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Course Profile
Twentieth-Century History: Global and Regional Perspectives, Grade 11,
Open, Catholic and Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
and Catholic District School Board Writing Teams – Twentieth-Century History:
Global and Regional Perspectives
Lead
Writers
Public
– J.F. Hamilton, (retired from Eastview Secondary School in Barrie, Simcoe
County District School Board)
Catholic
– Bernadette Peters, St Peter’s High School, Peterborough, Peterborough,
Victoria, Northumberland, and Clarington Catholic District School Board
(PVNCCDSB)
Public
Writers
Tamara
Tiemersma-Brasil, Barrie Central Collegiate, Barrie, Simcoe County District
Board of Education
Steve
Engelhardt, Banting Memorial High School, Alliston, Simcoe County District
Board of Education
Catholic
Writers
Reg
Hartwick, St. Stephen’s High School, Bowmanville, PVNCCDSB
Stephen
Meinhardt, Catholic Education Centre, Peterborough, PVNCCDSB
Course
Overview
Twentieth-Century
History: Global and Regional Perspectives, Grade 11, Open, CHT30
Secondary Policy Document: The Ontario Curriculum Grades 11
and 12,
Canada and World Studies
This
course focuses on events and issues in twentieth-century world history.
Students analyse issues relating to the two world wars, the Cold War, post-1945
regional conflicts, human rights, changes in everyday life, and the problems
facing developing countries. The skills and knowledge developed in the course
will help students understand and analyse the challenges facing peoples, both
historically and at the present time, in various parts of the world.
Catholic
teachers have a unique opportunity to introduce students to their rich
intellectual, philosophical, and theological heritage as tools for viewing
historical and contemporary political and social realities. The Church has
addressed most of the general areas dealt with in this course, based on
philosophical and theological principles. Church teachings provide a Catholic
framework for learning and analysing events.
Specifically,
the Church’s teachings on social justice, the sacredness of human life, and
economic and social equity form the foundation upon which students examine the
twentieth century. Students are challenged to look at world events from a
‘gospel perspective’ and are encouraged to make connections between values of
the gospel and those of the present.
This
course focuses on the dynamism of the twentieth century as it affects the
world’s inhabitants in national, regional, and global contexts. Emphasis is
placed on defining the concept of ‘progress’ as interpreted though the eyes of
diverse members of our global community. Students are challenged to widen their
perspectives and to consider the history of the twentieth century from quite
different viewpoints.
This
course confronts the teacher with at least two significant challenges. First,
the Open designation requires a flexible approach to course design and
application. Second, the broad content parameters, the history of the twentieth
century in a global and regional context, are so extensive as to require
strongly-focused structural guidelines in terms of both content and delivery,
in order to effectively and efficiently meet the course expectations.
The
structure proposed in this profile consists of six units. Units 1 and 2
undertake a chronological study of the first half of the century, specifically
1900 to 1945. This chronological approach is employed in order to provide a
familiar and comfortable framework for students, given that they experienced a
parallel approach in the Grade 10 Canadian History curriculum (CHC2D, CHC2P).
This should allow students to ‘reconnect’ to the learning of the earlier course
and reinforce that knowledge and skill development. These two units should
provide, as well, the opportunity for extensive initial diagnostic assessment.
In Units 3, 4, and 5, however, the
method of inquiry changes. The second half of the century is considered through
three general thematic areas, political, economic, and social history, in order
to introduce the student to an alternative methodology in the study of history.
In these units, timelines and chronology are employed to augment the thematic
study. Consistent with Units 1 and 2, this thematic approach allows for a
flexible structure in order to entertain both a global and regional
consideration of the material as well as allowing local needs to be met.
Unit
6 is the culminating activity of the course and involves the implementation of
an ongoing, comprehensive study. The suggested activity involves each student
in an individualized study of the contemporary condition of a selected nation,
through the creation of a National Portfolio. The student is introduced to the
activity in Unit 1, and activities associated with the Portfolio are closely
integrated into each successive unit. The activity provides a wide range of
summative opportunities, and Unit 6 is designed to that purpose.
|
* Unit 1 |
Challenges to the Established Order: The World at the Turn of the 20th Century (1900-1919) |
22 hours |
|
Unit 2 |
After the Great War: A Search for Answers (1920-1945) |
22 hours |
|
* Unit 3 |
Global and Regional Conflicts in the Nuclear Age (1945-Present) |
22 hours |
|
Unit 4 |
New Economic Realities: Options for the Future (1945-Present) |
18 hours |
|
Unit 5 |
The Individual and the Twentieth Century (1945-Present) |
18 hours |
|
Unit 6 |
The National Portfolio - A Synthesis (20th Century) |
8 hours (**15) |
* These
units are fully developed in this Course Profile.
** Seven
hours have been devoted to the National Portfolio in the five previous units,
for a total of 15 hours.
Time: 22 hours
Unit
Description
The first
unit of this course focuses on the various challenges to the established world
orders and the sources of stress on citizens, nations, and regions around the
globe at the turn of the century. Students, by adopting the viewpoint and
working with the tools of the historian, develop an awareness of the forces at
work in the first two decades of the twentieth century. Theoretical concepts,
such as nationalism, colonialism, and imperialism, are explored through the
context of practical application, as shifts in the structures of power blocs,
technology, and national and international demographics are considered. This
unit concludes with an examination of the global ramifications of the First World
War. As a linking theme within the activities of the unit, students investigate
how society’s “belief in progress” is tested by events and developments within
these decades. Following the second activity, the introduction of the course’s
culminating summative activity, the creation of a National Portfolio in a
Global Perspective, begins.
Unit 1
Activity Titles (Time and Sequence)
