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DANTE ALIGHIERI ACADEMY
CHW-3M
COURSE INFORMATION SHEET
DATE:
FALL/WINTER SESSION 2010
SECONDARY SCHOOL: DANTE ALIGHIERI ACADEMY
DEPARTMENT HEAD: L. Tonelli
TEACHER(S):
V. Katzikowski, L. Tonelli
DEPARTMENT:
History
CURRICULUM POLICY DOCUMENT
The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies,
2005
COURSE TITLE
WORLD HISTORY TO THE SIXTEENTH
CENTURY
PRE-REQUISITE
Canadian History in the Twentieth
Century, Grade 10, Academic or
Applied
FULL YEAR /
SEMESTER
FULL SEMESTER
COURSE CODE
CHW 3M1/E
GRADE & TYPE
11
COLLEGE/UNIVERSITY
CREDIT VALUE
1
COURSE DESCRIPTION
The World History to the Sixteenth Century (CHW3M) course will provide students with an opportunity to
examine the early civilizations. After an examination of the evolution of “humankind”, the course will focus on the
ancient civilizations of Egypt, Greece, Rome, Maya (with other central/south American civilizations) and Medieval
Europe.
Major themes will include leadership, economy, technology, social order and gender roles, religion, conflict, and
existence as well as arts and society. Overarching themes will focus on government and citizenship. Within this
framework, the various cognitive, attitudinal and knowledge skills will be taught.
Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2005.
Rationale
This World History to the Sixteenth Century course is designed to help students acquire a global perspective, based
upon an understanding of past civilizations. The students will also be provided with opportunities to understand
the nature of civilization, the background to the modern age, and their (the students’) place in history. An attempt
will be made to find a balance between a survey approach and a thematic one; between a skimming of knowledge
and an in-depth study; and between a random selectivity and a topic focus. In addition, this course will emphasize
the development of social and academic skills. This course has been developed from the Ministry of Education,
The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, Course Profiles 2005 revised edition.
Prerequisite: Canadian History in the Twentieth Century, Grade 10, Academic or Applied.
Target Population
Students enrolled in the World History to the Sixteenth Century, Grade 11, University /College Preparation,
CHW3M have chosen this course to gain an understanding of past civilizations and to improve their critical
thinking, oral and written skills. Therefore, the CHW3M course will provide opportunities for students to:
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understand the nature and achievements of ancient civilizations;
become aware of the historical background to the modern age;
appreciate the diversity of civilizations, ways of thinking and acting, and values and beliefs;
appreciate the complexity of value-related issues;
express effectively their ideas about the nature of civilizations, past and present;
understand the ways in which contemporary thought has been fashioned by past civilizations;
become aware that the lack of equality and opportunity has been a characteristic of many civilizations;
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DANTE ALIGHIERI ACADEMY
CHW-3M
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develop self-confidence and self-esteem and communicate information in a variety of ways.
Methodology and Course Organization
Instructional Theory
The units that make up this course focus on the characteristics of civilizations in ancient and early modern times.
General descriptions and broad themes will be emphasized rather than chronology and events. Using each
civilization selected, the student will examine the nature of the society chosen under one or more of the following
themes: leadership; economy and technology; the citizen and the state; social order and gender roles; conflict and
coexistence; philosophy, theology and values; and the arts and society. Such an approach should help students
make comparisons among different civilizations and would provide a focus for the course.
The course should provide students with opportunities to understand the nature of civilization, the background to
the modern age, and their own place in history. The emphasis is on assisting students to develop the skills they will
need to deal effectively with present-day life and an appreciation of diversity and inclusiveness.
Skill Development
Skill development is a major component of this course. Students will be given opportunities to acquire and
practice the skills outlined in the objectives. Writing, speaking and listening skills will be stressed throughout the
course. Furthermore, students will be expected to acquire the skills of historical research, analysis, and critical
thinking, through class discussions, presentations, and written assignments. Skills that were introduced at the
intermediate level will be reinforced throughout the year.
Strategies and Learning Activities
Various strategies will be employed throughout the course to meet the needs of individual students and to
maximize interest, involvement, and learning. The approach will be student-centred in as much as possible.
