World History Since the Fifteenth Century (CHY 4C)

Course Overview

Course Title: World History since the Fifteenth Century
Course Code: CHY 4C
Grade: 12
Course Type: College
Credit Value: 1.0
Prerequisite: Any University, College or University/College (Mixed) preparation course in Social Sciences and Humanities, English or Canadian and World Studies
Department: Canadian and World Studies
Tuition Fee (CAD): $639

This course explores key developments and events in world history since approximately 1450, with a focus on interactions within and between various regions. Students will examine social, economic, and political developments and how they have affected different peoples. 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 key turning points in world history and historical forces that have shaped our world.

Overall Curriculum Expectations

By the end of the course, students will gain proficiency in the following areas:

Historical Inquiry and Skills Development
  • Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of world history since the fifteenth century;
  • Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify careers in which these skills might be useful.

The World, 1450-1650
  • Social, Economic, and Political Context: analyse key aspects of social, economic, and political systems in some societies in different regions of the world between 1450 and 1650
  • Communities, Conflict, and Cooperation: analyse how various factors affected interactions between groups in different regions of the world from 1450 to 1650 and how these interactions affected people’s lives
  • Identity, Citizenship, and Heritage: explain how some social, cultural, and political institutions and achievements contributed to the development of identity, citizenship, and/or heritage in different societies between 1450 and 1650

The World, 1650-1789
  • Social, Economic, and Political Context: analyse the impact of some key social, economic, and political developments in different regions of the world between 1650 and 1789
  • Communities, Conflict, and Cooperation: analyse various types of interactions between different groups from 1650 to 1789 and some forces that affected these interactions
  • Identity, Citizenship, and Heritage: explain how some political, cultural, and religious developments contributed to identity, citizenship, and/or heritage in different regions of the world between 1650 and 1789
The World, 1789-1650
  • Social, Economic, and Political Context: analyse the impact of some key social, economic, and political developments in different regions of the world between 1650 and 1789
  • Communities, Conflict, and Cooperation: analyse various types of interactions between different groups from 1650 to 1789 and some forces that affected these interactions
  • Identity, Citizenship, and Heritage: explain how some political, cultural, and religious developments contributed to identity, citizenship, and/or heritage in different regions of the world between 1650 and 1789
The World, 1789-1900
  • Social, Economic, and Political Context: explain the impact of some key social, economic, and political developments in different regions between 1789 and 1900, with a particular emphasis on the Industrial Revolution
  • Community, Conflict, and Cooperation: explain how war, revolution, reform, and other forces affected societies in different regions of the world between 1789 and 1900
  • Identity, Citizenship, and Heritage: explain how nationalism, immigration, and the contributions of some key political and cultural figures affected the development of identity, citizenship, and/or heritage in different regions of the world between 1789 and 1900
The World Since 1900
  • Social, Economic, and Political Context: analyse key aspects of dominant social, economic, and political systems in different regions of the world since 1900
  • Communities, Conflict, and Cooperation: describe interactions between various groups since 1900, and explain how key individuals and some social, economic, and political forces have affected those interactions
  • Identity, Citizenship, and Heritage: analyse some key changes in and contributions to identity, citizenship, and heritage in different regions of the world since 1900

Unit Overview

Unit 1: Introduction to World History15 hours
Unit 2: The World, 1450-165020 hours
Unit 3: The World, 1650-178920 hours
Unit 4: The World, 1789-190020 hours
Unit 5: The World since 1900 20 hours
Unit 6: Culminating Project15 hours
Total Hours110 hours
Teaching and Learning Strategies

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Individualized Accommodations for Students

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.

For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available. 


For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.

A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;

Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.

If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)

Materials Required

Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended
-Speakers/Headphones