1. The Century Turns: New Ideas for a New Era?
(75 minutes)
2. Technological and Demographic Change at the
Turn of Century (300 minutes)
3. Introduction of the Course Culminating
Activity: The National Portfolio (75 minutes)
4. Major
Power Blocs and Empires: Colonialism and Imperialism (240 minutes)
5. Nationalism and Emerging Nationalism at the
Turn of the 20th Century (75 minutes)
6. World War I: Causes, Course, and Consequences
(480 minutes)
7. National Portfolio Research Skills and
Development Activity (75 minutes)
Unit 1
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
COV.01, CO1.03, SE2.01, HI2.01, HI3.01, HI4.03 CGE3a, 3e, 7f |
Knowledge/ Understanding Thinking/ Inquiry |
-Belief in Progress, (science, technology, and education) -Social Darwinism -Economics - mercantilism, expansionism, protectionism -Political Alternatives: anarchism, Marxism, belief in democracy -Imperialism, Nationalism, Colonialism |
|
2 |
CO1.02, CO1.03, CC2.03, SEV.01, SE1.03, SE1.05, SE3.03 CGE2e, 3b |
Knowledge/ Understanding Thinking/ Inquiry Communication |
-Global population increase -Migration and immigration to New World -Urbanization -Industrialization -Technology: internal combustion engine, electricity, automobile, communications, railways |
|
3 |
HIV.01, HI1.01, HIV.04, HI4.01, HI4.02, HI4.03 CGE4f |
v see Assessment and Evaluation |
Introduction of National Portfolio Activity |
|
4 |
COV.01, CO1.01, CO2.05, CC1.02, CC1.04, CCV.03, CC3.01, CC3.02 CGE7f |
Knowledge/ Understanding Thinking/ Inquiry |
Major Power Blocs and Empires: colonialism and imperialism -European Powers: Britain, Germany, Russia, France, Austro-Hungary, Ottoman -Emerging powers: USA, Japan -Define/Assess colonialism and imperialism -Case studies of imperialism/colonialism |
|
5 |
COV.02, CO2.01, CO2.03, CC2.01, CC3.03, CHV.01, CH1.01, CH1.02 CGE3c |
Knowledge/ Understanding Thinking/ Inquiry Application |
Nationalism and Emerging Nationalism at the Turn of the Century -Defining the terms -Case study: nationalism in the Balkans -Selected studies of nationalism globally: Ireland, India, South Africa, Quebec |
|
6 |
COV.02, CO2.03, CO2.06, CCV.03, CC3.02, CHV.01, SEV.01, SE1.01, SE1.02, SEV.03, SE3.04 CGE1d, 1j, 3f |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
World War I: Causes, Course, and Consequences -Causation -Course: timelines, major battles, global involvement -Global implications: war technology, communications, propaganda, new power structures, attitudes to war, effect on democratic movements, labour, family -Introduction to Treaty of Versailles |
|
7 |
HIV.01, HI1.01, HI1.02, HI1.03, HIV.02, HIV.03, HIV.04 CGE4f |
Knowledge/ Understanding Thinking/ Inquiry |
National Portfolio: Research and Development Activity -Does the student fully understand the project? -Has the student begun in an organized fashion? |
Time: 22 hours
Unit
Description
Building
on the concepts developed in Unit 1 and maintaining the chronological approach,
this unit deals with the implications of the Treaty of Versailles for various
regions of the world. Cause-and-effect relationships are developed through
timelines and case studies. The origins and expressions of conflicting
ideologies, such as fascism and communism, are examined in detail, complete
with an understanding of emerging, new power structures, particularly in
Europe, Asia, and America. A look at the cultural expression of the twenties
and thirties and the link to emerging technologies is undertaken, and effort is
made to put it into a context of dramatic social and economic dislocation. Unit
2 focuses on the events preceding World War II and the course of that
cataclysm. The unit offers opportunity for intensive study of significant
events (e.g., the Holocaust) and influential individuals in political,
economic, and cultural fields around the globe. Again, the National Portfolio
is integrated into the unit. Teaching/learning strategies are suitable for student-centred
studies. Primary document analysis and debates are advised. Activity 5 is
ideally suited to cross-curricular studies in Art, Music, Drama, and English.
Unit 2
Activity Titles (Time and Sequence)
1. A post-WWI analysis – a search for answers
(320 minutes)
i. Implications of the Treaty of
ii. The Russian Revolution, overview of
Communist theory, Rise of Russia/USSR
iii. Rise of fascism, nazism (link to Unit 1
nationalism)
iv. American isolationism
v. The political spectrum
2. The World in the Inter-War Period (150
minutes)
i. Technological accomplishment and application
ii. Economic boom and bust
3. The emergence of regional powers (
4. Art, music, and literature as a reflection of
the dynamics of the first half of the century (155 minutes)
5. A study of World War II – causes and
course of war, focus on global scope of war (Include Holocaust studies, study
of significant individuals, immediate global situation after the war.) (480
minutes)
6. National Portfolio Integration: Peer-sharing
activity (75 minutes)
Unit 2
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
COV.02, CO2.02, CO2.03, CO2.05, CC1.02, CC3.01, CC3.02, CC3.03, CH1.04, SEV.03, SE3.01, SE3.04 CGE3b, 3d, 5b |
Knowledge/ Understanding Thinking/Inquiry Application |
A Post-World War I Analysis: -Treaty of -Prelude to WWII |
|
2 |
CCV.01, CC1.01, CC1.02, CC1.03, CCV.02, SEV.01, SE1.01, SE1.03, SE1.05, SEV.02, SE2.01, SE2.03 CGE3f |
Knowledge/ Understanding Thinking/Inquiry Communication |
Post-World War I -Impact in social, economic, and technological areas |
|
3 |
COV.02, CO2.05, CCV.02, CC2.01, CC3.01, CC3.02, CH1.01, CH1.02, CH1.05, SE3.02, SE3.03 CGE7f, 7g |
Knowledge/ Understanding Thinking/Inquiry Communication |
A World and Regional Study: -Link to National Portfolio |
|
4 |
CC1.033, CC2.03, CH1.01, CH3.01, CH3.02, CH3.03, SEV.01, SE1.04, SE1.05 |
Knowledge/ Understanding Thinking/Inquiry Application |
Art, Music and Literature as it reflects the first half of the century -Project-oriented activity |
|
5 |
COV.02, CO2.02, CO2.03, CO2.05, CO2.06, CC1.01, CC2.03, CCV.03, CHV.01, CH1.03, CH1.05, CHV.02 CH2.02 CGE3a |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
World War II: Causes, Course, Conclusion, and Implications -Prelude to Cold War |
|
6 |
HIV.01, HIV.02, HIV.03, HIV.04 CGE4f |
Thinking/Inquiry Communication |
National Portfolio Integration -Peer sharing of inquiry methods -Application of unit study to National Portfolio |
Time: 22 hours
Unit
Description
The focus
of this unit is on global, regional, and national conflicts, and whether or not
progress has been made in dealing with conflict in this century. Attention is
paid to identifying types of conflict and methods of conflict resolution. The
time period is framed in a chronological study of the Cold War. With this
overview in mind, students undertake an in-depth study of the intricacies of
the
Unit 3:
Activity Titles (Time and Sequence)
1. Defining Types of Conflict and Identifying
Methods of Dispute Resolution. (60 minutes)
i. Civil, ethnic, territorial, economic,
cultural, religious, tribal, ideological, dynastic
ii. Military intervention, international
tribunals, judicial organizations, sanctions
2. The Cold War in a Nuclear Age: identified
ideologically and examined chronologically, from a global perspective. (480
minutes)
3. Developing and Applying a Model for the Study
of Conflict and Resolution (540 minutes)
i. The
ii. Applying the model in selected studies from
around the globe.
