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The official Ontario World History to the End of the Fifteenth Century, Grade 11 curriculum
Ontario defines World History to the End of the Fifteenth Century, Grade 11 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 4 | Historical Inquiry: Skills and Careers |
| Strand B | 12 | Early Societies and the Rise of Civilizations |
| Strand C | 12 | Flourishing Societies and Civilizations |
| Strand D | 9 | The Decline of Societies and Civilizations |
| Strand E | 13 | The Legacy of Civilizations |
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How MapleMind teaches World History to the End of the Fifteenth Century, Grade 11 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Historical Inquiry: Skills and CareersOfficial strand · Strand A
Applying in everyday contexts the transferable skills developed through historical investigation, and identifying careers in which the skills of the historian are useful. (The historical inquiry process and the concepts of historical thinking, A1, are woven into every content investigation across strands B–E rather than taught as separate skills.)
Skills and Careers in History
- Transferable skills from historical investigationchw3m.A2.1 — Describe several ways historical investigation helps develop transferable skills, including the essential skills in the Ontario Skills Passport.
- Applying skills and work habitschw3m.A2.2 — Apply in everyday contexts the skills and work habits developed through historical investigation.
- Analysing current issues as an informed citizenchw3m.A2.3 — Apply the knowledge and skills of historical study when analysing current social, economic, and political issues, to enhance understanding and one's role as an informed citizen.
- Careers where the historian's skills are usefulchw3m.A2.4 — Identify various careers in which the skills learned in history might be useful.
The official wording — 4 outcomes in this unit
- chw3m.A2.1
describe several ways in which historical investigation can help them develop skills
- chw3m.A2.2
apply in everyday contexts skills and work habits developed through historical investigation
- chw3m.A2.3
apply the knowledge and skills developed in the study of history when analysing current social, economic, and/or political issues
- chw3m.A2.4
identify various careers in which the skills learned in history might be useful
Unit 2Early Societies and the Rise of CivilizationsOfficial strand · Strand B
The evolution of early societies from hunter-gatherer beginnings and the factors necessary for their development; key social, economic, and political structures in three or more early societies and emerging cradles of civilization, each from a different region and period prior to 1500, and their impact on people's lives; and how interactions within and between societies contributed to the development of civilizations.
From Hunter-Gatherers to the Cradles of Civilization
- The evolution of early societieschw3m.B1.1 — Describe the evolution of some early societies from their hunter-gatherer beginnings, and explain some developments that enabled them to change.
- Why early societies developed differentlychw3m.B1.2 — Explain how various factors contributed to differences in the development of early societies.
- The cradles of civilizationchw3m.B1.3 — Identify the cradles of civilization around the world, and analyse them to determine elements critical to the rise of a civilization.
- What counts as a 'civilization'?chw3m.B1.4 — Assess the criteria by which societies are judged to be 'civilizations'.
Structures of Early Civilizations
- The roles of people in early societieschw3m.B2.2 — Analyse the roles of various people in some early societies and emerging civilizations, and describe their ways of life and impact on others.
- Innovation in early societieschw3m.B2.3 — Describe various types of innovation in early societies, and assess their importance to these societies and to the emergence of civilizations.
- Economic development of early societieschw3m.B2.4 — Explain how various factors contributed to the economic development of some early societies, and analyse the impact of these developments on different people.
- Political structures of early societieschw3m.B2.5 — Describe key political structures in some early societies and emerging civilizations, and analyse their impact on these societies.
Interactions Between Early Societies
- How some societies dominated otherschw3m.B3.1 — Explain how various factors contributed to the ability of certain early societies to dominate others.
- Cooperation between early societieschw3m.B3.2 — Explain how various factors contributed to cooperation between early societies and to the development of civilizations.
- Responding to external influenceschw3m.B3.3 — Analyse ways early societies responded to external influences, and how some responses contributed to the development of civilizations.