Discussions, co-operative and group learning activities, role-playing, presentations, Socratic questioning, projects,
and audio-visual displays will be some of the activities in daily classes. A guest speaker will include an
archaeologist or professor of archaeology. Field trips to the Royal Ontario Museum and a possible archaeological
excavation field trip will also be a very important part of the course because of the knowledge provided through
tours with the museum staff and on-site archaeologists and through hands-on activities. Individual lesson activities
and sequence of activities will be designed to maximize personal learning styles and preferred modes of thinking.
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DANTE ALIGHIERI ACADEMY
CHW-3M
LISTED IN ORDER OF INSTRUCTIONAL DELIVERY
STRAND / UNIT TITLES
HOURS
PALAEOLITHIC AND
NEOLITHIC SOCIETIESTHE JOURNEY TO
CIVILIZATION
OVERALL EXPECTATIONS/ UNIT DESCRIPTION
 Introduction to archaeology and historical
analysis
 Theories of evolution / Creation stories
 Palaeolithic and Neolithic societies
 Methods of dating artefacts and fossils
Unit One Portfolio: Origins of Civilization and the Near East.
Students will be required to complete the following summative
task:
 Students will create their own Archaeological Discoveries
PowerPoint Presentation or oral presentation that provides
details of the artifacts in their excavation. Students will
submit a written analysis with conclusions that outlines
student’s findings.
 Create a Poster Board in Adobe Photoshop that highlights
what you consider to be the most significant innovations
from the Palaeolithic Age to the civilization of Mesopotamia.
Students must include primary documents, images, quotes,
and descriptors.
 At the end of this unit, the students are expected to begin
their Legacy Folder which will help students with their
culminating activity.
 Reading and/or writing assignment (C) (A)
 Quizzes (K)
 Unit test (K)
 presentation (I) (C)
 characteristics of civilisations
 civilizations of the Fertile Crescent
 earliest written languages, mythology,
technology, art, religion, warfare
 Code of Hammurabi – first written laws
 Importance of geography
 Legends, myths, religions and deities
 Mummification and the after-life
 Famous pharaohs and their legacies
 Monumental architecture and importance of art
 Social structure and daily life
Unit Two Portfolio: Civilizations of the Near East, including
Egypt and Mesopotamia.
 In a chart, explain how stability and continuity in ancient
Egyptian society were reinforced by art, education, careers,
the yearly cycle of the Nile, and the rule of the Pharaoh. In
two paragraphs, compare the various economic, social and
political roles women (both commoners and nobility) played
in Egyptian society to the role of women in Canadian society
today. Explain the degree to which you believe Egyptians
had equity between genders.
 Students are given the opportunity to practice and apply the
skills of historical research, apply a theory of historical
interpretation, present a point of view, and defend a thesis in
written activities. They are incorporated in the summative
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FIRST CIVILIZATIONS OF
THE NEAR EAST
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SUMMATIVE TASK DESCRIPTION
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DANTE ALIGHIERI ACADEMY
CHW-3M
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MEDITERRANEAN
CIVILIZATIONS – FROM
THE RISE OF THE
HELLENES TO THE FALL OF
THE ROMANS
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MEDIEVAL WORLD –
THE AGE OF FAITH
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 The Minoans , the Mycenaeans, the Archaic,
Classical and Hellenistic periods
 Gods, goddesses, heroes and epics
 The first democracy and social structure
 Greek-Persian wars, Athenian and Spartan rivalry
 Monumental architecture and sculpture
 Alexander the Great
 The Etruscans and the beginnings of Rome (myth
and reality)
 Roman conquest, the legions and the Punic wars
 The Roman Republic and rule of law
 Empire and Emperors
 The cult of the gladiator and the charioteer: blood
sport for the masses
 Christianity in the Empire
 Roman construction and art
 Covers the period of time from the fall of Rome
(478 CE to 1600 CE)
 Students learn the Church’s connection to
feudalism, its role in shaping and unifying
medieval Europe through intellectual and cultural
movements, and how it was the driving force
behind the violent Crusades.
 During the culminating activity, students integrate
their skills for historical research and thesis
defence when debating the cultural, intellectual,
and religious contributions of this period.
 During the culminating activity, students integrate
their skills for historical research and thesis
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performance task. Time is allocated for the culminating
activity throughout the unit. Students add to the Legacy
Folder and work on the course culminating activity.