4. Hypothesizing:
Students identify potential ‘hot spots’ and the types of conflict-resolution
mechanisms that might be employed in the future, and anticipate
5. Link
to National Portfolio: Applying concepts of conflict and conflict resolution to
nation (60 minutes)
Unit 3
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
CCV.01, CC2.01, CCV.02, CC2.02, CH1.02, CC3.01, CHV.01, SEV.03, SE3.04, HIV.04, H14.02, HI4.03 CGE3e, 3f |
Knowledge/ Understanding Thinking/Inquiry Communication |
Types of Conflict: civil, ethnic, territorial, economic, cultural, religious, tribal, ideological, dynastic, legal -Methods of Dispute Resolution: military intervention, international tribunals, judicial organizations, sanctions |
|
2 |
COV.02, C02.02, CO2.04, CO2.05, CCV.03, CC3.03, CHV.01, CH1.01, CH3.02, SE3.01, SEV.03, SE3.03, HIV.01, HIV.02, HIV.03, HIV.04 CGE1d, 3a, 3f, 7f |
Knowledge/ Understanding Communication Application |
A Framework for the period 1945-2000 The Cold War: ideology, history, course of events: e.g., -Churchill’s ‘Iron Curtain’/ -People’s Republic of - -Arms/space race -Sporting/cultural rivalry -Terrorism globally - -Collapse of |
|
3 |
COV.02, CO2.01, CO2.02, COV.03, CO3.01, CO3.03, CCV.01, CC1.03, CCV.02, CC2.02, CCV.03, CC3.01, CHV.01, CH1.02, CHV.02, SEV.03, HIV.01, HIV.02, HIV.03, HIV.04, HI4.02, HI4.03, HI3.01, HI3.02, HI1.02, HI1.03, HI2.03 CGE2a, 2b, 2c, 5a, 7d, 7e, 7f |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
A Model for Studying Conflict and Conflict Resolution: -A case study: the -Applied studies: group study and presentation of selected conflicts |
|
4 |
COV.02, CO2.01, CO2.02, COV.03, CO3.01, CO3.03, CCV.02, CC2.02, CC3.01, CH1.02, CHV.02, CH2.02, HIV.01, HIV.02, HIV.03, HIV.04, HI1.02, HI1.03, HI2.03, HI3.01, HI3.02, HI4.03 CGE3b, 3c, 3d, 3f, 4a, 4d, 7d |
Thinking/Inquiry Communication Application |
Hypothesizing: Where are the potential global ‘hot spots’ and why is this so? What methods of dispute resolution could be used effectively? (based on prior learning) What should |
|
5 |
HIV.01, HIV.02, HIV.04, HI1.02, HI1.03, HI2.03, HI3.02, HI4.03 CGE4f |
Thinking/Inquiry Application |
National Portfolio: Conflict analysis applied to the selected nation |
Time: 18 hours
Unit
Description
This unit maintains the thematic
approach begun in Unit 3, but moves into an exploration of the economic
imperatives of the second half of the century and the decisions facing the
various nations, regions, and cultures of the world. A selection of representative
case studies, set chronologically, leads to an examination of economic
ideologies, technological (especially communication) developments, emerging
economic power blocs, and new forms of cultural and economic imperialism.
Increasing economic contacts necessitate strategies used to assess the benefits
and limitations of economic and cultural exchanges. Case studies of specific
nations and cultures, and the individuals who are identified with those
strategies are undertaken. Students relate the content to the specific issues
confronting their selected National Portfolio country. Individual research and
oral presentations form the primary teaching/learning strategies.
Unit 4
Activity Titles (Time and Sequence)
1. New economic realities: a chronological
sample of case studies (480 minutes)
i. Post-war reconstruction in
ii.
iii. The OPEC Crisis of 1972
iv.
v. The rise of the ‘Asian Tiger’ economies
2. Economic ideologies, coping with change (185
minutes)
i. The
appeal and impact of ideologically based economic systems: communist and
capitalist
ii. The
20th-century transition from agrarian economies to the information age, and the
impact on a variety of societies
3. The New Economic Internationalism (180
minutes)
i. New regional economic power blocs (EC,
NAFTA, OPEC, World Trade Organization)
ii. New forms of imperialism - economic and
cultural
iii. Corporate power and national identity
4. Maintaining identity in a global age (160
minutes)
i. Cultural
conquest or cultural exchanges: communication technology and cultural
assimilation
ii. Coping
strategies for maintaining cultural, regional, and national identities (in
relation to the National Portfolio activity as well as in global context)
5. National Portfolio Integration: Developing
techniques of presentation (75 minutes)
Unit 4
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
CCV.01, CO1.02, CC1.03, SEV.01, SE1.03, SEV.02, SE2.02, SE2.03, SE2.04, SE2.05 CGE2a, 2b |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
New Economic Realities: -Post-War reconstruction in - -OPEC Crisis of 1972 - -Asian ‘Tiger’ economies -Eurocurrency debates |
|
2 |
CCV.01, CC1.01, CC1.02, CC1.03, CCV.02, CC2.03, SEV.01, SE1.03, SEV.02, SE2.01, SE2.02, SEV. 03, SE3.03, SE3.04 CGE2a, 2b |
Knowledge/ Understanding Thinking/Inquiry Communication |
Coping with Economic Change -Appeal of ideologically-based economic systems -Economies in transition from agriculture, to industry, to information/service |
|
3 |
CH2.02, COV.03, CO3.02, CO3.03, CCV.01, CC1.04, CC3.02, SEV.02, SE2.03, SE2.04, SE2.05 CGE4a, 7f, 7g |
Knowledge/ Understanding Thinking/Inquiry |
Impact of Modern Economic Development Globally and Regionally: -New economic imperialism -New economic power blocs |
|
4 |
CHV.01, CH1.04, CH1.05, CHV.03, CH3.03 CGE4a, 7f, 7g |
Knowledge/ Understanding Thinking/Inquiry |
Maintaining Identity in a Global Age: -Local, national, regional identities -Proactive techniques: cultural promotional devices, protectionism, language laws |
|
5 |
HIV.01, HIV.02, HIV.03, HIV.04 CGE4d, 4f |
Communication Application |
Considering a variety of presentation and organizational techniques – a sharing session |
Time: 18 hours
Unit
Description
Unit 5
maintains the thematic approach developed in Units 3 and 4, with a specific
focus on the individual rather than the larger group. While the target time
frame is 1945 to present, many of the activities are viewed in a broader
chronological window, the century as a whole. Detailed consideration is made of
the collapse of the
Unit 5
Activity Titles (Time and Sequence)
1. The effect of the twentieth century on women,
families, and traditional gender roles (75 minutes)
2. The effect of modern world events on
Indigenous societies (opportunity for individual study)
(150 minutes)
3. Confronting the issue of increased disparity
in the human condition around the globe (180 minutes)
i. Identifying the elements contributing to
that disparity
ii. Suggesting solutions to the problem (include
role of international organizations)
4. The democratization of the globe (180
minutes)
i. The collapse of the ‘Soviet’ system
