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Course Profile Adventures in World History (CHM4E), Grade
12, University Preparation, Catholic
Course Overview
Prerequisite: Canadian History in the Twentieth Century, Grade 10, Academic or Applied
This course examines a variety of human experiences in world history from earliest times to the present. Students will learn about a wide range of social, cultural, economic, and political topics, including technological development and cultural expression, social and political structures, and the values of community and individualism. As well, students will be given opportunities to develop their awareness of historical experience, to practise their skills of analysis and communication, and to cultivate a lifelong interest in the adventures of world history.
The history of Christianity and the Catholic Church is integral to world history. Catholics may be found in every region of the world. Over the centuries, thousands of Catholics have thus taken Jesus’ words to heart:
“Go therefore and make disciples of all nations, baptizing them in the name of the Father and the Son and of the Holy Spirit…And remember, I am with you always, to the end of time.”
(Matthew 28: 19-20)
A course in world history cannot be properly taught without emphasizing the emergence of Christianity as a world religion and the role of the Catholic Church as an international institution. Few international organizations have existed for some two thousand years. For centuries, the Catholic Church dominated Europe, a key region in terms of the development of ideas and concepts that shaped much of the modern world. As well, the moral standards of conduct, expected of individuals and nations alike, were influenced by Catholic values and doctrine. Human spirituality is also emphasized in the curriculum document under the strand, Citizenship and Heritage. Consequently, the final unit of this Course Profile, Post World War II: A New World Order? examines various international problems from both a historical perspective and also a Catholic perspective – a perspective shared by many other religious and philosophical schools of thought. Many of the Catholic Foundation Concepts, e.g., justice, community, empowerment, conflict, globalization and transformation receive special attention in this final unit.
A chronological approach has been adopted for this course. Students need a framework in which they may organize a large amount of information. The framework is narrative in nature: an abbreviated history of the world. At the same time, specific concepts of history that the students will achieve by the end of the course have been identified. Content that students should remember beyond the classroom is identified as follows:
·
the reasons why
civilizations develop and decline:
· reasons for development, e.g., the role of food surplus, specialization, importance of trade to developing cities
· reasons for decline, e.g., damaging effects of warfare, lack of technological military innovation, interruption of trade, human apathy
[CCV.02, CHV.03, CHV.01, SEV.01, SEV.02, HIV.01]
·
the nature of
warfare and its moral underpinnings:
· the advantages of superior technology, e.g., weaponry, siege equipment
· importance of strategy and leadership, e.g., Alexander, Julius Caesar, Napoleon
· religious justification of war
[CHV.01, CCV.01, CCV.03, SEV.03, HIV.04]
·
the influence of
the Greeks on later civilizations:
·
Mythology,
e.g., influence on Romans, Renaissance Europe and modern arts
· Architecture, e.g., Roman and modern structures [White House]
· Politics, e.g., Athenian democracy as a model
[CHV.02, SEV.01, SEV.03, COV.01, COV.03, HIV.03]
·
the critical role
of the middle class in terms of change:
· emergence of this class stimulates changes in society, e.g., development of trade, Athenian democracy, overseas exploration)
· competition within the class led to increased creativity and technological development, e.g., Renaissance art, modern computer technology
· meeting the needs of this class led to social and political stability, e.g., Athenian democracy, Napoleon
[CHV.02, CHV.03, SEV.01, SEV.03, HIV.03]
·
the different
perspectives on the role of women:
· traditional gender roles, e.g., domestic duties, motherhood
· different attitudes toward women, e.g., Spartans, Athenians, Romans, Victorians
· non-traditional women, e.g., Nefertiti, Joan of Arc
[CCV.01, CCV.03, SEV.01, SEV.03]
·
the role of
technology in societal change:
· agricultural innovations, e.g., plough, three-field system, tractor
· transportation, e.g., dug-out canoe, domestication of animals, ships, railways
· warfare, e.g., spearhead, seige equipment, gun, nuclear weaponry
[SEV.02, HIV.02, COV.01, COV.02, COV.03]
·
the impact of the
values/beliefs of the Catholic Church on world history:
· ability to deepen its own understanding of societal role, e.g., changing attitude to warfare
· its ability to renew itself, e.g., St. Francis of Assisi, Mother Teresa
· its pastoral care, e.g., caring for the poor, sick, and elderly; economic assistance
[CHV.01, CHV.02, SEV.01, SEV.03, COV.03, HIV.02]
The teacher may not implement all of the described activities, but must ensure that students are given opportunities to achieve all the expectations. In the final culminating activity, the students examine the different understandings from a historical and Catholic perspective, to demonstrate what they have learned.
