Ontario · Grade 11
World History to the End of the Fifteenth Century, Grade 11
- CHW3M
Ontario’s Grade 11 social studies course, from Historical Inquiry: Skills and Careers to The Legacy of Civilizations.
- 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 several 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 history when analysing current social, economic, and/or political issues
- A2.4
- identify various careers in which the skills learned in history might be useful
Key ideas
Historical investigation develops essential skills in the Ontario Skills Passport — reading text, writing, document use, computer use, oral communication, and numeracy.
These skills transfer to postsecondary opportunities, the world of work, and everyday life.
Reading a primary source builds critical reading; building an argument builds writing.
Skills apply everyday: analysing statistics, assessing the credibility of a source in an article, and appreciating multiple perspectives.
They help judge the accuracy of the historical setting of a movie or video game.
Watch out for
- Thinking history is only memorizing facts.
- Naming a skill without linking it to the investigation that builds it.
- Assuming history skills only apply inside the classroom.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 12 skills
Early Societies and the Rise of Civilizations
Early Societies and Rising Civilizations
From Hunter-Gatherers to the Cradles of Civilization
The evolution of early societies
I can describe how early societies evolved from hunter-gatherers and what let them change.
Official code: B1.1
Why early societies developed differently
I can explain why early societies developed in different ways.
Official code: B1.2
The cradles of civilization
I can identify the cradles of civilization and the elements critical to their rise.
Official code: B1.3
What counts as a 'civilization'?
I can assess the criteria used to judge a society a 'civilization'.
Official code: B1.4
Structures of Early Civilizations
Social structures and organization
I can analyse the social structures of early civilizations and their impact on people.
Official code: B2.1
The roles of people in early societies
I can analyse the roles people played in early societies and their impact on others.
Official code: B2.2
Innovation in early societies
I can describe innovations of early societies and assess their importance.
Official code: B2.3
Economic development of early societies
I can explain the factors behind early economic development and its impact on people.
Official code: B2.4
Political structures of early societies
I can describe political structures of early civilizations and analyse their impact.
Official code: B2.5
Interactions Between Early Societies
How some societies dominated others
I can explain the factors that let some early societies dominate others.
Official code: B3.1
Cooperation between early societies
I can explain the factors behind cooperation between early societies.
Official code: B3.2
Responding to external influences
I can analyse how early societies responded to outside influences.
Official code: B3.3
The official wording · 12 outcomes
- B1.1
- describe the evolution of some early societies from their beginnings as hunter-gatherer societies, and explain some of the developments that enabled them to change
- B1.2
- explain how various factors contributed to differences in the development of early societies
- B1.3
- identify the cradles of civilization around the world, and analyse them to determine various elements that are critical to the rise of a civilization
- B1.4
- assess the criteria by which societies are judged to be “civilizations”
- B2.1
- analyse social structures and modes of social organization in some early societies and emerging civilizations
- B2.2
- analyse the roles of various people in some early societies and emerging civilizations
- B2.3
- describe various types of innovation in early societies
- B2.4
- explain how various factors contributed to the economic development of some early societies and emerging civilizations
- B2.5
- describe key political structures in some early societies and emerging civilizations
- B3.1
- explain how various factors contributed to the ability of certain early societies to dominate others
- B3.2
- explain how various factors contributed to cooperation between early societies and to the development of civilizations
- B3.3
- analyse some ways in which early societies responded to external influences
Key ideas
Early societies began as hunter-gatherer bands moving with food sources.
Early civilizations had class or other social hierarchies, and some practised slavery.
Effective organizational and administrative structures let some societies dominate.
The domestication of fire and the Agricultural Revolution let people settle and farm.
Families and clans, gender roles, and educational, administrative, and religious structures organized life.
Watch out for
- Thinking farming appeared suddenly and everywhere at once.
- Assuming early societies were egalitarian.
