loretto abbey  toronto

CHY 4U WORLD HISTORY

COURSE SUMMATIVE DUE DATES

• PHASE ONE - STEP ONE AND TWO: DUE MARCH 18

• PHASE TWO - STEP THREE: DUE APRIL 21

• PHRASE THREE - DUE MAY 16

TUTORIALS END OF MAY​

 

 

Tuesday Sept 3

Introductions and Attendance

Join Google Classroom - use code ifk5mvh

​Suggested resource for this class: The Student's Friend Concise World History 

 

Thursday Sept 5

1. Review course overview (expectations and content)

2. Join the remind class: use code @chyper4  (or text code to (514) 613-2161)

3. World map challenge - identify relevant regions to this course

​

Monday Sept 9

1. Google Apps overview - log in and organizer your CHY folder, add class folder to your Drive

2. Review note taking tips

3. Begin Historiography and the World History Debate

4. Overview of Thinking Concepts

5. The World Unveiled: complete for homework (complete sections 1-7)

 

Wednesday Sept 11 and Friday Sept 13

1. Historiography and the World History Debate continued

2. Overview of Historical Thinking Concepts continued - view videos for your own review on CHY Links page. 

3. The World Unveiled: complete for homework (complete sections 1-7)

4. Start context overview for the course

5. Coming Up: cities of the world activity

• conduct some basic research into your city/empire and the others, be prepared to create a short (max 5 minutes) presentation establishing your city/empire as the most historically significant using the criteria 

​​

Tuesday Sept 17

1. Finish Historical Thinking Concepts if necessary

• Textbook distribution

2. Review The World Unveiled and finish context lesson (the world before 1450)

CITY GROUPS

Tenochtitlan: Alejandra, Zea, Daniela

Beijing: Minnie, Simone

Constantinople/Istanbul: Stefania D, Raquel, Michaela

Timbuktu: Sierra, Sophia R, Maya

Delhi/Agra/Fatehpur Sikri:  Gen, Audrey

Isfahan: Isabela A, Julia C

​​​

 

Thursday Sept 19

1. Opening Activity: The World in the 1500s - use organizer in your city groups

• make sure to read the textbook section if applicable, into your city/empire and the others, be prepared to create a short (max 5 minutes-7 minutes) presentation establishing your city/empire as the most historically significant using the criteria (see historical thinking concept: significance)

 

Monday Sept 23

Finalize your quick presentations on the World in the 1500s - present next class

​

Wednesday Sept 25

🐫👳🧕🏾🕌🐎Tour Guide Presentations 🌎🧳🗺️📜🕍

​

Friday Sept 27

Work on U1L2: Setting the Stage - The Core

If you have time, start U1L2 Setting the Stage - The Periphery

​

Tuesday Oct 1

Discuss The Core -  How did new states rise and fall and confront the new realities of a truly globalized world?

​

Thursday Oct 3

1. Spend some time organizing your notes from the Context lesson of the world in the Middle Ages as well as the "Core" document we finished last class. 
2. Complete The Periphery worksheet. At the end, consider that only one country, Japan, would survive the new globalized world system after 1500 (although they would all continue to make important contributions to this global system). Why? Brainstorm some reasons why Japan stands out.3. Time Permitting: Begin Unit 1 Lesson 3: Exploration and Encounter (read and take notes on U1L3 organizer). Use Chapter 4 in the textbook.

 

Monday Oct 7

Discuss The Periphery - only one, Japan, would survive the new globalized world system after 1500 (although they would all continue to make important contributions to this global system). Why?

 

Begin Unit 1 Lesson 3: Exploration and Encounter (read and take notes on U1L3 organizer)

​

Wednesday Oct 9

1. Exploration and Encounter activity - play game in class. 

Exploration and Contact assignment handed out - focuses on cause and consequence but incorporates the other concepts of historical significance and change/continuity.

2. Debrief and begin exploration and encounter lecture: poem

Oct 11 - PA Day 

Oct 14 - Thanksgiving

​

Tuesday Oct 15

1. In-class check of understanding - quiz on Ch. 4 (link will be emailed to students, pls complete if you are absent)

2. Begin U1L3 Exploration and Encounter lesson - part one: Columbus vs Zheng He

• submit response to Google Classroom: Decision time: Should we celebrate Columbus Day? What about a Zheng He Day? Do either of these men deserve a holiday and why? Is one more deserving than the other? 