Throughout the course, learning skills (teamwork, homework, initiative, and independent work) should be emphasized. Students need to be aware of the importance of these skills in the workplace. Potential employers will pay close attention to the students’ level of achievement in these skills. Teachers should maintain accurate records of the students’ progress in improving these skills and continually remind students of their importance. The teacher should refer to the Conference Board of Canada’s Employability Skills 2000+, which underlines the significance of communication skills, positive attitudes, behaviour, and teamwork. These employability skills could be posted throughout the classroom as a constant reminder of their significance.
Literacy skills must also be emphasized. As well, the Beatitudes should be posted in order to emphasize the Catholic context of the classroom. A portfolio of students’ written work should be maintained so that the teacher may assess student progress.
|
Unit 1 |
Pathways to Civilization (3.5 million years BCE–1000 BCE) |
20 hours |
|
Unit 2 |
The Greeks and Romans (1000 BCE–500 CE) |
20 hours |
|
* Unit 3 |
The Middle Ages (500–1400) |
20 hours |
|
Unit 4 |
The Ancients Return: Rebirth of Society and New Horizons (1400–1789) |
14 hours |
|
Unit 5 |
Age of Revolution: The World at War (1789–1945) |
14 hours |
|
Unit 6 |
Post World War II: A New World Order? (1945–present) |
22 hours |
* This unit is fully developed in this Course Profile.
Time: 20 hours
Unit Description
The focus of this unit is the development of early civilizations. Early human beings are examined in terms of their social and economic progress. They developed methods to increase their food supply, which led to domestication of animals, farming, and an eventual food surplus. Specialization of crafts and trades occurred, resulting in the growth of towns and cities. Spirituality is also understood as a major aspect of the human personality as it developed institutional expression through organized religions. The importance of the middle class as an “engine of change” is highlighted, using the analysis of Mesopotamian society as an example. Emphasis is on the Sumerians who spurred on social and economic development through technological innovation, e.g., the wheel, irrigation systems. Students choose a civilization as a focus for the culminating activity, review the reasons why such a great civilization developed, and describe the significant achievements of its inhabitants. Particular attention should be given to the role of women in society.
Unit Overview Chart
K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A = Application
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
1.1 |
HIV.01,
HIV.04, HI1.03, HI2.02, HI2.03, HI4.03 |
K/U C A |
Adventures in History Timeline – Throughout the term, students complete a visual timeline that is displayed on the wall in the classroom. They add to this timeline after each unit is completed. |
|
1.2 |
CO1.01, CO2.01, CO3.03, COV.01, CH3.02, SE1.01 |
K/U C A |
Archaeological Site – The teacher provides students with a list of items discovered at an archaeological site, e.g., Stone Age tools, wall paintings, gravesite artifacts. In groups of four, they complete a visual record of what was found. Upon completion, each group shares its visual display. Students then draw conclusions about each discovery. This leads to the discussion of religious significance of the artifacts, with emphasis on the magical aspect of cave art and spiritual importance of burial rituals. Computer software permitting, this activity may be designed in the form of a computer simulation. Students write a brief summary about religious significance, to be added to the portfolio. Writing skills should be reviewed prior to assigning the summary. |
|
1.3 |
CO1.02, CO2.01, CO3.03, CHV.01, CH3.01, CH2.01, CH3.02, SE1.01, SE1.03 |
T/I K/U C |
Early Village Life – The teacher provides students with a list of artifacts found in a prehistoric community. Students will categorize the items according to commonalities, i.e., food, tools, animals, buildings, etc., and formulate hypotheses about this community. Teacher-directed class discussion follows. |
|
1.4 |
CO2.03, CC1.01, CC2.01, COV.02 |
T/I C |
Defining “Revolution” – The teacher identifies concepts of revolution, using the agricultural revolution as an example. In groups, students brainstorm about modern revolutions that have occurred in the following areas: technology, the role of women, and urbanization. Emphasis is placed on the importance of agriculture throughout history as the primary source for subsistence, and how this is changing. |
|
1.5 |
CO2.03, CC2.01 |
K/U A |