ii. The barriers to the spread of democracy
iii. Women participating in the political process,
1945-present
5. Defining
Human Rights (180 minutes)
i. International
organizations, and legislation which promote human rights
ii. Barriers
to extending human rights
iii. Selected
case studies of genocide: Holocaust to Rwanda
iv. Responsibilities of the global community in
human rights abuse
6. Contemporary global dilemmas: identifying the
issue, considering solutions (240 minutes)
i. Urbanization
ii. Immigration, refugees and the movement of
peoples
iii. The growing disparity in education and modern
technology among nations
iv. Feeding the hungry
v. Dealing with disaster
7. National Portfolio Integration: Developing
the “informed commentary” (75 minutes)
Unit 5
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
CCV.01, CC1.01, CC1.02, CC1.04, CC2.03, CH1.02, CHV.02, CH2.01, CH2.03, CHV.03, SEV.01, SE1.01, SE1.03 CGE1d, 4a, 5e, 6b, 6c |
Knowledge/ Understanding Thinking/Inquiry |
Effect of 20th Century on Women, Families, and Gender Roles -Family size -Working mothers -Television/movies -Technology -Mobility |
|
2 |
CO1.03, CC2.01, CHV.01, CH1.02, CHV.02, CH2.02, CHV.03, CH3.03, CH3.04, SE1.04, SE1.05, SE2.04 CGE4a, 5e, 7e |
Knowledge/ Understanding Thinking/Inquiry Communication |
Effect of Modern World Events on Indigenous Societies -Economic dislocation -Loss of culture-clash of values -Exploitation of resources -Advanced health care |
|
3 |
CCV.01, CC1.02, CC2.01, CC2.02, CC2.03, CC3.03, SEV.01, SE1.01, SE1.03, SE1.05, SEV.02, SE2.04, SE2.05, SEV.03, SE3.04 CGE1d, 3a, 5e, 7e, 7e, 7f, 7i |
Knowledge/ Understanding Thinking/Inquiry |
Increased Disparity in the Human Condition -Identifying contributing causes -Role of international organizations in alleviating and solving this disparity (Red Cross, UNESCO, Doctors without Borders, WHO, religious organizations) |
|
4 |
COV.01, CO1.03, CO2.06, COV.03, CO3.03, CC1.02, CC1.03, CC1.04, CC2.01, CC3.03, CHV.01, CH1.02, CHV.02, CH2.02, CH2.03, SEV.01, SE1.04, SE1.05, SE2.02, SEV.03, SE3.02, SE3.03, SE3.04 CGE4f |
Knowledge Application |
The Democratization of the Globe: -Collapse of the Soviet Union -Barriers to spread of democracy -Case studies of representative nations in struggle to democratize -Expanding the franchise, women, and minority groups |
|
5 |
CO2.01, CO2.02, CO2.06, CC1.02, CC1.03, CC3.03, CHV.01, CH1.02, CH1.03, CHV.02, CH2.01, CH2.02, CH2.03, CHV.03, SE1.04, SE1.05, SE2.04, SE3.03 CGE3b, 3c, 3f, 4a |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Defining Human Rights -International Organizations promoting human rights -Barriers to extending human rights -Selected case studies of human rights struggles -Responsibilities of global communities in human rights abuses |
|
6 |
COV.03, CO3.01, CO3.02, CO3.03, CC1.01, CC1.02, CC1.03, CC1.04, CC2.02, CC2.03, CC3.03, CH1.04, CH2.01, CH2.03, CH3.03, SE1.01, SE1.02, SE1.04, SE1.05, SE2.04, SE3.04 CGE3b, 3d, 3f, 4a, 4d |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Contemporary Global Dilemmas: -Issues of urbanization -Issues of population relocation -Issues of education and technology -Feeding the hungry -Dealing with disaster |
|
7 |
HIV.01, HIV.02, HIV.03, HIV.04 |
Communication |
National Portfolio |
Time: 8 hours
Unit
Description
Unit 6
provides both a synthesis of the course and an opportunity for students to
demonstrate, for summative purposes, the result of work done throughout the
course on their National Portfolio. Students present their portfolios for
evaluation as an independent piece of work. As well, students demonstrate
knowledge and relationships by involvement in an informal regional assembly and
a subsequent formal UN simulation. The purpose of this unit is to allow the
teacher to summarize course content, allow students to present their National
Portfolio, and prepare for summative evaluation.
Unit 6
Activity Titles (Time and Sequence)
1. Presentation of National Portfolio for
summative evaluation (30 minutes) *
2. Participation in Informal Regional Assemblies
and UN simulation (450 minutes)*
3. Course summation/course evaluation by
students and teacher (60 minutes)
*
Options: The teacher may choose to have students introduce their portfolio to
the class individually or have it handed for evaluation. Timing of UN
simulation is necessarily affected.
Unit 6
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 |
COV.03, CO3.02, C03.03, CCV.02, CC2.01, CC2.02, CHV.01, CH1.02, CH1.03, CH1.04, SEV.01, SE1.05, SEV.02, SE2.04, SE2.05, SEV.03, SE3.03, SE3.04, HIV.01, HIV.02, HIV.03, HIV.04 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
The National Portfolio-Knowing your nation-An Informed Commentary |
|
2 |
same as above |
same as above |
Participation in Regional Assembly and UN Simulation |
A
wide variety of teaching strategies are used in order to accommodate the
differing learning styles. Lessons may incorporate Socratic lessons,
role-playing, simulations, timeline constructions, cooperative learning, ‘Great
Persons’ study, debates, or other acknowledged pedagogical techniques.
Throughout the course, students undertake an extensive individualized project,
the National Portfolio. This assignment is assessed regularly to support the
independent study and is linked to core material through a variety of methods.
The
study of history requires skills; students develop an understanding of those
skills and are given opportunities to develop them. Such skills may involve
enhancement of academic writing skills, report writing, oral reporting, inquiry
techniques, content analysis, and other skills as outlined in the Methods of
Historical Inquiry Strand of The Ontario
Curriculum, Grades 11 and 12, Canadian and World Studies, 2000.
Content
and skills are integrated, and scaffolding systems are created to support prior
learning and to reinforce present learning. Peer consultation and assessment is
significant to this process.
The Ontario Curriculum, Grades 9 to
12, Program Planning and Assessment, 2000 outlines the philosophy and guiding principles
concerning assessment and evaluation for Ontario teachers.
The
Achievement Chart, which is the basis for assessment and evaluation in this
course, can be found on p. 246 of The
Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000. The
chart identifies four major categories - Knowledge/Understanding,
Thinking/Inquiry, Communication, and Application. These categories encompass
the curriculum expectations in all courses in Canadian and World Studies. The
descriptions at level 3 represent the provincial standard for student
achievement.