Reading and/or writing assignment (C) (A)
Quizzes (K)
Unit test (K)
Research assignment and presentation
(A) (C) (I) (continued through Unit)
Unit Three Portfolio: Understanding the history of the classical
world, including the ancient Greeks and the ancient Romans.
 Write a front-page news article/or TV broadcast that reports
on the daily life of Ancient Greece or Rome by incorporating
political, economic, social, cultural, legal, military and
geographic events of the day.
 At the completion of this unit, students determine which
influences of the Greco-Roman civilizations are to be added
to the Legacy and Global Connections sections of their
Folder as well as work on their Unit 6 Culminating Activity.
 Reading and/or writing assignment (C) (A)
 Debate or oral presentation (I) (C)
 Quizzes (K)
 Unit test (K)
Unit Four Portfolio: Beginning of the Medieval World and how
it is unique from ancient Rome and the modern world.
 Medieval History in the Movies: Students complete a
Historical Essay Movie Review. The movie review
comprises: film proposal, research notes, thesis, planning
notes and final. (Incremental approach to the culminating
activity to ensure success.) Students will choose a movie
using the Medieval History in the Movies website
http://www.fordham.edu/halsall/medfilms.html
DANTE ALIGHIERI ACADEMY
CHW-3M
defence when debating the cultural, intellectual,
and religious contributions of this period. At the
end of this unit, students will be able to use the
information to assist in working on their Unit 6
Culminating Activity
A GLOBAL PERSPECTIVE
OF THE ANCIENT WORLD
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12
LEGACIES FOR OUR
WORLD – CULMINATING
ACTIVITY
(10% OF FINAL MARK)
 Students investigate the contributions, influences,
impact, and legacies of a variety of civilizations:
Asian, Islamic, African, Mesoamerican, and
South American. Through research and
preparation of an oral thesis presentation, students
prove how characteristics of these civilizations
contribute to their being defined as a civilization,
using their established criteria for the definition of
a civilization (political, economic, social,
intellectual, artistic, military, geographic and
technological features). Students compare and
make connections between past and present-day
civilizations.
Unit Six: Reflecting on the Study of World History
— Drawing Together What I Have Learned?1
 Students address the following questions: What
factors promoted change or continuity in
societies? How did religion, isolation, or
innovation shape civilizations? What were the
common characteristics you found between the
developments of various civilizations? In what
ways were some civilizations unique and
considered legacies?
 Students will submit a comparative essay or
visual presentation on a historical movie on a
civilizations that they have chosen. The graphic
organizers will assist students in writing the
historical movie essay or visual presentation. In
evaluating the essay, the teacher looks for student
Unit Five: Students investigate the contributions, influences,
impact, and legacies of a variety of civilizations: Asian, Islamic,
African, Mesoamerican, and South American.
 Students will conduct research on a specific topic relating to
the Middle Ages. In particular students will focus on The
Early Middle Ages, High Middles Ages and Late Middle
Ages.
 Information will be presented in the form of a website or
PowerPoint presentation. A summary sheet of the topic will
be provided to the class.
Unit Six: Reflecting on the Study of World History — Drawing
Together What I Have Learned? 2
 Students address the following questions: What factors
promoted change or continuity in societies? How did
religion, isolation, or innovation shape civilizations? What
were the common characteristics you found between the
developments of various civilizations? In what ways were
some civilizations unique and considered legacies?
 Section One: Defining a Great Civilization challenges
students to reflect on your personal view of what defines a
great civilization. What defines greatness? Is it lasting
monuments, huge empires, vast economic wealth, an
egalitarian society, great works of art? If so, how would you
prioritize the characteristics of a great civilization?
 Sections Two: Communities, Section Three: Change and
Continuity, Section Four: Citizenship and Heritage, and
Culminating Activity taken from the World History Handbook, Teacher’s Resource from: Echoes from the Past: World History to the 16th Century;
Garfield Newman, Elizabeth Graham, Rick Guisso, Elizabeth McLuhan, Osman Mohamed, et al.; McGraw-Hill Ryerson, 2001.
