Ontario · Grade 12
World History since the Fifteenth Century, Grade 12 (College Preparation)
- CHY4C
Ontario’s Grade 12 social studies course, from Historical Inquiry: Skills and Careers to The World since 1900.
- Units
- 5
- Lessons
- 13
- Skills
- 50
- Provincial exam
- None
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 4 skills
Historical Inquiry: Skills and Careers
Historical Inquiry and Skill Development
Skills and Careers in History
Transferable skills from historical investigation
I can describe how studying history builds transferable skills.
Official code: A2.1
Applying skills and work habits
I can apply history skills and work habits in everyday situations.
Official code: A2.2
Analysing current issues as an informed citizen
I can use historical thinking to analyse current issues as an informed citizen.
Official code: A2.3
Careers where the historian's skills are useful
I can identify careers where the skills of the historian are useful.
Official code: A2.4
The official wording · 4 outcomes
- A2.1
- describe ways in which historical investigation can help them develop skills
- A2.2
- apply in everyday contexts skills and work habits developed through historical investigation
- A2.3
- apply the knowledge and skills developed in the study of world history since the fifteenth century when analysing current social, economic, and/or political issues
- A2.4
- identify some careers in which the skills learned in history might be useful
Key ideas
Skills apply everyday: judging whether an article uses credible sources and participating in informed discussions.
They help judge the accuracy of the historical setting of a movie or video game.
Work habits such as collaboration and organization help share resources and manage time.
Watch out for
- Assuming history skills only apply inside the classroom.
- Confusing a skill with a work habit.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 12 skills
The World, 1450–1650
How People Lived, 1450–1650
Roles of groups and daily life
I can describe the roles of groups in 1450–1650 societies and how they affected daily life.
Official code: B1.1
Science and technology and its impact
I can describe scientific and technological developments of 1450–1650 and analyse their impact.
Official code: B1.2
Economic systems and people's lives
I can describe economic systems of 1450–1650 and analyse how they affected people's lives.
Official code: B1.3
Comparing political systems
I can describe and compare the political systems of some 1450–1650 societies.
Official code: B1.4
Contact and Its Impact on People, 1450–1650
Conflicts and their impact on people
I can identify conflicts of 1450–1650 and analyse how they affected people's lives.
Official code: B2.1
Developments in warfare
I can describe warfare developments of 1450–1650 and explain their impact.
Official code: B2.2
Cooperation and people's lives
I can analyse how instances of cooperation affected people's lives in 1450–1650.
Official code: B2.3
Religion as a shaping force
I can explain how religion shaped communities in 1450–1650.
Official code: B2.4
Exploration and colonialism and people's lives
I can explain how exploration and colonialism affected people's lives in 1450–1650.
Official code: B2.5
Rights, Art, and Identity, 1450–1650
Factors affecting rights and obligations
I can explain the factors that affected people's rights and obligations in 1450–1650.
Official code: B3.1
Artistic achievements and identity
I can describe artistic achievements of 1450–1650 and explain their contribution to identity.
Official code: B3.2
Significant individuals and heritage
I can describe how significant individuals shaped identity and heritage in 1450–1650.
Official code: B3.3
The official wording · 12 outcomes
- B1.1
- describe the roles of various groups in some societies in different regions of the world during this period
- B1.2
- describe some significant developments in science and/or technology during this period
- B1.3
- describe key aspects of economic systems in some societies in different regions during this period
- B1.4
- describe political systems in some societies in different parts of the world during this period, highlighting key similarities and differences in those systems
- B2.1
- identify some key conflicts in different regions during this period
- B2.2
- describe some developments related to warfare during this period
- B2.3
- analyse the impact of some key instances of social, political, and/or economic cooperation on the lives of people in different regions during this period
- B2.4
- explain the importance of religion/spiritual- ity as a force in shaping various communities during this period
- B2.5
- explain how exploration and colonialism affected the lives of people in different societies during this period
- B3.1
- explain how some key factors affected the rights and obligations of people in different societies during this period
- B3.2
- describe some significant artistic achieve- ments in different societies during this period
- B3.3
- describe how some significant individuals from different societies contributed to the identity and/or heritage of their societies during this period
Key ideas
Women, men, and children; serfs, enslaved people, farmers, merchants, and artisans each had roles.
