Format of CHY 4U Unit 1 Test (Thurs.March 7, 2013)
Continuity and Change & Cause and Consequence curriculum expectations (A). Note that forces are
not people. People can be included separately. See chart on back of page.
a)
Identify forces that have facilitated the process of change (e.g., increase in literacy; humanism; scientific innovation).
b)
Identify forces that have tended to impede change (e.g., reactionary or conservative philosophies, traditional customs).
c)
Explain how and why an understanding of cause and consequence relationships is an essential tool for historical analysis (e.g.,
decimation of native population led to African slave trade).
d)
Demonstrate an understanding of how the historical concept of change is used to analyze history; demonstrate an understanding of
how the historical concept of continuity is used to analyze history. [how they are interwoven]
e)
Assess the influence of individuals and groups who have helped shape Western attitudes to change (e.g., Gutenberg, Luther,
Galileo).
f)
Assess the variety, intensity, and breadth of change that has taken place from the sixteenth century to the present.
g)
Demonstrate an understanding of how institutions and organizations have reinforced or contributed to a sense of continuity (e.g.,
religious, political and legal institutions, inherited class positions, gender roles, rituals and traditions).
Part 1: Multiple choice (K).
Approximately 17 questions on forces and that facilitate and impede change and causeconsequence relationships. From topics 1-6 (see back of sheet).
Part 2: Paragraph answers on major themes related to Historical Thinking Concepts. Please
answer in no more than 10 lines double-spaced. Longer answers are not allowed. Make sure to answer the
question directly, show your understanding of the historical thinking concept, and use at least one
specific example to support your answer. Do all three.
/3 x 3 marks each = 9 marks (Application)
Sample question: Luther’s challenges to the Catholic Church (change)
Part 4: Empires of the Non-west: For one of the following, place on the spectrum and
justify the positions of the two authors. Use a quote from each document to support your
placements. (
/4 marks) Application added to part 2 =
/13 TOTAL APPLICATION
MARK
a) Francis Xavier and Matteo Ricci as Examples of Eurocentrism
_________________________________________________________________________
1510 –
Accepting of other cultures on an equal basis
Totally Eurocentric
b) Peter the Great and Closed Country Edict on Westernization
_________________________________________________________________________
1510 –
Fearful of western influence
Totally open to western influence as superior
_______________________________________________________________________
Part 3: Explain the connection between the position of the author and the context of a
quote of your choice from Hobbes or Locke. (T) Detach this part of the sheet.
See rubric below for levels. Steps: 1. Identify position of the author in the quote. 2. Identify historical
context (think PERSIAT) of the quote. 3. Directly connect the position and context: How did the context give rise to
the position? Explain, don’t state.
Name: _____________________
Level 4
Identify position
of author(s) and
connect position
to context of the
document (T)
MARKS
Level 3
Level 2
Accurately and
Identifies the
Identifies with
thoroughly
position of the
some accuracy
identifies the
author(s) and
the position of
position of the
context. Gives good
the author(s)
author(s) and
details on both but
and context.
context. Gives a
weaker on
Little on
DIRECT, precise
connection between
connection
and highly detailed
position and
between
connection
context.
position and
between position
context.
and context.
4++ = 100, 4+ = 95, 4 = 88, 4- = 82, 3+ = 78, 3 = 75,
58, 1 = 55, 1- = 52, Below 1 = ,50
Level 1
SCORE
Identifies with limited accuracy
and thoroughness the position
of the author(s) and the
context. Very little if anything
on connection between position
and context (vague,
inaccurate). Doesn’t understand
relationship between them.
3 - = 72, 2+ = 68, 2 = 65, 2- = 62, 1+ =
CHY 4U Review Exercise for Unit 1 Test
(use this to prepare for the test; only the last section may be brought into the test with you)
Topic/ Curriculum
Forces that have facilitated
Forces that have tended to
Cause and Consequence
Expectation
the process of change
impede the process of change
relationships (within &
amongst topics)
1.
Renaissance/FFF
2. Protestant
Reformation
e.g., FFFexploration
Printing press
3. Scientific
Revolution
5. Absolutism in
Practice / Louis
XIV
6. Africa, Slavery
and the Slave
Trade
Inquisition
Centralization
Resistance to slavery
Topic / PSD – You may only copy the quote. You may NOT write the position or context or justification of
placement on the spectrum. Detach and bring to test.
4. Political Theory
(Hobbes’ Leviathan
or Locke’s Two
Treatises on Civil
Government)
7. Empires of the
Non-west (Xavier and
Ricci on Eurocentrism,
or Peter the Great and
Closed Country Edict on
Westernization)