- Assuming domination was only about army size.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 12 skills
Flourishing Societies and Civilizations
Life in Flourishing Civilizations
Comparing social structures
I can compare the social structures of flourishing civilizations.
Official code: C1.1
Daily life in flourishing civilizations
I can analyse daily life in flourishing civilizations.
Official code: C1.2
Economic structures and their significance
I can describe economic structures of flourishing civilizations and analyse their significance.
Official code: C1.3
Political and legal ideas
I can describe political and legal ideas of flourishing civilizations and explain their success.
Official code: C1.4
Stability, War, and Expansion
Factors in the stability of societies
I can explain factors in a society's stability and assess why stability mattered.
Official code: C2.1
Warfare and the expansion of empires
I can analyse how warfare and specific battles expanded and consolidated empires.
Official code: C2.2
Military innovation and expansion
I can explain how military innovation drove the expansion of civilizations.
Official code: C2.3
Education and stability
I can describe educational practices of flourishing civilizations and their role in stability.
Official code: C2.4
Religion, spirituality, and stability
I can analyse how religion contributed to the stability of flourishing civilizations.
Official code: C2.5
Identity, Citizenship, and Culture
Challenging and limiting government power
I can describe how power was challenged in flourishing civilizations and assess who did it.
Official code: C3.1
Political and philosophical contributions
I can assess the political and philosophical contributions of individuals to their civilizations.
Official code: C3.2
Artistic and scientific contributions
I can assess the artistic and scientific contributions of individuals to their civilizations.
Official code: C3.3
The official wording · 12 outcomes
- C1.1
- compare social structures in various flourish- ing societies/civilizations
- C1.2
- analyse key aspects of the daily lives of people in some flourishing societies/civilizations
- C1.3
- describe key economic structures, develop- ments, and practices in various flourishing societies/civilizations
- C1.4
- describe key political and legal structures as well as some significant political ideas in various flourishing societies/civilizations
- C2.1
- explain how various factors contributed to the stability of societies
- C2.2
- analyse the role of warfare, including specific battles, in the expansion and consolidation of empires and/or civilizations
- C2.3
- explain the role of military innovation in the expansion of various societies/civilizations
- C2.4
- describe educational practices in various flourishing societies/civilizations
- C2.5
- analyse the influence of religion/spirituality in various flourishing societies/civilizations
- C3.1
- describe methods used to challenge or limit government power in various flourishing societies/civilizations
- C3.2
- assess the political, social, and/or philosoph- ical contributions of various individuals to the society/civilization in which they lived
- C3.3
- assess the artistic and/or scientific contribu- tions of various individuals to the identity and/or culture of the society/civilization in which they lived
Key ideas
Flourishing civilizations organized people through class and caste systems, families, and clans.
An established religion, effective bureaucracy, and family structures fostered stability.
Individuals such as Spartacus, Muhammad, and Thomas Becket challenged established authority.
Feudal societies, hereditary privilege, and meritocracy distributed status differently.
Education, interdependent classes or castes, and effective ways of settling disputes held societies together.
Watch out for
- Assuming all flourishing societies had the same social order.
- Assuming stability was automatic once a society was large.
- Assuming rulers held total, unchallenged power.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 9 skills
The Decline of Societies and Civilizations
Civilizations in Decline
Why Civilizations Fall from Within
Social events in the decline of civilizations
I can explain how social events drove civilizations into decline and how they affected people.
Official code: D1.1
Economic events in the decline of civilizations
I can explain how economic events drove civilizations into decline and affected people.
Official code: D1.2
Political events in the decline of civilizations
I can explain the significance of political events in the decline of civilizations.
Official code: D1.3
War, Overreach, and the Environment
War and foreign invasion in decline
I can explain how war and invasion contributed to the decline of civilizations.
Official code: D2.1
Longevity and overexpansion in decline
I can analyse how longevity and overexpansion contributed to decline.
Official code: D2.2
Environmental factors in decline
I can explain how environmental factors contributed to the decline of civilizations.