ESL/ELD
students, like all learners, have different learning styles; therefore, using a
variety of teaching/learning strategies and assessment/evaluation techniques
will assist them in any classroom. Many assessment tools for ESL/ELD students
will be formative, both in assessment of understanding of concepts and the
acquisition and practice of the specifically identified language forms
necessary to express those concepts.
Activities
in this course profile suggest formative and summative assessment strategies
and tools. The diagnostic element of assessment in Unit 1 is necessitated by
the expectation that this course may draw students with diverse skills and
knowledge and who may represent the widest range of cultural, ethnic,
religious, and language backgrounds.
Each
unit contains a variety of formative assessments. A summative evaluation of
each unit is achieved through one of two methods: an evaluation of the highest
consistent level of assessment throughout the unit or by a summative assessment
activity. In the two developed units, summative evaluation activities have been
prepared.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation.
Activity
Description
Each
student in the class shall be assigned (or, preferably, will choose) a nation
of the world from a list presented by the teacher. The list represents five
distinct regions: Central and South America (including the Caribbean), Africa,
Australasia, Europe, and the Middle East. Each region should be represented
equally, in order to create a ‘balance’ of global considerations.
The student is responsible for two activities during this
unit:
1. The National Portfolio: The student creates a
Portfolio comprised of two parts:
a) an
essential guide to knowing the nation. Suggested elements are geographic
orientation, resources, neighbouring nations, political and economic
structures, predominant languages, races, religions, and history. The student
identifies the significant expressions of the nation, through its traditions,
dress, music, food, literature, and art. The student becomes the class ‘expert’
on the nation.
b) An
informed commentary on the condition of the nation at the present time,
including an analysis of problems, personalities, economic conditions, foreign
relations, etc. This commentary may be presented in a variety of ways: through
essay, poster, project, debate, video/computer illustration, creative writing,
or as an independent oral exercise.
2. The United Nations Simulation
Students
first sit in an informal ‘assembly’ of nations from their region of world.
After presenting their material to their peers in regional groupings, the
groups gather in a mini-UN simulation in order to discuss resolutions brought
forth either by individual nations as represented by the student, regional
assemblies of students, or by the teacher. Students represent the interests of
their nation/regions as they understand them rather than present personal
views. Resolutions should be varied, and it is suggested they ‘align’ with Units
3, 4, and 5. Resolutions could involve conflict resolution in a designated
area, the implementation of economic sanctions against a ‘rogue state’, and
famine relief strategies.
Activity
Resources
Urban
students often have access to four or five daily newspapers, while rural or
northern students may have access only to weekly papers. Online newspaper
websites should be identified. School library staff may become involved in
photocopying periodicals and newspapers delivered to school, and accommodations
made to link students to resources on regular basis. A daily ‘current affairs’
component would be valuable. Encourage students to use travel literature,
websites, video, and film, as well as current periodicals. An exemplar is
available in the Lands, Peoples and
Culture series of books. (See overview Resources.)
Activity
Teaching/Learning Strategies
·
The
teacher may restrict choice of nations, particularly in small classes, to
ensure adequate regional and global representation. The teacher introduces an
outline of structure and function of United Nations and develops a template to
record instances of UN action taken from study in Units 3, 4,
and 5.
·
The
teacher outlines the resolutions to be discussed in the simulation, which have
been previously created in discussion with the class. The teacher outlines the
format of the UN simulation.
·
The
regional assemblies are informal forums created to share points of view,
develop regional responses to the resolutions, and to enhance student
confidence before the formal UN simulation. Students should be encouraged to
adopt traditional dress, use traditional greetings, etc., while engaged in the
simulation.
·
The
UN simulation begins with an official introduction and reading of the proposed
resolutions by the Secretary General. Each resolution is debated in turn, with
each nation presenting a formal statement and perhaps amendments to the
proposal. General debate continues, followed by a vote.
·
The
concluding session, a debriefing, could begin with the CBC News in Review, “The U.N. at Fifty”.
Every
effort is made to assist all students in achieving success in Twentieth-Century
History: Global and Regional Perspectives. Specific adaptations and
accommodations are recommended.
Teachers
are encouraged to work with the Special Education teacher to review students’
Individual Education Plans (IEPs) and decide upon the best course of action to
assist them in meeting the expectations of this course. There are many
enrichment opportunities for students to explore the issues, personalities,
literature, and arts in greater depth and from quite different, and more
complex, global perspectives.
The
proficiency levels, outlined in The
Ontario Curriculum, Grades 9 to 12, English as a Second Language and English
Literacy Development, 2000, provide teachers with a guide to receiving and
accommodating these learners in the regular classroom.
No
assumption can be made of ESL/ELD learner’s prior knowledge and skill levels as
described by the History curriculum for Grades 1-8 and Grade 10 (History and
Civics); relevant historical and cultural background knowledge may need to be
taught. The ESL/ELD learner’s self-esteem and motivation to learn benefit
greatly when courses allow expression of their individual skills, interests,
and varied life experiences in the family, communities, and countries of
origin; sensitivity to the diversity of cultural, ethnic, religious beliefs and
customs, socio-economic levels, and family structures of newcomer students
entails accommodations to the structuring of learning experiences and
resources. This course, with its global and regional perspective, should
provide those students with an opportunity to enrich the classroom.
Note
Concerning Permissions
Units in
this profile make reference to the use of specific texts, magazines, films, and
videos. Before reproducing materials for student use from books and magazines,
teachers need to ensure that their board has a Cancopy licence and that
resources they wish to use are covered by this licence. Before screening videos
for their students, teachers need to ensure that their board/school has
obtained the appropriate public performance videocassette licence from an
authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also
reminded that much of the material on the Internet is protected by copyright.
That copyright is usually owned by the person or organization that created the
work. Reproduction of any work or a substantial part of any work on the
Internet is not allowed without the permission of the owner.
Arment,
James, ed. Encyclopedia of Conflicts
Since World War II. Armonk: Sharpe Reference, 1999.
Canada: World View - From Sir
Wilfred Laurier to Jean Chretien, Issue 6. Canadian Dept of Foreign Affairs and
International Trade, 1999.
Cook,
Chris. World Political Almanac. New
York: Facts on File, 2001.
Derbyshire,
Dennis and Ian Derbyshire. Encyclopedia
of World Political Systems. Armonk: Sharpe Reference, 2000.
Gibbins,
Roger and Loleen Youngman. Mindscapes:
Political Ideologies Towards the 21st Century. Toronto: McGraw-Hill
Ryerson, 1996.
Global Profiles Series. New York: Facts on File, 1999.