Road to Civilization – To emphasize the importance of agriculture, students cultivate an herbal garden indoors in pots or outdoors, to be maintained throughout the course. The teacher emphasizes the importance of a community maintaining a food surplus. (Herbs cultivated here will be used in the medieval unit.) |
|
1.6 |
CC2.03,
CC2.02, COV.03, CCV.02, CHV.03, CH1.02, SE1.01, SE1.03, SE1.03, SEV.01 |
K/U T/I C A |
The First Civilization: Mesopotamia – In pairs, students imagine a society without law or a common form of written communication. They develop their own law codes (identifying offences and punishments for each) and their own written languages, using symbols. One option could be to develop a law code for their own classroom and/or school. A class discussion ensues, where personal law codes and contemporary ethical codes of conduct are compared to the Code of Hammurabi. Emphasis is placed on the moral underpinnings of this code. Students write a brief summary of their comparisons and file it in their portfolios. |
|
1.7 |
HI2.01, HI4.01, HI4.03, CH1.02, CH1.03, CH3.02 |
K/U T/I |
The Development of Human Spirituality – The
teacher reviews evolution from a Catholic perspective and connects it to
human spirituality. Teacher-directed discussion ensues, where the link
between human beings and their natural surroundings is explored. The teacher
notes that human beings initially believed that many gods and goddesses ruled
the natural world. Emphasis is placed on how, as humans gain more control and
understanding of their environment, they believed in fewer gods, and how the
idea of monotheism eventually developed. The teacher pinpoints one historical
exception: the Hebrews in Mesopotamia, who developed the sophisticated idea
of monotheism when more developed societies failed to do so. Possible
explanations for this exception are discussed, and emphasis is placed on
spiritual revelation. |
|
1.8 |
COV.03, CCV.02, CO3.01, CO3.02, CHV.03, CH3.01, CH3.03, CH1.02, SE1.01, SE1.03, SE1.04, SEV.01, SE2.01, SE2.02, HI1.01, HI1.02, HI1.03, HI2.01, HI2.02, HI2.03 |
C K/U T/I A |
Culminating Activity – This is partly a review. The purpose of this activity is two-fold: to emphasize the reasons why a civilization emerges, and to examine different civilizations. The teacher provides a planning sheet, indicating the different aspects of the development of a civilization, e.g., food surpluses, specialization, development of social structure, growth of towns. Students research a civilization, e.g., Egypt, China, and use the planning sheet to record explanations, written in paragraph form, of how the inhabitants of that society were able to develop a civilization. They also describe the nature of that civilization, examining politics, family life, economics, art and architecture, and spirituality. Students use a multiple intelligence approach to examine the civilization’s achievements, e.g., Bristol board displays, pyramid models, role play. |
Time: 20 hours
Unit Description
The students examine two of the great civilizations of history in terms of their development and achievement. Important dates should be added to the timeline posted in the classroom. Beginning with the emergence of the Greeks from the Dark Ages and the first Olympic games occurring in 776 B.C.E., the development of Greek society is examined, with special emphasis on the two great cities of Athens and Sparta. The middle class emerges as the driving force of change in important trade centres such as Athens, which established a vast commercial empire after the Persian wars. Greece entered its golden age with enduring contributions to civilization in architecture, religion, and politics. The Greeks’ positive attitude toward war is examined as a value that lasted for centuries. Different perspectives on the changing roles of women and human spirituality become major themes. Sparta is examined as a major military power that granted women more social and economic freedom. The Greek love of warfare led to the self-destructive Peloponnesian War, a war of attrition that eventually permitted the Macedonians to conquer Greece. During that same historical period, the Romans slowly emerged as a Mediterranean power. After its victory in the Punic Wars, Rome established an empire throughout the Mediterranean world, including Greece. Because of this conquest, the Greeks influenced the cultural development of the Romans, thus ensuring their enduring legacy to modern times. This Roman Empire also witnessed the rise of Christianity, from the development of the early Church (as a small collection of isolated churches) to a major institution within the Roman Empire. After several centuries of dominance, the Western Roman Empire experienced a gradual decline. This decline can be attributed to the lack of technological and military innovation, economic stagnation, and human apathy. As a culminating activity, students create a newspaper featuring the achievements of both the Greeks and the Romans.