Conflicts arose between Mongols and Chinese, Japan and Korea, and Spain and England.
Caste, class, and other social hierarchies shaped who had rights.
Mandarins, aristocrats, and people in religious or spiritual roles shaped their societies.
Spanish conquistadors fought the Incas and Aztecs; the Onin War and the Battle of Lepanto were fought.
Watch out for
- Assuming everyone in a society lived the same way.
- Naming a conflict without its impact on people.
- Assuming rights were the same for everyone.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 11 skills
The World, 1650–1789
Developments and Their Impact, 1650–1789
Social issues and their impact
I can describe social issues of 1650–1789 and explain their impact.
Official code: C1.1
Science and technology and its impact
I can identify scientific and technological developments of 1650–1789 and analyse their impact.
Official code: C1.2
The economic effects of colonialism
I can explain the economic effects of colonialism in 1650–1789.
Official code: C1.3
How political systems changed
I can describe political systems of 1650–1789 and how they changed from earlier times.
Official code: C1.4
Interactions and Forces, 1650–1789
Conflicts and their impact
I can describe conflicts of 1650–1789 and analyse their impact on regions.
Official code: C2.1
Relationships between groups
I can analyse the relationships between groups within 1650–1789 societies.
Official code: C2.2
Roles in the slave trade
I can describe the roles in the slave trade and explain the conditions that allowed slavery.
Official code: C2.3
Consequences of colonization for Indigenous people
I can describe the intended and unintended consequences of colonization for Indigenous people in 1650–1789.
Official code: C2.4
Religion, Art, and Identity, 1650–1789
Religion and identity
I can analyse the role of religion in identity in 1650–1789 societies.
Official code: C3.1
Art reflecting society
I can explain how art of 1650–1789 reflected its society.
Official code: C3.2
Political figures and identity
I can explain the contributions of political figures to identity in 1650–1789 societies.
Official code: C3.3
The official wording · 11 outcomes
- C1.1
- describe some key social issues and/or developments during this period, and explain their impact
- C1.2
- identify some significant developments in science and/or technology during this period
- C1.3
- explain some of the key economic effects of colonialism during this period
- C1.4
- describe political systems in different societies during this period and, where applicable, how they changed from earlier times
- C2.1
- describe some key conflicts in various regions during this period, and analyse their impact on those regions
- C2.2
- analyse relationships between specific groups within different societies during this period
- C2.3
- describe the roles played by different groups in the slave trade during this period
- C2.4
- describe some of the intended and unintended consequences of exploration and colonization for indigenous people during this period
- C3.1
- analyse the role of religion/spirituality in different societies during this period
- C3.2
- explain how some artistic achievements during this period reflected the societies in which they occurred
- C3.3
- explain the contributions of some key political figures from different societies to the development of identity, citizenship, and/or
Key ideas
The Enlightenment challenged traditional ideas about society and authority.
The War of the Spanish Succession affected ruling elites in Spain and France.
Indigenous spirituality, Hinduism and Islam in South Asia, and Shinto and Buddhism in Japan shaped identity.
The status of women and developments in class or caste structures shaped social life.
Conflicts between France and England affected Aboriginal peoples and settlers in North America.
Watch out for
- Naming an issue without its impact.
- Naming a conflict without its impact.
- Treating religion as unrelated to identity.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 12 skills
The World, 1789–1900
The Industrial Age and Its Impact
The Industrial Revolution and its consequences
I can identify the developments behind the Industrial Revolution and explain its consequences.
Official code: D1.1
Science and technology and its significance
I can describe scientific and technological developments of 1789–1900 and explain their significance.
Official code: D1.2
Political events and their impact
I can identify political events of 1789–1900 and analyse their impact.
Official code: D1.3
War, Revolution, and Reform, 1789–1900
Rebellions and revolutions
I can describe rebellions and revolutions of 1789–1900 and analyse whether they achieved their goals.
Official code: D2.1
Issues underlying wars
I can describe the key issues underlying wars of 1789–1900.