Official code: D2.3
Culture and Identity in Decline
Common characteristics of social decline
I can determine the common characteristics of societies in social decline.
Official code: D3.1
Religion and spirituality in decline
I can analyse the role of religion in the decline of civilizations.
Official code: D3.2
Identity, culture, and decline
I can analyse how identity and culture related to the decline of civilizations.
Official code: D3.3
The official wording · 9 outcomes
- D1.1
- explain the role of various social events and developments in the decline of some societies/ civilizations and how these factors affected people living in these societies
- D1.2
- explain the role of various economic events and developments in the decline of some societies/civilizations and how these factors affected people living in these societies
- D1.3
- explain the significance of various political events and developments in the decline of some societies/civilizations
- D2.1
- explain how war and foreign invasion contributed to the decline of some societies/ civilizations
- D2.2
- analyse how factors associated with longevity and expansion contributed to the decline of some societies/civilizations
- D2.3
- explain how environmental factors
- D3.1
- analyse various societies/civilizations in decline to determine common characteristics associated with social decline
- D3.2
- analyse the role of religion/spirituality in the decline of some societies/civilizations
- D3.3
- analyse the interrelationship between identity/ culture and the decline of some societies/civil- izations
Key ideas
Famine and epidemics weakened populations and social order.
The Greco-Persian Wars and the Peloponnesian War drained Greek city-states.
Declining societies often had unstable political systems and a lack of leadership.
Religious strife and conflict between social classes or ethnic groups fractured societies.
The sack of Carthage or Constantinople and German invaders in the Roman Empire brought decline.
Watch out for
- Assuming decline had only military causes.
- Seeing invasion as the only cause of decline.
- Assuming decline looks different in every society.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 13 skills
The Legacy of Civilizations
What the Ancient World Left Behind
Socio-economic legacies
I can analyse the socio-economic legacies of past civilizations.
Official code: E1.1
The legacy of art and literature
I can analyse the artistic and literary legacies of past civilizations.
Official code: E1.2
The architectural legacy
I can analyse the architectural legacies of past civilizations.
Official code: E1.3
Contributions to religion and philosophy
I can explain civilizations' contributions to religion and philosophy.
Official code: E1.4
Scientific and technological contributions
I can assess the scientific and technological contributions of past civilizations.
Official code: E1.5
Political and legal contributions
I can assess the political and legal contributions of past civilizations.
Official code: E1.6
Interactions Between Societies
Borrowing practices and innovations
I can describe how societies borrowed innovations and analyse the significance.
Official code: E2.1
Consequences of coming under another's control
I can assess the consequences of one society coming under another's control.
Official code: E2.2
Approaches to foreign policy
I can compare the foreign-policy approaches of different civilizations.
Official code: E2.3
The World in the Fifteenth Century
Social trends of the fifteenth century
I can explain key social trends of the fifteenth-century world.
Official code: E3.1
Economic developments of the fifteenth century
I can describe fifteenth-century economic structures and developments.
Official code: E3.2
Political developments of the fifteenth century
I can describe fifteenth-century political structures and developments.
Official code: E3.3
Roles and status of people in the fifteenth century
I can describe the roles and status of women, men, and children in the fifteenth century.
Official code: E3.4
The official wording · 13 outcomes
- E1.1
- analyse the legacy of some socio-economic structures, practices, and traditions associated with various societies/civilizations
- E1.2
- analyse the legacy of art and literature from various societies/civilizations
- E1.3
- analyse the architectural legacy of various societies/civilizations
- E1.4
- explain the significance of the contributions of some societies/civilizations to religion and philosophy
- E1.5
- assess the significance of scientific and/or technological contributions from various societies/civilizations
- E1.6
- assess the significance of political and legal contributions of some societies/civilizations
- E2.1
- describe ways in which practices or innova- tions in one society/civilization were borrowed by other societies/civilizations
- E2.2
- assess the consequences for one society/civil- ization of coming under the control of another
- E2.3
- compare approaches to foreign policy/ international relations of different societies/ civilizations
- E3.1
- explain some key social trends and develop- ments in societies in different parts of the world in the fifteenth century
- E3.2
- describe economic structures and explain some key economic events and/or developments in societies in different parts of the world in the fifteenth century
- E3.3
- describe political structures and explain some key political events and/or developments in societies in different parts of the world in the fifteenth century
- E3.4
- describe the roles and status of women, men, and children in some societies in different parts of the world in the fifteenth century
Key ideas
Traditions of nomadic and sedentary societies, social class/caste divisions, and gender roles endure.
