Outcome Chart - Ontario - History CHY4C: World History Since the Fifteenth Century

This chart contains media-related learning outcomes from Ontario, Curriculum for History CHY4C: World History Since the Fifteenth Century, with links to supporting resources on the MediaSmarts site.

Historical Inquiry and Skill Development

Overall Expectations

Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of world history since the fifteenth century

Specific Expectations

A1.1 formulate different types of questions to guide investigations into issues, events, and/or developments in world history since the fifteenth century

A1.2 select and organize relevant evidence and information on aspects of world history since the fifteenth century from a variety of primary and secondary sources (e.g., primary: architecture, art works, autobiographies, letters, maps, period newspapers, photographs, political cartoons, songs, speeches, treaties; secondary: books and/or articles from the library, documentaries or other films, current newspapers or magazines, textbooks, websites), ensuring that their sources reflect a range of perspectives

A1.3 assess the credibility of sources and information relevant to their investigations (e.g., by considering the perspective, bias, accuracy, purpose, and context of the source and the values and expertise of its author)

A1.4 interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry

A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues, events, and/or developments they are investigating

A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose

A1.8 use accepted forms of documentation (e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to reference different types of sources (e.g., archival sources, articles, art works, blogs, books, films or videos, oral evidence, websites)

MediaSmarts Resources

Lesson Plans

The World Since 1900

Overall Expectations

Social, Economic, and Political Context: analyse key aspects of dominant social, economic, and political systems in different regions of the world since 1900

Specific Expectations

E1.1 describe some key social trends and/or developments in different regions of the world during this period, and explain their impact (e.g., with reference to urbanization and/or suburbanization; immigrants and refugees; changing social mores; the increasing secularization of some societies and the increasing fundamentalism in others; recreation; labour, peace, civil rights, feminist, or Aboriginal movements)

E1.2 identify some significant developments in science and/or technology during this period (e.g., developments in radio, television, or motion pictures; automobiles; airplanes; military technology such as tanks, machine guns, chemical weapons, radar, nuclear missiles; medical developments such as new vaccines, drugs, organ transplants; computers or other digital technology), and analyse their impact on people’s lives (e.g., increased life expectancy, changes in work and recreation, casualty rates in wars, privacy issues arising from digital technologies)

MediaSmarts Resources

Overall Expectations

Identity, Citizenship, and Heritage: analyse some key changes in and contributions to identity, citizenship, and heritage in different regions of the world since 1900

Specific Expectations

E3.1 assess the contributions of some individuals and groups to the evolution of human rights in different regions during this period (e.g., Mohandas Ghandi, Hu Jia, Martin Luther King Jr., Stephen Lewis, Oscar Romero, Eleanor Roosevelt, Aung San Suu Kyi, Mother Teresa, Desmond Tutu; Amnesty International, the International Criminal Court, the International Red Cross / Red Crescent Society, the United Nations [UN]) Sample questions: “What criteria would you use to assess the contribution of Nelson Mandela to human rights?” “How successful do you think the UN has been in advocating for human rights?” “What contributions have members of the LGBT community made towards human rights in various regions of the world?”

E3.2 analyse some key aspects of the social, political, and/or economic roles and status of women in different societies during this period, with particular emphasis on whether these roles remained the same or how they changed (e.g., with reference to work inside and outside the home, equal pay for equal work, suffrage and other political rights, representation in governments, access to education, roles of and attitudes towards women in religious institutions or towards girls and elderly women, violence against women)

E3.3 describe some significant cultural trends and developments during this period, and explain their contribution to regional and/or global heritage and/or identity (e.g., developments in music such as jazz, rock ’n’ roll, reggae, ska; developments in cinema, including Hollywood and Bollywood films and the work of influential filmmakers from various cultures; changes in fashion; new schools of art; manga; indigenous arts and crafts; the trend towards globalization of culture)

MediaSmarts Resources