REMINDER: YOU SHOULD BE READING AND PLANNING COLUMBUS ESSAY ALL OF THIS WEEK INDEPENDENTLY.​

​

Thursday Oct 17

​1. U1L3 Exploration and Encounter part 2: European Motivations and Exploration​

- background explanation and group work on the Spanish, English, Portuguese

​

Monday Oct 21

1. Review Google Earth Exploration interactive together - complete rest of U1L3 worksheet

​

Wednesday Oct 23

1. Deep dive into Columbus and review of the impact of exploration/encounter on the Americas

​

Friday Oct 25

1. Continue Exploration/Encounter lecture

​

Tuesday Oct 29

1. Haunted House Class Visit

2. Continue Exploration/Encounter lecture

​

Thursday Oct 31

1. Conclude Exploration/Encounter lecture - play Columbian exchange game

2. Halloween dessert party

Submit U1L3 assignment by Nov 2nd end of day.

​

Monday Nov 4

1. Begin U1L4 Transformation of Beliefs - watch intro video then take notes on Chapter 2: The Renaissance

2. Complete notes by next class

3. Review Renaissance primary source visuals to see if you can make connections to the chapter content

​

Wednesday Nov 6

1. Renaissance visual analysis

2. Renaissance Quiz

​

Friday Nov 8

1. Finish renaissance visual analysis

2. Explanation of work during my absence next week 

3. Begin analysis of primary sources related to transforming beliefs

Our Guiding Question for this lesson is: How and why did belief systems change during the 16th and 17th centuries?

​

Monday Nov 11

Primary source analysis - Transformation of Beliefs

In this lesson, you will examine changing belief systems, from the Protestant Reformation and the Catholic Counter-Reformation to devotional movements like Sufism and the Bhakti movement. It also looks at the political dimensions of religion, from Christian Europe to the Ottoman, Safavid, and Mughal Courts, all of which were entangled in sectarian struggles.

Reminder > Our Guiding Question for this lesson is: How and why did belief systems change during the 16th and 17th centuries?

​​

Wednesday Nov 13

1. Primary source analysis of Renaissance humanism 

• read Machiavelli reading and answer study questions 

​

Tuesday Nov 19

1. Welcome Back from Korea party  

​

Thursday Nov 20

1. Primary source analysis 

2. upcoming: Machiavelli analysis

​

Monday Nov 25

​1. Read and take notes on Protestant Reformation chapter - use chapter guide to help (U1L4 CAUSE AND CONSEQUENCE ORGANIZER - REFORMATION)

2. There will be a quick Socrative Quiz next class to check your understanding. 

​

Wednesday Nov 25

How and why did belief systems change during the 16th and 17th centuries?

Finish up sources

For next class: make sure Reformation notes done, U1L4 95 Theses done, review U1L4 Reformation assignment, this is upcoming (after we finish discussing)

​

Monday Dec 2

1. Machiavelli - tutorial like discussion

• view discussion outline here.

• video review

​

Wednesday Dec 4 and Friday Dec 6 (short period)

1. Reformation primary source analysis and 95 Theses

• Video review: Protestant Reformation (crash course history) > independent

• **begin taking note of CAUSES and CONSEQUENCES of Reformation - see Reformation assignment

 

Tuesday Dec 10 

Finish visuals

Begin documentary: Secret Files of the Inquisition - take notes in the style you think is best/works for you.

Use documentary as lecture

 

Thursday Dec 12

1. Counter reformation and inquisition visual primary sources

2. Discuss and model: How to prep notes for studying purposes.

Submit for evaluation: Reformation Cause and Consequence activity by Monday

 

Monday Dec 16

Reformation Cause and Consequence  - submit for evaluation by end of day

​Begin Lesson 5: Transformation in China (Ming), India (Mughal), Ottoman Empire, Japan (Tokugawa)

• Begin with Ottoman Empire: More Than Gunpowder

• Continue Ottoman Empire over the break​​

​

Wednesday Dec 18

UPCOMING: SUMMATIVE COUNTRY SELECTION - see list in the Summative folder (first come first serve after the Christmas break)

After the break: U1L5 Transformation in China (Ming), India (Mughal), Ottoman Empire, Japan (Tokugawa)

Review the course summative in the Student Copy folder

​Cookie Exchange and Festive activities

​​

MERRY CHRISTMAS

Tuesday Jan 7

BY JAN 13: SUMMATIVE COUNTRY SELECTION - first come first serve on the classroom door first thing in the morning

Review the course summative in the Student Copy folder

1. U1L5 Transformation in Ottoman Empire, India (Mughal), China (Ming), Japan (Tokugawa)

• review Ottoman Empire

• independent time to work on Mughal Empire

​

Thursday Jan 9

Review Mughal Empire

Begin Ming Empire simulation: What caused its decline?