Goff,
Moss, Terry, and Upshur. The Twentieth
Century: A Brief Global History, 5th Ed. New York: McGraw-Hill, 1998. ISBN
0-070023566
Grun,
Bernard. The Timetables of History, 3rd
Ed. Toronto: Simon and Schuster, 1990.
ISBN 0-671-74271
Hammond Atlas of the 20th Century. Windsor: World Almanac Education,
1995.
Harshman, R. and C. Hannell. The Human World: A Changing Place.
Toronto: John Wiley and Sons, 1985. ISBN 0-471-79796-0
Howard, M. and W.R. Louis. The Oxford History of the Twentieth Century.
Toronto: Oxford, 1998.
ISBN 0-19-820428-03
Jarvis,
Aliphat, Bain, and DesRivieres. War and
Peace. Toronto: Prentice Hall/Ginn, 1996. (from: A History and Geography Sourcebook Series) ISBN 0-13-459439-84
Jennings,
Peter and Todd Brewster. The Century.
Toronto: Doubleday, 1998. ISBN 0-385-48327-9
Lands, Peoples and Cultures Series (National Profiles). St.
Catherines: Crabtree, 1997.
Powell,
John. Biographical Encyclopedia of 20th
Century World Leaders. Tarrytown: Marshall Cavendish, 2000.
Roberts,
J.M. The Penguin History of the Twentieth
Century: The History of the World, 1901 to the Present. Toronto: Penguin,
1999. ISBN 0-71-399257-3
Townley,
Edward, ed. Dictionary of 20th Century
European History. Chicago: Fitzroy-Dearborn, 1999. ISBN 1579581277
The Twentieth Century Great Events. Magill, 1992 and 1996.
Zelinski,
Draper, Quinlan, and McFadden. Twentieth
Century Viewpoints: An Interpretive History. Toronto: Oxford University
Press, 1996. ISBN 0-19-541114-5
Westell,
Ian. E. World in Conflict 1914-1945.
Chicago: Fitzroy-Dearborn, 1999. ISBN 1579582125
Alhers,
Julia and Michael Wilt. Christian
Justice: Sharing God’s Goodness. Minnesota: St. Mary’s Press, 1995. ISBN
0-88489-330-8
Catechism of the Catholic Church. Ottawa: Publication Service
Canadian Conference of Catholic Bishops, 1992. ISBN 0-88997-281-8
The Jerusalem Bible. New York: Doubleday and Company
Inc., 1968. ISBN 0-385-01156-3
“The War
Reports,” Backgrounder, Canada and the
World. April 1995.
Note: The URLs for the websites have been
verified by the writer prior to publication. Given the frequency with which
these designations change, teachers should always verify the websites prior to
assigning them for student use.
Centre
for International Health Studies – www.cihi.com (needs Adobe Acrobat reader)
CNN
– www.cnn.com/world/index
Education
Planet Resource list – www.educationplanet.com/search/history
Encyclopedia
Britannica – www.britannica.com
Encyclopaedia
of Women’s History – http://teleportcom/~megaines/woman.html
Hague
International Model United Nations – www.thimun.org/
History
Channel – www.historychannel.com/index
Holocaust
– www.ushmm.org/misc_bin/add-goback/education/guidelines.html
Holocaust
Museum – www.ushmm.org/index.html
Index
of Resources for History – http://Kuhttp.cc.ukans.edu/history.index.html
Links
to Events of 20th Century – www.cannylink.com/history20thcentur.html
Links
– www.studyweb.com
Model
United Nations – www.imuna.org/current
NATO – www.nato.org
National Conference of Catholic Bishops –
www.nccbusc.org
Newspaper
Links – www.intercom.com.au/intercom/newsprs/index.html
Recent
History; Up Close and Personal – http://library.thinkquest.org/3483
Smithsonian
Institute – http://educate.si.edu
Statistics
Canada – www.statscan.ca
Statistics
Canada: comparative health guide – www.statscan.ca/english/kits/health5.htm
St.
Peter’s College Library – www.spc.edu/lib/peace
United
Nations – www.un.org
UN
listings of social indicators – www.un.org/depts/unsd/social/
UN
Population Studies – www.popin.org.pop.
20th-Century
Eras – www.kenmoreshs.qld.edu.au/resourcecentre/era20c.html
20th
Century by Decades – http://dewey.chs.chico.kit.ca.us.decs.html
CBC News in Review.
20th Century History. BBC video, 1986.
The Cold War Series. CCN video, 1998.
Battlefield series. Time/Life Video, 1996.
World War II series. CBS Video, 1986.
Local
branches of Canadian Legion, community churches, ethnic and religious
organizations, school guidance department, historical societies, service clubs,
visiting dignitaries, missionaries, representatives of local businesses.
This course
profile is designed to assist teachers in the implementing of Twentieth-Century
History: Global and Regional Perspectives, Grade 11, Open, and is based on
curriculum outlined in The Ontario
Curriculum, Grades 11 and 12, Canadian and World Studies, 2000. This course
meets the requirements as an additional compulsory credit for graduation
purposes as outlined in Ontario Secondary
Schools, Grades 9-12, Program and Diploma Requirements, 1999. The
foundation for assessment, evaluation and reporting practices is outlined in The Ontario Curriculum, Grades 9 to 12,
Program Planning and Assessment, 2000. This course offers opportunity for
implementing guidance/career and cooperative education policies that relate to
sensitivity to cultural interchange, such as teaching, media, policing, service
industry, and international work. As well, cross-curriculum development in
computer skills and community resource utilization is significant.
Coded
Expectations, Twentieth-Century History: Global and Regional Perspectives,
Grade 11, Open, CHT3O
COV.01 · demonstrate an understanding of the nature
of and relationships between communities and nations throughout the world at
the beginning of the twentieth century;
COV.02 · describe the effects of World War I, World
War II, the Cold War, and selected regional conflicts on the nations of the
world and on international relations over the course of the twentieth century;
COV.03 · describe significant characteristics of the
world community at the end of the twentieth century.
A
Century Begins
CO1.01 – identify the major blocs of empires and
former empires throughout the world as they existed at the beginning of the
century (e.g., British, Chinese, French, German, Russian, Spanish);
CO1.02 – describe significant nations and communities
and the relationships between them at the beginning of the century (e.g.,
Britain and the Boers, Spain and Cuba, the United States and Panama, Japan and
Manchuria);
CO1.03 – describe the relationship between the
developing world and the European powers at the beginning of the century (e.g.,
“the White Man’s Burden”, resource exploitation, spread of European
“civilization”).