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World History Handbook, Teacher’s Resource: Echoes from the Past: World History to the 16th Century; Garfield Newman, Elizabeth Graham, Rick
Guisso, Elizabeth McLuhan, Osman Mohamed, et al.; McGraw-Hill Ryerson, 2001.
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DANTE ALIGHIERI ACADEMY
CHW-3M
growth and development in terms of knowledge
and understanding, thinking, problem-solving,
and communication.
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Section Five: Social, Economic, and Political Structures
provide eighteen different graphic organizers which will
serve as excellent scaffolding for complex tasks and as an
effective means to organize ideas and information learned
throughout the course. Students will be able to use the
organizer in studying for the final exam.
 Section Six: Reflecting on the Study of World History
provides students with an opportunity to select from the
graphic organizers completed during the course, and use the
ideas and information contained in them to complete three tasks.
These tasks are evaluation activities and will give students the
opportunity to demonstrate what you have learned in the course.
 Students will submit a comparative essay or visual presentation
on a civilization that they have chosen. The graphic organizers
will assist students in writing the comparative essay. In
evaluating the essay, the teacher looks for student growth and
development in terms of knowledge and understanding,
thinking, problem solving, and communication.
DANTE ALIGHIERI ACADEMY
CHW-3M
What is expected of a student in the course?
 to attend and to be on time for each and every class
 to be prepared for each and every class
 to be respectful of your peers
 to do the prescribed work to the best of your ability
 to hand in assignments & term work on time
 to ask questions of your peers and instructor and come for extra help if you feel you need it
 to participate and contribute to small and large group discussions
 to help create a safe academic classroom atmosphere by respecting the opinions of others
 to keep an organized, up-to-date notebook which you bring to class every day
SCHOOL ATTENDANCE POLICY
Daily attendance is one way to ensure success in this course. Absences will be recorded and any missed work
becomes your own responsibility. Please find out from a friend what work you have missed and then come see the
instructor for any further clarification. Alternatively, access to eclass website (http://eclass.tcdsb.org) is
extremely important to keep up to date with course announcements.
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After three (3) absences/lates, the student will be asked to meet with the course instructor to determine the
nature of the missed classes, and look for solutions to the absences.
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Following an absence, students must obtain an admit slip BEFORE they enter class and present it to the
teacher.
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After five (5) absences/lates the student will be referred to the administration and/or guidance counselor.
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Please note that Medical Certificates DO NOT replace a class absence, nor are they automatically accepted
for any missed work or tests. As a result, it is your sole responsibility to obtain any missed work from a
classmate or friend.
MISSED ASSESSMENTS
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Students who know ahead of time that they will miss an assessment are expected to discuss the situation
beforehand with the subject teacher.
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Deadline extensions for missed work will not be granted (extenuating circumstances notwithstanding).
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Students who miss an in-class summative assessment for an unauthorized reason may lose the opportunity
to complete the task.
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Students who are absent on the day of an assessment for reasons such as illness, field trip, or suspension,
are responsible for meeting with the teacher to make alternative arrangements to submit/complete the
assessment.
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Failure to complete compulsory major assessments, including the final assessment, may result in a loss of
credit.
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Students are expected to have a homework buddy whom they can phone to learn about missed work and
assessment on any day they are absent.
Homework buddy: ______________________
Phone number: ______________________
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DANTE ALIGHIERI ACADEMY
CHW-3M
DEADLINES
Deadlines are realistic in the normal working life outside the school setting. Some deadlines are negotiable; some
are absolute. If the student does not complete or submit work on either an absolute or a negotiated deadline, that
work will be considered incomplete. We also set deadlines as a way of bringing closure to one unit of work and
moving ahead to another. Students are expected to:
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Seek assistance from the teacher when they feel unable to complete a task/assignment due to insufficient
knowledge or skill. Be sure to advise the teacher of any difficulty well before a task/assignment is due.
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Negotiate alternate deadlines well before established due date.
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Understand that some deadlines are negotiable; some are absolute. Work that is not submitted/completed
on either a negotiated or absolute deadline may be assessed/evaluated and it will be considered incomplete.
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Understand that chronic lateness in submitting tasks/assignments will prevent your teacher from evaluating
your work and may require you to demonstrate your knowledge and skills within an alternate setting such
as summer school.
WHAT IS THE POLICY ABOUT ELECTRONIC DEVICES?