​

Monday Jan 13 -  COUNTRY SELECTION

Finish Ming Dynasty simulation

Independent work: Isolationist China and Japan? 

​

Wednesday Jan 15

Conjecture of events that brought down the Ming - review

Independent work: Isolationist China and Japan? 

Review independent work: Isolationist China and Japan? 

END UNIT ONE

​

Friday Jan 17 and Tuesday Jan 21

Begin Unit 2 Lesson 1: Imperial Rivalries and Empires

-compare impact of England, France and Spain in greater detail

• Chapter 7 primary sources - group collaboration

  • in groups, analyse the sources together, completing the chart

 

Thursday January 23

1. Compare impact of England, France and Spain - group share

Individual task: In your notes, create your own definition of imperialism using all aspects of the imperial experience in the chapter and primary sources to develop your definition.

• When ready, go to Google Classroom and submit your response. This is an ASSESSMENT (level) to check for understanding.

2. QUIZ ON U2L1 content

3. Begin Unit 2 Lesson 2: Global Trade and Slavery

• learn about first phase of mercantilism​

​​

Monday Jan 27 and Wed Jan 29

Continue Unit 2 Lesson 2: Empires of Slavery 

• video intro: TED talk on Trans Atlantic slave trade

• slave narratives and accounts of the slave trade - historical economic and personal impacts using this lesson.

• What were major historical, political, economic impacts? Class collaboration!

Homework: read chapter 6, use organizer in U2L3: New Order in Science and Politics ​

UPCOMING: MIDTERM TEST (FEB 7/11) 

​

Mon Feb 3

Slavery: consolidation of understanding

​

Wednesday Feb 5

Midterm review - key terms generation

​

Fri Feb 7

Midterm Day #1

​

Tues Feb 11

Midterm Day #2

​Homework: listen to audio overview of the Global Trade and state of the world (U2L3)

​

Thurs Feb 13

SNOW DAY

PA DAY

FAMILY DAY

Please Read: Women in Science (photocopy)

 

Wed Feb 19

Galentine's Day re-do - bring a treat to celebrate your World History gals❤️

1. U2L3 Scientific Revolution - Visual Analysis 

• primary source analysis (Galileo)

2. British Agricultural Revolution - Visual Analysis (quickly - connects to coming Industrial Rev)

Independent Review: Scientific Revolution Video review -  see video in Google Drive> New Order in Science and Politics > Scientific Revolution

Homework: Read ch. 5 

Homework: Read Louis XIV's Letter to the Town Officers to prepare for lesson on absolutism.

​Listen: short podcast on Absolutism in folder

​

Friday Feb 21 and Feb 25 and Feb 27 - show sample Part A of Summative Country Analysis

Review some key points about economic conditions leading up to these political changes

1. Background: Religious Wars and State Building (see lesson outline in folder)

2. New Order in Politics: Absolutism and Constitutionalism compared

• see lecture outline in Drive folder

• Primary Source Documents – James I, Divine Right of Kings & The Petition of Right; Louis XIV 

  • life in the age of absolutism

  • mercantilism vs​ liberalism

• Locke vs Hobbes - primary source analysis

Independent Review - short podcast on Absolutism in folder

​​​Homework: read chapter 11 Enlightenment and complete organizer and read Frank Manuel's Age of Reason​

optional: pre-read Rousseau

 

Mon Mar 3

Quick overview on absolutism, Hobbes and Locke comparison

INTRO TO WRITING CLINIC

• exercise one and two will be worked on this week - independent work

DATES FOR COURSE SUMMATIVE COUNTRY ANALYSIS

• PHASE ONE - PART ONE AND TWO: DUE MARCH 18

• PHASE TWO - PART THREE: DUE APRIL 21

• PHRASE THREE - DUE MAY 16

TUTORIALS END OF MAY/BEGINNING OF JUNE

Work on activity 1 - 3 of Writing Clinic lesson 4

Homework: read chapter 11 Enlightenment and complete organizer and read Frank Manuel's Age of Reason​

optional: pre-read Rousseau

​

Wed Mar 5

Enlightenment - overview and visual analysis 

• primary source analysis: Voltaire

• upcoming > Rousseau (Enlightened Thought Discussion. Read Rousseau's Social Contract and find examples of enlightened thought. We will read as a group and you will be responsible for explaining/deciphering a random selection. This will happen after the break)

• Homework: Daily Life during the Enlightenment (photocopy)

• Optional Enrichment: Enlightenment Documentary - find it here

 

Fri Mar 7

1. Daily Life during the Enlightenment - here's the reading and the organizer.- what disconnect do we see between ideals and reality?