A
Century of Conflict and Cooperation
CO2.01 – describe the causes, course, and results of
significant local and regional conflicts (e.g., in Serbia in 1914, Northern
Ireland, India and Pakistan, Castro’s Cuba, the Falkland Islands, Afghanistan);
CO2.02 – evaluate the effectiveness of various
processes used to promote peace in regional disputes (e.g., the League of
Nations’ oil sanctions against Italy in 1935, Neville Chamberlain’s diplomatic
intervention at Munich, L.B. Pearson’s “peacekeepers” in Cyprus, NATO military
intervention in Kuwait);
CO2.03 – demonstrate an understanding of the causes,
course, and results of World War I and World War II (e.g., alliance systems,
rise of fascism; Vimy, Normandy; Treaty of Versailles, economic dislocation);
CO2.04 – demonstrate an understanding of the causes,
course, and results of the Cold War (e.g., Stalinism; Cuban missile crisis,
Olympic boycotts; destruction of the Berlin Wall);
CO2.05 – describe shifts in the international balance
of power that took place during the twentieth century (e.g., the rise to prominence
of the United States, the rise and collapse of the Soviet Union, the rise of
Asian nations);
CO2.06 – describe Canada’s changing role in
international affairs during the twentieth century (e.g., as a colonial
adjunct, a newly independent nation, a major partner in war efforts, a
peacekeeper and middle power, a leader in humanitarian causes).
The End
of the Century
CO3.01 – describe and assess the impact of
significant local and regional conflicts that occurred at the end of the
twentieth century (e.g., in East Timor, Sri Lanka, Somalia, Rwanda; in
connection with the North Atlantic fishery);
CO3.02 – demonstrate an understanding of
the nature of the world’s power structure at the end of the Cold War (e.g.,
dominance of the United States, economic strength of Europe and Asia, role of
religious fundamentalism in the Middle East, Russian assertion of territorial
hegemony);
CO3.03 – demonstrate an understanding of the
influence of international organizations in defining new concepts of “global
communities” (e.g., United Nations, North Atlantic Treaty Organization, la
Francophonie, World Trade Organization).
CCV.01 · describe key factors that facilitated change
during the twentieth century, and describe the nature of that change;
CCV.02 · describe key factors that tended to maintain
continuity during the twentieth century;
CCV.03 · demonstrate an understanding of the use and
importance of chronology and cause-and-effect relationships in the study of
twentieth-century history.
The
Process of Change
CC1.01 – demonstrate an understanding of the nature
and magnitude of technological and economic change during the twentieth century
(e.g., the automobile, electrification, computerization; progressive taxation,
consumerism, global capitalization);
CC1.02 – describe the nature and magnitude of social
and political change in the twentieth century (e.g., demographic developments,
changes in gender roles, urbanization; expansion of the franchise, acceptance
of democratic ideals, emergence of new national powers);
CC1.03 – describe the role of individuals and groups
who facilitated the process of change in the twentieth century (e.g., Henry Ford,
J.M. Keynes, Joseph Stalin, Mao Zedong, Nelson Mandela, Bill Gates;
suffragists, the American and international film industry, Organization of
Petroleum Exporting Countries);
CC1.04 – demonstrate an understanding of the
effectiveness of different processes of change in the twentieth century (e.g.,
planned versus spontaneous change, slow versus rapid change, the use of violent
or pacifist strategies).
The
Process of Continuity
CC2.01 – demonstrate an understanding of the ongoing
movement towards decolonization and national independence throughout the
twentieth century (e.g., in Ireland, Egypt, India, Zimbabwe, Panama);
CC2.02 – demonstrate an understanding of the efforts
of organizations and agencies to improve the human condition throughout the
world (e.g., International Red Cross/Crescent, Roman Catholic Church, United
Nations social and economic agencies, Médecins Sans Frontières, International
Court of Justice);
CC2.03 – explain how belief in progress and
technological improvement provides a framework for understanding the history of
the twentieth century (e.g., developments in agriculture, social welfare
legislation, growth of education, more effective communication, genetic
engineering).
Chronology
and Cause and Effect
CC3.01 – demonstrate an understanding of
the significance of timelines in the study of selected subjects in
twentieth-century history (e.g., the course of the Russian Revolution, the
sequence of migrations of people to the United States, the decolonization of
Africa);
CC3.02 – demonstrate an understanding of the
cause-and-effect relationship between decisions taken in history and their
consequences in helping to shape significant historical events (e.g., the
conditions imposed by the Treaty of Versailles in 1919 and the outbreak of World
War II, the decision to create the state of Israel and subsequent tensions in
the Middle East, the formation of trading blocs and their possible effect on
national autonomy);
CC3.03 – explain the interplay among political,
social, economic, and cultural issues, using key examples from the twentieth
century (e.g., World War I and isolationism, the Great Depression and social
welfare legislation, fishing practices and territorial waters, civil
disobedience and economic disruption).
CHV.01 · demonstrate an understanding of the
importance of nationalism and internationalism in twentieth-century societies;
CHV.02 · analyse the relationship between the
individual and those in authority in various societies during the twentieth
century;
CHV.03 · demonstrate an understanding of the variety
of cultural expressions throughout the world in the twentieth century.
Nationalism
and Internationalism
CH1.01 – describe key elements that have contributed
to the development of national identities in the twentieth century (e.g.,
language, traditions, perceived history, religion);
CH1.02 – demonstrate an understanding of how
nationalism has affected existing institutions and the lives of average
citizens (e.g., growth of Basque and Québécois identities, efforts to establish
Jewish and Palestinian homelands, Sikh and Hindu clashes, Islamic
fundamentalism and Cold War rivalries);
CH1.03 – describe key elements that have helped to
create a sense of international and global unity in the twentieth century
(e.g., political ideologies such as pacifism, communism, and socialism;
international women’s movements; humanitarian idealism; global environmental
concerns);
CH1.04 – demonstrate an understanding of how
internationalism has affected existing institutions and the lives of average
citizens (e.g., idealism in League of Nations agencies, anti-war and
anti-nuclear protests, the Green movement);
CH1.05 – analyse how and why certain individuals have
become the accepted symbols of national or international movements (e.g.,
Lenin, Gandhi, Eva Peron, Eleanor Roosevelt, Albert Einstein, Ho Chi Minh,
Margaret Thatcher, Nelson Mandela, Mother Teresa).
The
Rights of Individuals and Groups
CH2.01 – demonstrate an understanding of the variety
of interpretations concerning the position of the individual in society (e.g.,
labour and class solidarity, racial consciousness, Islamic and Christian
fundamentalism, national conformity, the “Me” Generation);
CH2.02 – analyse key factors that have interfered
with individual and group rights during the twentieth century (e.g., secret
police and rigid censorship, policies of racial and ethnic exclusion and
cleansing, gender-role restrictions, poverty);
CH2.03 –
demonstrate an understanding of the growth of individual and group democratic
rights in many societies during the twentieth century (e.g., extension of the
secret ballot, reduction of gender and age restrictions, efforts to improve
global literacy and health, spread of ideas via global telecommunications
technologies).