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Electronic devices – smartphones, ipods, discplayers, and the sort – must be turned off during class time.
Students are not allowed to interfere with the learning of others.
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For more information: refer to school policy handbook.
WHAT IS THE POLICY ABOUT PLAGIARISM?
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Plagiarism occurs when a person hands in work that has been copied from another person (regardless of
whether it was from friends, family or strangers, web-sites, books, articles, etc.) and where the original
author is not given proper/correct/accurate/due credit. This is also regardless of whether it is a sentence,
phrase, paragraph, page or an entire work.
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Plagiarism is a serious academic offense that is NOT TOLERATED, and any student in this course who is
deemed having plagiarized work will be given a mark of 0% on that work.
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The only way you will learn the material in this course (or any other) is by doing it yourself.
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DANTE ALIGHIERI ACADEMY
CHW-3M
STUDENT EVALUATION CRITERIA
TERM = 70%
10 ≤
RELATIVE EMPHASIS / WEIGHTING ≤
KNOWLEDGE/UNDERSTANDING
INQUIRY/THINKING
COMMUNICATION
APPLICATION
TERM TOTAL
WRITTEN
Tests
Portfolios
Essay OR Book Report
FINAL REPORT CARD GRADE
CALCULATION – 100%
FINAL = 30%
40
15
15
20
20
70
RELATIVE EMPHASIS / WEIGHTING
Exam
Essay
20
10
FINAL TOTAL
ASSESSMENT FORMAT
PERFORMANCE
World History Handbook
DVDs
School trip to the Royal
Ontario Museum /
Archaeological
Excavation Field Trip
TERM TOTAL + FINAL TOTAL
= REPORT CARD MARK
30
OTHER
Presentation
Notebook Evaluation
Reports
Final: Exam = 20% + Essay = 10%
RESOURCES
TEXTBOOK AND OTHER
WRITTEN RESOURCES
AUDIO VISUAL MATERIALS
EXCURSIONS
STUDENT MATERIALS
COMPUTER USE
COURSE-RELATED WEBSITES
Echoes from the Past: World History to the 16th Century; Garfield
Newman, Elizabeth Graham, Rick Guisso, Elizabeth McLuhan, Osman
Mohamed, et al.; McGraw-Hill Ryerson, 2001. The resource provides a
thorough examination of key units of this course.
World Civilizations: A Comparative Study; Robert J. Walker;
Oxford University Press Canada, 1998
Teacher’s package of primary documents to provide a foil to the
textbook
Videos from the Board video and film library will be used
Royal Ontario Museum/Archaeological Excavation field trip
Various department handouts will provide summaries of events and
topics not covered by the textbooks, as well as provide various
classroom activities and supplementary documents.
Library Research Facilities & Opportunities Provided
e-class website: http://eclass.tcdsb.org
Selected use only – Internet site lists will be provided throughout
course; see product examples, i.e. lesson plans
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DANTE ALIGHIERI ACADEMY
CHW-3M
CLASSROOM POLICIES & PROCEDURES
Late
Assignments
Plagiarism
Students will be given an opportunity to negotiate due dates based on other course
assignments, to receive formative assistance in completing assignments, and timemanagement assistance. Students will remain after class time to complete assignments.
Repeated lates will necessitate parent-student conferences.
All plagiarised material will be dealt with in accordance with the school policy. Mark of
Zero.
Suspensions
These will be dealt with in accordance with the school policy.
Homework
Homework is assigned to review and complete class work and is essential for student
success. Students are expected to spend at least 30 minutes a day either completing
homework, working on assignments or reviewing daily lessons. Students should
obtain a student agenda to assist in keeping track of homework and assignments.
Teacher
Contacts
Students will receive regular progress reports and feedback and a monthly report for
parental review & signature. Contact instructor via course website: http://eclass.tcdsb.org
Extra Help
A buddy-system is established for peer assistance. Pre-school assistance is provided each
morning, ½ hour before the school-day commences.
To the Student and Parent(s) or Guardian(s):
We have read and understood this Student Information Sheet / Outline of Course of Study.
Course code: CHW3M Subject: World History to the Sixteenth Century Level: University/College
Student:
Parent/Guardian:
(print)
(print)
Signature:
Signature:
Date:
Date:
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