The wheel, agricultural practices, and writing systems spread between societies.
Urban development continued in some societies.
Division of labour, slavery, feudal structures, agricultural practices, and trade routes left legacies.
Mathematics, scientific knowledge, religion, and weaponry were borrowed and adapted.
Watch out for
- Thinking ancient practices left no modern trace.
- Assuming each civilization invented everything itself.
- Assuming the fifteenth century looked the same everywhere.
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 2 social studies courses for Grade 11. Here they are side by side.
- Understanding Canadian Law, Grade 11 (University/College Preparation)CLU3M5 units · 63 skillsNo provincial examWhat it coversLegal Skills and Careers · Canadian Legal Heritage · Rights and Freedoms · Private Law: Torts, Family, Employment, and Contracts · Criminal Law and the Justice System
- World History to the End of the Fifteenth Century, Grade 11This courseCHW3M5 units · 50 skillsNo provincial examWhat it coversHistorical Inquiry: Skills and Careers · Early Societies and the Rise of Civilizations · Flourishing Societies and Civilizations · The Decline of Societies and Civilizations · The Legacy of Civilizations
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 to the End of the Fifteenth Century, Grade 11.
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| AHistorical Inquiry and Skill Development | Outcomes 4 | Taught in Unit 1Historical Inquiry: Skills and Careers |
| BEarly Societies and Rising Civilizations | Outcomes 12 | Taught in Unit 2Early Societies and the Rise of Civilizations |
| CFlourishing Societies and Civilizations | Outcomes 12 | Taught in Unit 3 |
| DCivilizations in Decline | Outcomes 9 | Taught in Unit 4The Decline of Societies and Civilizations |
| EThe Legacy of Civilizations | Outcomes 13 | Taught in Unit 5 |
Study it in MapleMind
MapleMind teaches World History to the End of the Fifteenth Century, Grade 11 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
A fun way to keep World History to the End of the Fifteenth Century, Grade 11 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 35
- Fillable fields
- 1,766
- Price
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Questions about World History to the End of the Fifteenth Century, Grade 11
What is World History to the End of the Fifteenth Century, Grade 11?
Ontario’s Grade 11 social studies course: 5 units and 50 skills, from Historical Inquiry: Skills and Careers to The Legacy of Civilizations.
What units are in World History to the End of the Fifteenth Century, Grade 11?
1. Historical Inquiry: Skills and Careers, 2. Early Societies and the Rise of Civilizations, 3. Flourishing Societies and Civilizations, 4. The Decline of Societies and Civilizations and 5. The Legacy of Civilizations.
Is there a provincial exam for World History to the End of the Fifteenth Century, Grade 11?
No. Ontario gives no provincial exam for World History to the End of the Fifteenth Century, Grade 11.
What comes after World History to the End of the Fifteenth Century, Grade 11?
World History since the Fifteenth Century, Grade 12 (University Preparation), World History since the Fifteenth Century, Grade 12 (College Preparation), Canadian and International Law, Grade 12 (University Preparation) and World Issues: A Geographic Analysis, Grade 12 (University Preparation).
Can MapleMind help with World History to the End of the Fifteenth Century, Grade 11?
Yes. MapleMind teaches every skill of World History to the End of the Fifteenth Century, Grade 11, 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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