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WORLD HISTORY SINCE 1900
CHT301
WORLD HISTORY SINCE 1900 GLOBAL AND REGIONAL INTERACTIONS
COURSE OUTLINE
Course and Contact Information
Course Title: World History Since 1900: Global and Regional
Interactions
Course Code: CHT 301
Grade: 11
Credit Value: 1
Level: Academic
Academic Year : 2016 – 2017
Department: History
Curriculum Leader: Mr. Dingwall
Teachers : Mr. Dahlke
Email Contacts: [email protected]
Telephone Contact : 416 393 0284 ext (20085)
Email Preferred
Course Summary
This course focuses on major developments in world history from 1900 to the present. Students will explore the causes and
consequences of global and regional conflicts, the impact of significant individuals and social movements, and the effects of
social, economic, and political developments around the world. Students will extend their ability to apply the concepts of
historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating
interactions within and between nations and other historical developments and events, including those that continue to affect
people in various parts of the world.
Overall Expectations
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of world history since
1900 A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify careers in
which these skills might be useful B1. Social, Economic, and Political Context: analyse some significant social, economic, and political
developments in two or more regions of the world between 1900 and 1919 (FOCUS ON: Historical Significance; Continuity and Change)
B2. Communities, Conflict, and Cooperation: analyse the significance of some global and regional conflicts and reform movements between
1900 and 1919 (FOCUS ON: Historical Significance; Cause and Consequence) B3. Identity, Citizenship, and Heritage: explain how various
political, social, and cultural developments affected identity, citizenship, and/or heritage in two or more regions of the world between 1900 and
1919 (FOCUS ON: Continuity and Change; Historical Perspective) C1. Social, Economic, and Political Context: analyse the impact on the lives of
people in two or more regions of the world of some key social, economic, and political issues, trends, and/or developments between 1919 and
1945 (FOCUS ON: Historical Significance; Continuity and Change) C2. Communities, Conflict, and Cooperation: analyse key causes and
consequences of various global and regional conflicts as well as the effectiveness of efforts to maintain peace between 1919 and 1945 (FOCUS
ON: Cause and Consequence) C3. Identity, Citizenship, and Heritage: analyse some significant developments related to human/citizenship
rights and cultural identities in societies in two or more regions of the world between 1919 and 1945 (FOCUS ON: Historical Significance;
Historical Perspective) D1. Social, Economic, and Political Context: explain the impact of the lives of people in two or more regions of the world
of some key social, economic, and political issues, trends, and/or developments between 1945 and 1991 (FOCUS ON: Continuity and Change;
Historical Perspective) D2. Communities, Conflict, and Cooperation: analyse various international and regional conflicts as well as forces that
united communities between 1945 and 1991 (FOCUS ON: Cause and Consequence; Historical Perspective) D3. Identity, Citizenship, and
Heritage: explain how various social, political, and cultural forces affected identity, citizenship, and/or heritage in two or more regions of the
world between 1945 and 1991 (FOCUS ON: Historical Significance; Continuity and Change) E1. Social, Economic, and Political Context: analyse
some key social, economic, and political issues and developments in two or more regions of the world since 1991 (FOCUS ON: Cause and
Consequence; Historical Perspective) E2. Communities, Conflict, and Cooperation: assess the impact of some key instances of conflict and
international cooperation since 1991 (FOCUS ON: Historical Significance; Cause and Consequence) E3. Identity, Citizenship, and Heritage:
analyse how various factors have affected the rights, identity, and everyday lives of various groups in two of more regions of the world since
1991 (FOCUS ON: Continuity and Change; Historical Perspective)
Academic Integrity
Ongoing evaluation in a variety of forms provide students the opportunity to provide evidence of their learning. In order for teachers to
accurately assess student learning all tests/exams and assignments must be the student's own work and must be submitted on time. Cheating,
plagiarism, not completing work and submitting work late may result in a mark of “0” for part or all of the evaluation opportunity.
Consequences will adhere to Northern Secondary School and TDSB policy and will be determined by the student’s teacher, the Curriculum
Leader and, at times, the student’s guidance counsellor and Vice-Prinicpal.
Northern policies are outlined in the student handbook. Students and their parents should review these policies together. Additional resources
addressing plagiarism are available from the UofT Writing Centre at http://www.writing.utoronto.ca/advice/using-sources. Students and their
parents should pay particular attention to the Writing Centre’s “How Not To Plagiarize” http://www.writing.utoronto.ca/advice/usingsources/how-not-to-plagiarize.
WORLD HISTORY SINCE 1900
CHT301
Late Assignments
Missed Tests
Students are responsible for completing and submitting work on
time. Students must make every effort to abide by due dates.
Please refer to the Northern Secondary School Agenda regarding
evaluation of late assignments.
Tests will be scheduled in advance and students are expected to make
every effort to attend. If you know you are going to miss a test you must
discuss your options with your teacher prior to the test, otherwise a mark
of zero will be recorded. It is your responsibility to make these alternate
arrangements with your teacher. If you miss a test due to illness please
have a parent/guardian email the teacher immediately. You must speak to
the teacher upon your return to school to reschedule the evaluation and a
doctor’s note might be required.
Attendance and Punctuality
Every class is an opportunity to think, learn and socialize. Every class missed is that opportunity lost. The consistent decision to skip, or arrive
late to class, and forgo knowledge and betterment eventually becomes irrevocable. Though attendance is not worth marks, better attendance
usually translates to better grades and a more complete individual. I suggest that you attend class unless you are quite ill, there is a family
emergency or you are excused for school activities.
Evaluations
Students will be evaluated through summative and final summative evaluations. Evaluations aim to be a valuable reflection, demonstration
and assessment of classroom and independent learning.
Term Evaluations
Final Evaluations
Term evaluations will comprise 70% of the final grade divided evenly
Final evaluations will comprise 30% of the final grade divided evenly
through the achievement categories.
through the achievement categories.
Achievement Categories
Learning Skills
Students will be evaluated through term summative evaluations and Learning skills are reported on the Provincial Report Card separately
final summative evaluations in the following achievement categories from the percentage mark. They will indicate your demonstration of
used to arrive at a percentage grade on the Provincial Report Cards:
those skills required to be successful in history. These skills are
Communication (vocabulary, grammar, graphs, clarity, presentation, grouped under the following headings:
neatness, editing, sequencing, organization) 25% of final grade
Responsibility (commitment, deadlines, timelines)
Application (connections, perspectives, skills, procedures) 25% of Organization (planning, process)
final grade
Independent Work (class time, homework, dedication)
Knowledge and Understanding (research, course readings, content, Collaboration (positive relationships, conflict resolution, sharing,
facts) 25% of final grade
teamwork)
Thinking and Inquiry
(creativity, planning, problem solving, Initiative (opportunistic, innovative, positive attitude, hard-working)
originality, analysis, interpreting, analyzing, reasoning) 25% of final Self-Regulation (goal oriented, critical reflection, perseverance)
grade