Official code: D2.2
Reform movements and their goals
I can identify reform movements of 1789–1900 and explain their goals.
Official code: D2.3
Religion and spirituality
I can explain issues relating to religion across societies in 1789–1900.
Official code: D2.4
Gender roles and relations
I can describe gender roles of 1789–1900 and how they were challenged or reinforced.
Official code: D2.5
Nationalism, Immigration, and Identity, 1789–1900
The impact of nationalism
I can explain the impact of nationalism across regions in 1789–1900.
Official code: D3.1
Immigration trends and their significance
I can describe immigration trends of 1789–1900 and explain their significance for identity.
Official code: D3.2
Individuals in the arts and identity
I can describe how individuals in the arts shaped identity and heritage in 1789–1900.
Official code: D3.3
Political figures and identity
I can describe how political figures shaped identity and citizenship in 1789–1900.
Official code: D3.4
The official wording · 12 outcomes
- D1.1
- identify some specific developments that were fundamental to the Industrial Revolution
- D1.2
- describe some major developments/achieve- ments in science and/or technology during this period
- D1.3
- identify some key political events and/or developments in different regions during this period, and analyse their impact
- D2.1
- describe key rebellions and revolutions in different societies during this period, and analyse whether they achieved their goals
- D2.2
- describe key issues underlying some significant wars in different regions during this period
- D2.3
- identify some reform movements that developed during this period, and explain their goals
- D2.4
- explain key issues and/or developments relating to religion/spirituality in different societies during this period
- D2.5
- describe gender roles and relations in different societies during this period and ways in which such roles/relations were being challenged or reinforced
- D3.1
- explain the impact of nationalism in different regions during this period
- D3.2
- describe key trends in global immigration during this period
- D3.3
- describe the contributions of some significant individuals in the arts to the development of identity, citizenship, and/or heritage of different communities during this period
- D3.4
- describe the contribution of some significant political figures in different societies to the development of identity and/or citizenship during this period
Key ideas
New technologies, the availability of capital, and natural and human resources were fundamental to the Industrial Revolution.
The French Revolution and the Haitian Revolution transformed their societies.
The unification of Italy and Germany built new national identities.
Consequences included the growth of the middle class, population increase in Britain, and urbanization.
The Satsuma and Taiping Rebellions challenged their regimes.
Watch out for
- Treating industrialization as only progress.
- Assuming all revolutions achieved their goals.
- Treating nationalism as identical everywhere.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 11 skills
The World since 1900
The World Since 1900
Systems of the Modern World since 1900
Social trends and their impact
I can describe social trends since 1900 and explain their impact.
Official code: E1.1
Science and technology and its impact
I can identify scientific and technological developments since 1900 and analyse their impact on lives.
Official code: E1.2
Economic systems and their impact
I can describe economic systems since 1900 and analyse their impact.
Official code: E1.3
Forms of government and ideologies
I can describe forms of government since 1900 and explain the ideologies behind them.
Official code: E1.4
Conflict, Cooperation, and Globalization since 1900
Global and regional conflicts
I can describe the causes and consequences of major conflicts since 1900.
Official code: E2.1
Individuals and groups in conflict
I can explain how individuals and groups contributed to conflicts since 1900.
Official code: E2.2
Interactions between diverse groups
I can describe interactions between diverse groups since 1900, from violence to cooperation.
Official code: E2.3
Colonization, decolonization, and globalization
I can explain developments in colonization, decolonization, and globalization since 1900 and their impact on groups.
Official code: E2.4
Rights, Women, and Culture since 1900
Contributions to human rights
I can assess the contributions of individuals and groups to human rights since 1900.
Official code: E3.1
The changing roles and status of women
I can analyse how the roles and status of women changed across societies since 1900.
Official code: E3.2
Cultural trends and heritage
I can describe cultural trends since 1900 and explain their contribution to heritage and identity.