Unit Overview Chart
K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A = Application
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
2.1 |
CH1.01, CH3.01 |
C K/U |
Greek Mythology – Using stories from Greek mythology, the teacher explains the creation of the world from the Greek perspective. A list of gods/goddesses is given to students, who are challenged to draft their own versions of the end of the world. (Encourage them to illustrate their stories and use as many gods/goddesses as possible.) |
|
2.2 |
CH2.03 |
K/U T/I C A |
Olympic Games – Students research the Greek Olympics. Emphasis is placed on the spiritual nature of the games. The class is divided into different city-states. Students determine which events will take place and re-enact the games. A reflection of experience is recorded in the journal, to be added to the portfolio. |
|
2.3 |
CH2.01, CH2.03, SEV.03, SE1.02 |
K/U T/I C A |
Sparta vs. Athens – In a debate situation, students compare these two city-states based on the following: role of women, military strengths, economic life, religion, and cultural achievements. Students provide a written summary of their comparisons and file these in their portfolios. Debating techniques should be taught prior to debating. |
|
2.4 |
SEV.03,
SE3.03, HI1.01, HI1.02, HI1.03, HI2.01, HI2.02, HI2.03, HI2.04, HI3.01,
HI3.02, HI3.03, HI4.01, HI4.02 |
T/I K/U C |
Great Individuals of the Age – In groups, students research Alexander the Great, Hannibal, and Julius Caesar. Each group creates a portfolio for one key individual that includes his picture, a map reflecting the world he dominated, his influence on society, and his biography (including unusual personality traits). In discussion, the teacher emphasizes the individual’s important military strategies and leadership qualities that led to his greatness, and explores the period in which he dominated. Students write a journal entry that emphasizes what they have learned about leadership, to be added to the portfolio. Students are encouraged to provide modern-day examples of effective male and female leaders. |
|
2.5 |
SE1.02,
SE3.01 |
K/U C A T/I |
Design a Roman City – The teacher introduces the importance of Roman technology in the development and organization of a city. Particular attention is given to Roman architecture, e.g., the Coliseum, and irrigation systems, which enabled thousands of individuals to inhabit a city. Students design a Roman city, e.g., model, visual display, etc. They provide a written description of the inhabitants of the community, e.g., women, artisans, senators, and document the importance of religion to the Romans. |
|
2.6 |
CC1.02, CH2.02 |
T/I C A |
The Rise of Christianity – The teacher shows a segment from the video Jesus of Nazareth that features the death and resurrection of Christ. In groups, students brainstorm why people become Christians and connect these ideas to why Christianity succeeded. Students develop a mind map of what Christianity has to offer today. A class discussion ensues. Students provide a written summary that highlights the discussion, to be added to the portfolio. |
|
2.7 |
CC1.02, CC1.03, CC3.01, CC3.02, CC3.03, HIV.01, HIV.02, HIV.03, HIV.04 |
K/U C A T/I |
Culminating Activity – The Newspaper – Students imagine that they have travelled back in time to the decline of the Roman empire. In research groups, students create a newspaper that highlights the achievements of the Greeks and Romans. The teacher reviews the essential elements of an effective newspaper, and provides a planning sheet indicating the required sections, e.g., headliner, editorial, sports, arts/entertainment, obituaries, feminist column, gossip column. Students are free to examine any achievements that interest them. The teacher may wish to draft a checklist of required sections and ensure that students sign up for individual sections, to ensure that work is evenly distributed. Evaluation is carried out on an individual basis. These newspapers could be displayed throughout the school. |
Time: 20 hours
Unit Description