The official wording — 12 outcomes in this unit
- chw3m.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
- chw3m.B1.2
explain how various factors contributed to differences in the development of early societies
- chw3m.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
- chw3m.B1.4
assess the criteria by which societies are judged to be “civilizations”
- chw3m.B2.1
analyse social structures and modes of social organization in some early societies and emerging civilizations
- chw3m.B2.2
analyse the roles of various people in some early societies and emerging civilizations
- chw3m.B2.3
describe various types of innovation in early societies
- chw3m.B2.4
explain how various factors contributed to the economic development of some early societies and emerging civilizations
- chw3m.B2.5
describe key political structures in some early societies and emerging civilizations
- chw3m.B3.1
explain how various factors contributed to the ability of certain early societies to dominate others
- chw3m.B3.2
explain how various factors contributed to cooperation between early societies and to the development of civilizations
- chw3m.B3.3
analyse some ways in which early societies responded to external influences
Unit 3Flourishing Societies and CivilizationsOfficial strand · Strand C
Key social, economic, and political structures and developments in three or more flourishing societies/civilizations, each from a different region and period prior to 1500; the factors that contributed to their stability, consolidation, and expansion; and the contributions of individuals and groups to the development of identity, citizenship, and culture.
Life in Flourishing Civilizations
- Daily life in flourishing civilizationschw3m.C1.2 — Analyse key aspects of the daily lives of people in some flourishing societies/civilizations.
- Economic structures and their significancechw3m.C1.3 — Describe key economic structures, developments, and practices in various flourishing societies/civilizations, and analyse their significance.
- Political and legal ideaschw3m.C1.4 — Describe key political and legal structures and significant political ideas in flourishing societies/civilizations, and explain how they contributed to their success.
Stability, War, and Expansion
- Factors in the stability of societieschw3m.C2.1 — Explain how various factors contributed to the stability of societies, and assess the importance of stability to a flourishing civilization.
- Warfare and the expansion of empireschw3m.C2.2 — Analyse the role of warfare, including specific battles, in the expansion and consolidation of empires and civilizations.
- Military innovation and expansionchw3m.C2.3 — Explain the role of military innovation in the expansion of various societies/civilizations.
- Education and stabilitychw3m.C2.4 — Describe educational practices in various flourishing societies/civilizations, and explain how they contributed to stability.
- Religion, spirituality, and stabilitychw3m.C2.5 — Analyse the influence of religion/spirituality in various flourishing societies/civilizations, and explain how it contributed to stability.
Identity, Citizenship, and Culture
- Challenging and limiting government powerchw3m.C3.1 — Describe methods used to challenge or limit government power in flourishing societies/civilizations, and assess the contributions of individuals and groups in challenging authority.
- Political and philosophical contributionschw3m.C3.2 — Assess the political, social, and philosophical contributions of various individuals to the society/civilization in which they lived.
- Artistic and scientific contributionschw3m.C3.3 — Assess the artistic and scientific contributions of various individuals to the identity and culture of their society/civilization.
The official wording — 12 outcomes in this unit
- chw3m.C1.1
compare social structures in various flourish- ing societies/civilizations
- chw3m.C1.2
analyse key aspects of the daily lives of people in some flourishing societies/civilizations
- chw3m.C1.3
describe key economic structures, develop- ments, and practices in various flourishing societies/civilizations
- chw3m.C1.4
describe key political and legal structures as well as some significant political ideas in various flourishing societies/civilizations
- chw3m.C2.1
explain how various factors contributed to the stability of societies
- chw3m.C2.2
analyse the role of warfare, including specific battles, in the expansion and consolidation of empires and/or civilizations
- chw3m.C2.3
explain the role of military innovation in the expansion of various societies/civilizations
- chw3m.C2.4
describe educational practices in various flourishing societies/civilizations
- chw3m.C2.5
analyse the influence of religion/spirituality in various flourishing societies/civilizations
- chw3m.C3.1
describe methods used to challenge or limit government power in various flourishing societies/civilizations
- chw3m.C3.2
assess the political, social, and/or philosoph- ical contributions of various individuals to the society/civilization in which they lived
- chw3m.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
Unit 4The Decline of Societies and CivilizationsOfficial strand · Strand D
The role of various social, economic, and political events and developments in the decline of three or more societies/civilizations, each from a different region and period prior to 1500, and how these factors affected people; how interrelationships with other societies and with the environment contributed to decline; and aspects of culture and identity in societies in decline.
Why Civilizations Fall from Within
- Economic events in the decline of civilizationschw3m.D1.2 — Explain the role of various economic events and developments in the decline of some societies/civilizations, and how these factors affected people.
- Political events in the decline of civilizationschw3m.D1.3 — Explain the significance of various political events and developments in the decline of some societies/civilizations.
War, Overreach, and the Environment
- War and foreign invasion in declinechw3m.D2.1 — Explain how war and foreign invasion contributed to the decline of some societies/civilizations.
- Longevity and overexpansion in declinechw3m.D2.2 — Analyse how factors associated with longevity and expansion contributed to the decline of some societies/civilizations.