Art and
Culture
CH3.01 – describe critically selected forms of
artistic expression that were maintained, altered, or developed during the
twentieth century (e.g., classical, minimalist, and atonal music; Kabuki
theatre; Chinese revolutionary opera; traditionalist and abstract-expressionist
art; modern architecture and design);
CH3.02 – demonstrate a critical understanding of key
connections between artistic expression and its socio-political context in the
twentieth century (e.g., blues and Black America, Soviet socialist realism in
art and music, Fascist and Nazi martial pageantry, beat poetry and atomic
angst, Asian martial arts film genre);
CH3.03 – analyse the spread of and reaction to
American pop culture during the twentieth century (e.g., Hollywood movies,
jazz, rock ’n’ roll, blue jeans, McDonald’s and Disney);
CH3.04 – explain the development of modern indigenous
art forms (e.g., cinematic styles and music in India and Latin America, use of
traditional costumes and fashions in Africa and Asia, revival and restoration
of traditional cultural sites such as Angor Wat, Xi’an, and Machu Picchu).
SEV.01 · describe key changes in the structures and
activities of everyday life during the twentieth century;
SEV.02 · describe the essential features of economic
life in the twentieth century;
SEV.03 · demonstrate an understanding of the variety
of political structures experienced during the twentieth century.
Everyday
Life
SE1.01 – describe the effect of the twentieth century
on the structure of the family and on the individual within the family (e.g.,
broadening of gender roles, increased participation of mothers in the labour
force, increased influence of youth peer groups, China’s one-child policy,
absentee family members in migrant labour markets);
SE1.02 – demonstrate an understanding of how the
genocides of the twentieth century (e.g., the Nazi Holocaust, mass executions
under Pol Pot, the Rwandan genocide, ethnic cleansing) have affected not only
the victims and victimizers, but also the world at large;
SE1.03 – describe the nature and effect of changes in
the world of work during the twentieth century (e.g., shift from agriculture to
industry, rise of the service industry, need for technical knowledge,
development of labour-saving devices, use of assembly lines and robotics in
industry, shortened work week and the concept of leisure time);
SE1.04 – demonstrate an understanding of the
relationship between the individual and religion in the Western and non-Western
worlds during the twentieth century (e.g., Creationist debates, decreased
church attendance, cults, theocratic governments, clashes of religions);
SE1.05 – demonstrate an understanding of the effects
on daily life of increased interaction between peoples of the world (e.g.,
exposure to new ideas, foods, and fads; fear of newcomers; creation of ethnic
ghettos; westernization of language).
Economic
Structures
SE2.01 – identify the primary characteristics of
economic structures in developed nations (e.g., the belief in free enterprise,
competition, private property; Keynesian and post-Keynesian economic theory;
liberalized world trade);
SE2.02 – analyse the successes and failures of
command economies (e.g., the Soviet Union, the People’s Republic of China,
Cuba, Tito’s Yugoslavia);
SE2.03 – describe and assess the local, national, and
global implications of the major economic crises of the twentieth century
(e.g., the Great Depression, China’s Great Leap Forward, the 1973 OPEC crisis,
eastern Europe and the collapse of the Soviet Union, the Asian financial crisis
of the 1990s);
SE2.04 – demonstrate an understanding of the problems
that face the underdeveloped world in achieving economic stability and
prosperity (e.g., lack of capital investment, exploitation of citizens as cheap
labour, fragile taxation basis, political corruption, foreign ownership, debt
load);
SE2.05 – demonstrate an understanding of the reasons
for and the implications of the growth of global economic relationships (e.g.,
European Community, North American Free Trade Agreement, General Agreement on
Tariffs and Trade, World Trade Organization).
Forms of
Government
SE3.01 – describe various ideological positions that
are represented in the “political spectrum” (e.g., communism, socialism,
liberalism, conservatism, fascism);
SE3.02 – describe the key elements of a variety of
systems of government (e.g., Western congressional and parliamentary systems,
African single-party systems, Swiss federalism, Swedish social democracy,
Russian and Chinese communism, Islamic theocracies);
SE3.03 – demonstrate an understanding of obstacles to
the implementation of stable forms of government in developing nations (e.g.,
low literacy rate, poor communications, absence of liberal tradition, economic
challenges, concentration of wealth and power);
SE3.04 – demonstrate an understanding of the structure
and function of international governmental organizations and agreements that
have attempted to provide global leadership (e.g., League of Nations, United
Nations, North Atlantic Treaty Organization, Geneva Conventions, Hague
conferences).
HIV.01 · demonstrate an ability to locate, select,
and organize information from a variety of sources;
HIV.02 · demonstrate an understanding of the steps in
the process of historical interpretation and analysis;
HIV.03 · communicate opinions based on effective
research clearly and concisely;
HIV.04 · demonstrate an ability to think creatively,
manage time efficiently, and work effectively in independent and collaborative
study.
Research
HI1.01 – formulate relevant questions for research
and inquiry, drawing on examples from twentieth-century history (e.g., What
were the technological innovations that altered the nature of war in the
twentieth century? What were the motives behind the conditions set in the
Treaty of Versailles? How did the enfranchisement of women alter
twentieth-century society?);
HI1.02 – conduct organized research, using a variety
of information sources (e.g., textbooks and reference books, audio-visual
materials, Internet sites);
HI1.03 – organize research findings, using a variety
of methods and forms (e.g., note taking; graphs and charts, maps and diagrams).
Interpretation
and Analysis
HI2.01 – demonstrate an ability to distinguish bias,
prejudice, stereotyping, or a lack of substantiation in statements, arguments,
and opinions;
HI2.02 – identify key interpretations of
twentieth-century history (e.g., Marxist, liberal, neo-conservative);
HI2.03 – describe key relationships in the data
studied (e.g., chronological ties, cause and effect, similarities and
differences);
HI2.04 – demonstrate an ability to develop a point of
view that reflects effective research into diverse sources.
Communication
HI3.01 – communicate effectively, using a variety of
styles and forms (e.g., reports or essays, debates, seminars, interviews, group
presentations);
HI3.02 – use an accepted form of documentation to
acknowledge information sources (e.g., footnotes, endnotes, or author-date
citations; bibliographies or reference lists);
HI3.03 – express opinions and conclusions clearly and
in a manner that respects the opinions of others.
Creativity,
Collaboration, and Independence
HI4.01 – demonstrate an ability to think creatively in
reaching conclusions about both assigned questions and issues and those
conceived independently;
HI4.02 – use a variety of time-management strategies
effectively;
HI4.03 – demonstrate an ability to work independently
and collaboratively and to seek and respect the opinions of others;
HI4.04 – identify various career opportunities
related to the study of history (e.g., researcher, museum curator, archivist,
teacher, journalist, writer).
Unit 1
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