this course.
 Students are expected to:
o come to class prepared with a notebook, textbook and pen,
o put forth a sincere effort at all times, and
o complete and submit all assignments by the posted deadlines.
 Should students miss a class, they are expected to catch up on the work they missed and see the
teacher (if needed) to ensure that all the material covered in class is clearly understood.
 If you miss a test due to an illness or any other legitimate reason, you must write the test upon your
return so that the teacher may return the marked tests as soon as possible. It is your responsibility to
make arrangements with your teacher to write any missed tests.
 Take part in class discussions. This shows your initiative and that you are taking a responsible and
active role in your education.
Assignment Submission:
Students wishing for assistance with assessment should submit their assignments at least two days prior to
the due date. After the final date of submission, late assignments will be dealt with according the
Newmarket High school Assessment, Evaluation and Communication Policy (See A.E.C. 4 page document)
Learning Skills:
Throughout the course, your teacher will be assessing you on the learning skills listed below. Often, but not
necessarily always, your teacher will let you know when such assessments are taking place. These assessments will
help determine both the comments and the learning skills levels on your report cards. The learning skills are as
follows:
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responsibility
organization
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Evaluation:
Knowledge and Understanding
Thinking and Inquiry
Communication
Application
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independent work
collaboration
20%
20%
15%
15%
initiative
self-regulation
Summative Evaluation
- ISU
15%
- Exam 15%
The History Department follows Newmarket High School’s Assessment, Evaluation and Communication Policy. Revisions as of September 2012.
I have read and understood the policies contained in the Course Outline Sheet.
Student Name (Please Print): ________________
Parent or Guardian Signature: __________________
Student Signature: _____________________
Date: _____________________________