- Environmental factors in declinechw3m.D2.3 — Explain how environmental factors contributed to the decline of some societies/civilizations.
Culture and Identity in Decline
- Religion and spirituality in declinechw3m.D3.2 — Analyse the role of religion/spirituality in the decline of some societies/civilizations.
- Identity, culture, and declinechw3m.D3.3 — Analyse the interrelationship between identity/culture and the decline of some societies/civilizations.
The official wording — 9 outcomes in this unit
- chw3m.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
- chw3m.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
- chw3m.D1.3
explain the significance of various political events and developments in the decline of some societies/civilizations
- chw3m.D2.1
explain how war and foreign invasion contributed to the decline of some societies/ civilizations
- chw3m.D2.2
analyse how factors associated with longevity and expansion contributed to the decline of some societies/civilizations
- chw3m.D2.3
explain how environmental factors
- chw3m.D3.1
analyse various societies/civilizations in decline to determine common characteristics associated with social decline
- chw3m.D3.2
analyse the role of religion/spirituality in the decline of some societies/civilizations
- chw3m.D3.3
analyse the interrelationship between identity/ culture and the decline of some societies/civil- izations
Unit 5The Legacy of CivilizationsOfficial strand · Strand E
The socio-economic, cultural, and political legacies of societies/civilizations from three or more regions and periods prior to 1500; the types of interactions between societies before 1500 and how societies benefited from and were harmed by them; and the general social, economic, and political context of societies in two or more regions of the world in the fifteenth century.
What the Ancient World Left Behind
- Socio-economic legacieschw3m.E1.1 — Analyse the legacy of some socio-economic structures, practices, and traditions associated with various societies/civilizations.
- The legacy of art and literaturechw3m.E1.2 — Analyse the legacy of art and literature from various societies/civilizations.
- The architectural legacychw3m.E1.3 — Analyse the architectural legacy of various societies/civilizations.
- Contributions to religion and philosophychw3m.E1.4 — Explain the significance of the contributions of some societies/civilizations to religion and philosophy.
- Scientific and technological contributionschw3m.E1.5 — Assess the significance of scientific and technological contributions from various societies/civilizations.
- Political and legal contributionschw3m.E1.6 — Assess the significance of political and legal contributions of some societies/civilizations.
Interactions Between Societies
- Borrowing practices and innovationschw3m.E2.1 — Describe ways practices or innovations in one society/civilization were borrowed by others, and analyse the significance of this influence.
- Consequences of coming under another's controlchw3m.E2.2 — Assess the consequences for one society/civilization of coming under the control of another.
- Approaches to foreign policychw3m.E2.3 — Compare approaches to foreign policy/international relations of different societies/civilizations.
The World in the Fifteenth Century
- Economic developments of the fifteenth centurychw3m.E3.2 — Describe economic structures and explain key economic events and developments in societies around the world in the fifteenth century.
- Political developments of the fifteenth centurychw3m.E3.3 — Describe political structures and explain key political events and developments in societies around the world in the fifteenth century.
- Roles and status of people in the fifteenth centurychw3m.E3.4 — Describe the roles and status of women, men, and children in some societies around the world in the fifteenth century.
The official wording — 13 outcomes in this unit
- chw3m.E1.1
analyse the legacy of some socio-economic structures, practices, and traditions associated with various societies/civilizations
- chw3m.E1.2
analyse the legacy of art and literature from various societies/civilizations
- chw3m.E1.3
analyse the architectural legacy of various societies/civilizations
- chw3m.E1.4
explain the significance of the contributions of some societies/civilizations to religion and philosophy
- chw3m.E1.5
assess the significance of scientific and/or technological contributions from various societies/civilizations
- chw3m.E1.6
assess the significance of political and legal contributions of some societies/civilizations
- chw3m.E2.1
describe ways in which practices or innova- tions in one society/civilization were borrowed by other societies/civilizations
- chw3m.E2.2
assess the consequences for one society/civil- ization of coming under the control of another
- chw3m.E2.3
compare approaches to foreign policy/ international relations of different societies/ civilizations
- chw3m.E3.1
explain some key social trends and develop- ments in societies in different parts of the world in the fifteenth century
- chw3m.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
- chw3m.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
- chw3m.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
Printable workbook · A keepsake of the year
A World History to the End of the Fifteenth Century, Grade 11 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
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Yes. Every skill in this course maps to an official outcome code from Ontario's Grade 11 Social Studies curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
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The official source is linked on this page — Ontario's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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