2. Essay Clinic - finish lesson 4 (activity 4) and start lesson 5

3. Analyse Lesson 5 documents in light of the essay question for Lesson 5

Homework:

• MOVE AHEAD IN YOUR STUDIES BY READING CHAPTER ON FRENCH REVOLUTION AND CREATE A TIMELINE OF EVENTS BEFORE, DURING AND AFTER THE REVOLUTION for your reference

• Read Rousseau one last time on your own

​

MARCH BREAK

​

Tue Mar 18 (note Phase One of the summative task is due March 18 by end of day)​​​

Rousseau Tutorial simulation

Submit Part One of Course Summative Country assignment

​

Thurs Mar 20 - assembly 

Finish Rousseau tutorial (postponed)

Essay Clinic - lesson Five (postponed)

 

Mon Mar 24

Finish Rousseau tutorial

Essay Clinic - lesson Five

1. French Revolution DBQ ASSIGNED - Did the French Revolution Achieve its Goals?

• MAKE SURE TO READ CHAPTER ON FRENCH REVOLUTION AND CREATE A TIMELINE OF EVENTS BEFORE, DURING AND AFTER THE REVOLUTION (for your reference)​

• Coming Up: French revolution visual analysis - independent using the chapter as source of information

​

Wed Mar 26

1. ROM Trip

​

Fri Mar 28

Essay Clinic - finish lesson Five

Review French Revolution primary source visuals and Abbe Sieyes document

​

Tues April 1

Review French Revolution primary source visuals and Abbe Sieyes document

​​

Thurs April 3

Watch French Revolution documentary

Outline for DBQ Essay using MDE format - you will submit this by end of class Monday.

Watch rest of French Revolution documentary on your own

​

Monday April 7

Outline for DBQ Essay using MDE format

​​

Wednesday April 9

Write DBQ in class - choice to write by hand or in Google form (no internet access) 

​

​

Friday April 11

Day Two DBQ essay - complete by end of class

For next class: Begin Unit 3 - read and take notes on Napoleonic Europe (chapter 13) - consider whether Napoleon was a 'child' of 'antithesis' of the Revolution.

Preread: Napoleon: An Assessment

 

Upcoming: Pecha Kucha group task(20x20): Did Napoleon do more to preserve the legacy of the French Revolution or to destroy it?

Create 20 slides lasting 20 seconds each to respond to the question above. 

• This task is designed to help you formulate a response to the question above, practice group collaboration, effective presentation design and effective verbal communication. 

• Sample Pecha Kucha: Idealism (impact on 19th century) [Note: this one breaks rules by using text - only images allowed and also he doesn't do a great job connecting points consistently to the primary source images)

​​

Tuesday April 15 and Thursday April 17

Napoleon Pecha Kucha

​​

Wed April 23

Napoleon Pecha Kucha presentations

Read Chapter 14 for next class - complete the first part of the 3.2 Enlightenment Spreads: Revolutions Graphic Organizer

Coming Up: Industrial Revolution - read chapter and take notes

​

Fri April 25

1. Imperialism Take 2 - group work on Struggles for Independence (ch 14)

- group work on documents related to revolutions

- as a group, take a look at your definitions of imperialism you came up with in Unit 2 and add/revise to include your new learning

- each group will share their new definition of imperialism​

​

Tues April 29 and Thurs May 1

1. Essay Clinic Session 3: Lesson 6

2. Group sharing of imperialism

Begin Industrial Revolution

​

Monday May 5

1. INDUSTRIAL REVOLUTION - Working Class Poverty or Prosperity?

Video hook: Industrial Revolution

Task: considering the primary sources in each station (Spread of Industrialization; Social Effects, Life Before; Political Effects; Urban Conditions; New Inventions) assess the validity of the following secondary source account of the Industrial Revolution:

​

"Most people were 'better off' than their forerunners, but they suffered and continued to suffer this slight improvement as a catastrophic experience."

​

---------------------------------------------------------------------------------------------------------------

​

​

​

​

​

​

​

​

​

​

​

​

​

----------------------------------------------------------------------------------------------------------------​

​​​​​​​​​​​​​​​​​

MISCELLANEOUS TEACHER NOTES - students please ignore!

1. What came before the 16th Century - contextualizing the start of the course. Fill out Europe Then Europe Now chart for 1450.

2. Why did the West come to dominate (course question) - This connects to our first topic: The Renaissance!

• enrichment: watch this video that examines this question.

​

​

Wed Sept 21

1. Renaissance visual analysis

2. Homework: complete humanist analysis of your own Renaissance reading assigned in class using the primary source analysis worksheet. 

Access readings in Unit 1>Renaissance>Humanist Readings.