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Grade 12 - World History from the 15th Century CHY-4C: Historical Inquiry and research

World History since theFifteenth Century, Grade 12 - both CHY4U & CHY4C. Students will explore social, economic, and political changes, the historical roots of contemporary issues, and the role of conflict and cooperation in global interrelationships.

Suggested Databases

Insert the "Best Bet" databases for this subject area.  Ensure that there are at least 3, but no more than 5 databases suggested.

The below databases are just examples.

How to [write a 5 paragraph essay]

A team of historians have been trying to solve some historical "cold cases" -- old crimes in which the guilty ones walked, and even more insidious crimes where a whole village may have been complicit. There are other mysteries too, about unusual cases from the Viking age to the Klondike Gold Rush.

  • provide non-instructional assignment support (e.g. writing techniques for various kinds of assignments like speeches, essays, presentations, poems, etc.) as well tools to assist students in accomplishing their work (e.g citation machines, information on how to create a map/graph/chart, etc.)

Want to learn more?

The "Want to learn more?" box should contain an additional 5-10 resources that pertain to the corresponding strand of the Ontario curriculum.  

How do I select a "want to learn more" resource vs. a "top pick resource:

  • a 'want to learn more' resource will correlate directly to this strand of the curriculum, however, it may only relate to one specific area, versus multiple areas
  • the list of 'want to learn more' resources does not have to be multi-format (e.g. it could include just a list of annotated website links)

Careers

Skills learned in history are beneficial for the following careers:

  • Editor
  • Journalist
  • Lawyer
  • Mediator
  • Museum Curator
  • Politician
  • Teacher
  • Actor
  • Community Worker
  • Musician
  • Tour Guide

Top Picks: Historical Research Process

SPECIFIC EXPECTATIONS A1. Historical Inquiry Throughout this course, students will: A1.1 formulate different types of questions to guide investigations into issues, events, and/or developments in world history (e.g., factual questions: What was the Black Death?; comparative questions: What were some similarities and differences in the decline of the Aztec and Inca Empires?; causal questions: What were the main causes of World War I?)

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Image of human head divided into areas of Historical Thinking Concepts

On each page insert a box at the top of the page entitled "top picks".  This box will provide access to the 'best' resources available for that strand of the curriculum; in total there should be 5-7 "top picks" provided.  These resources must include:

  • a visual item (an image or video) - this needs to be the first item at the top of the box
    • Note: if you have access to student work that pertains to this curriculum area, it can be used in a gallery box that appeas directly above the "top picks" box
    • Please ensure that the size of the video or image is no larger than approx. 600-700 (width) x 300-400 (height). 
  • links to authoritative websites
  • recommended terms to use in a Destiny search

You also have the option of including links to educational activities, documents to download, and other types of materials that may be of interest to users.

How do I select a "top pick" vs. a resource for "want to learn more"?

  • Top picks should include comprehensive resources, covering the greatest extent of the subject area
  • Top picks should include attractive resources that will peek the interest of users
  • Top picks should, overall, cover multiple formats - links to websites (text), audio/video, files to download, etc. 
  • Top picks are only instructional.  This means that they explain a topic to the user.  They do not include tools on how to do certain kinds of assignments (e.g. how to write an essay/speech/poem/book report, or citation machines, how to draw a map, etc.) 
 

Seven steps to a powerful Heritage Fair project

This online guide, developed by the BC Heritage Fairs Society in partnership with TC², helps teachers support students with their heritage fair projects. It offers suggestions for how to help students choose and refine a topic of personal and historical significance, dig deeply and critically into that topic, connect their findings with broader themes, social issues and “big ideas” in the curriculum and creatively share their conclusions in a public forum.

Gr. 9-12: How do I cite my sources?

Gr. 9-12: Ask Us/Demande Moi

Gr. 9-12: How do I start my research?

How Do I ?

Find Books on this Subject

Suggested search terms for Destiny:

  • [provide a list of 5-10 search terms in bullet format]