Official code: E3.3
The official wording · 11 outcomes
- E1.1
- describe some key social trends and/or developments in different regions of the world during this period, and explain their impact
- E1.2
- identify some significant developments in science and/or technology during this period
- E1.3
- describe dominant economic systems and some key economic policies in different regions during this period, and analyse their impact
- E1.4
- describe forms of government in different countries during this period
- E2.1
- describe key causes and consequences of some major global and regional conflicts during this period
- E2.2
- explain how the actions of some significant individuals and groups contributed to conflicts in different countries and/or regions during this period
- E2.3
- describe some significant interactions between diverse groups during this period
- E2.4
- explain some significant developments related to colonization, decolonization, and globalization during this period
- E3.1
- assess the contributions of some individuals and groups to the evolution of human rights in different regions during this period
- E3.2
- analyse some key aspects of the social, political, and/or economic roles and status of women in different societies during this period
- 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
Key ideas
Urbanization and suburbanization, and immigrants and refugees, reshaped societies.
The Russian Revolution, World War I, and World War II reshaped the world.
Mohandas Gandhi, Martin Luther King Jr., and Aung San Suu Kyi advanced human rights.
Changing social mores, increasing secularization in some societies and fundamentalism in others, and recreation shaped life.
Conflicts related to the Cold War, and the Six Day War, divided regions.
Watch out for
- Naming a trend without its impact.
- Naming a conflict without its causes and consequences.
- Naming a contributor without assessing their contribution.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
Which course?
Ontario has 4 social studies courses for Grade 12. Here they are side by side.
- Canadian and International Law, Grade 12 (University Preparation)CLN4U5 units · 56 skillsNo provincial examWhat it coversLegal Skills and Careers · Foundations of Law · Rights and Freedoms in Canada and the World · International Law · International Legal Issues
- World History since the Fifteenth Century, Grade 12 (College Preparation)This courseCHY4C5 units · 50 skillsNo provincial examWhat it coversHistorical Inquiry: Skills and Careers · The World, 1450–1650 · The World, 1650–1789 · The World, 1789–1900 · The World since 1900
- World History since the Fifteenth Century, Grade 12 (University Preparation)CHY4U5 units · 58 skillsNo provincial examWhat it coversHistorical Inquiry: Skills and Careers · The World, 1450–1650 · The World, 1650–1789 · The World, 1789–1900 · The World since 1900
- World Issues: A Geographic Analysis, Grade 12 (University Preparation)CGW4U5 units · 43 skillsNo provincial examWhat it coversGeographic Skills and Careers · Quality of Life and Access to Resources · Sustainability and Environmental Stewardship · Interactions and Interdependence: Globalization · Changing Societies: The Local and Global Community
What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.
The official curriculum
This page follows Ontario’s own curriculum for World History since the Fifteenth Century, Grade 12 (College Preparation).
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| AHistorical Inquiry and Skill Development | Outcomes 4 | Taught in Unit 1Historical Inquiry: Skills and Careers |
| BThe World, 1450–1650 | Outcomes 12 | Taught in Unit 2 |
| CThe World, 1650–1789 | Outcomes 11 | Taught in Unit 3 |
| DThe World, 1789–1900 | Outcomes 12 | Taught in Unit 4 |
| EThe World Since 1900 | Outcomes 11 | Taught in Unit 5 |
Study it in MapleMind
MapleMind teaches World History since the Fifteenth Century, Grade 12 (College Preparation) one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
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Questions about World History since the Fifteenth Century, Grade 12 (College Preparation)
What is World History since the Fifteenth Century, Grade 12 (College Preparation)?
Ontario’s Grade 12 social studies course: 5 units and 50 skills, from Historical Inquiry: Skills and Careers to The World since 1900.
What units are in World History since the Fifteenth Century, Grade 12 (College Preparation)?
1. Historical Inquiry: Skills and Careers, 2. The World, 1450–1650, 3. The World, 1650–1789, 4. The World, 1789–1900 and 5. The World since 1900.
Is there a provincial exam for World History since the Fifteenth Century, Grade 12 (College Preparation)?
No. Ontario gives no provincial exam for World History since the Fifteenth Century, Grade 12 (College Preparation).
Can MapleMind help with World History since the Fifteenth Century, Grade 12 (College Preparation)?
Yes. MapleMind teaches every skill of World History since the Fifteenth Century, Grade 12 (College Preparation), step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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