After the collapse of the Western Roman Empire, Europe experienced a period of sharp decline. International trade became negligible, with most Europeans returning to the soil to eke out an existence. The illiterate and unsophisticated Germanic peoples now dominated Europe. Only one institution, the Roman Catholic Church, now united Europe as the Germanic chieftains relied on the clergy to help them govern their newly conquered territories. The Church emerged as the dominant institution in Europe, commonly called Christendom. Out of the ruins of Roman Empire, Europeans forged a new society that was different from classical civilization, yet attempted to emulate it. Charlemagne, the great Frankish king, made such an attempt by re-uniting most of Europe under his control. The Church, in a gesture designed to illustrate its power, crowned him the Emperor of the Romans. His empire failed to survive his death, as civil war engulfed Europe at the very moment Europeans were overwhelmed by invading forces of Vikings, Magyars, and Moors. For the next two centuries, Europe was a besieged fortress whose social and political organization centred on the local authority of the knight and lord, since a strong central authority no longer existed. The Feudal Age had begun. After 1000 CE, Europe entered a period of growth, witnessed by a dramatic increase in population, by a series of agricultural innovations, and by the development of towns and cities. Europeans also expanded beyond their borders in a series of wars known as the Crusades. In this Age of Faith, Christians and Muslims alike believed that God sanctioned their wars. Medieval Europe experienced its greatest period during the High Middle Ages. Knights adhered to a code of chivalry, which found its best expression in the romantic literature of the era. Led by a confident and wealthy middle class, Europe emerged from feudalism into an era of nation-states. Afterwards, in the first half of the fourteenth century, a period of decline occurred, marked by the Black Death and the Hundred Years War between France and England. Europe recovered, however, and continued its remarkable progress into the next century. In this unit, students are engaged in various multiple intelligence activities, culminating with a re-enactment of a medieval festival.
Unit Overview Chart
K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A = Application
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
3.1 |
CCV.01, CHV.03, CC3.02, CC3.03, CH3.01, CH3.02 |
K/U T/I C, A |
The Dark Ages – Students write a historically accurate, yet fictitious story that highlights life in the Dark Ages. One option is to encourage dramatization of these stories. |
|
3.2 |
CCV.01, CCV.03, CC3.01, CHV.02, SEV.03, SE1.04 |
K/U T/I C, A |
The Carolingian Age: Charlemagne – In the tradition of the Bayeux Tapestry, students develop a fabric tapestry that chronicles the life of Charlemagne via pictures and brief captions. |
|
3.3 |
CHV.03,
CO2.02, SE1.04, SE2.02 |
K/U T/I C, A |
A Viking Heritage Moment – Students research the Viking way of life and design a short video that emphasizes certain aspects of Viking culture and/or accomplishments. |
|
3.4 |
CC1.01, CC3.01, CC3.03, CHV.01, CHV.02 |
K/U T/I C, A |
Crusades: Wars of Faith – Students discuss the movie Robin Hood and draw conclusions from it about the reasons for the crusade. |
|
3.5 |
CO1.02, CO1.03, CO2.01, COV.01, COV.02 |
K/U C |
Rebirth of Society: The Flow Chart – Students revisit the development of the first human civilizations and identify major reasons for this development. |
|
3.6 |
CO3.02, CH1.02, SE1.04 |
K/U T/I, C |
Medieval Saints – Students select a medieval Catholic saint and research that personality. |
|
3.7 |
CHV.01, CHV.03, HIV.01, HIV.04, CO3.03 |
K/U T/I C, A |
Life in the Age of Chivalry – Students examine different aspects of life in the Age of Chivalry, and select a project format that best suits their dominant intelligence. Ask students to evaluate whether or not “chivalry” exists today, e.g., men holding doors open for women. |
|
3.8 |
CHV.03,
CH3.02, CH3.03, SEV.01, SE1.01, SE1.03, SE3.02, HI1.01, HI1.02, HI1.03,
HI2.01, HI2.02, HI2.03, HI2.04, HI3.01, HIV.04 |
K/U T/I C, A |
Culminating Activity: The Medieval Festival – Students organize their own medieval festival. The materials designed in the previous activity are used to enhance the ambience of the “castle.” |
Time: 14 hours
Unit Description
In this unit, students examine the rise of Western Europe as the dominant region of the world. Using the timeline posted in the classroom, they document important dates and events. With the advantage of superior shipbuilding techniques and a strong, commercial middle class, the Europeans expanded beyond the borders of their continent to other areas of the world. Warfare is seen from a European perspective as a legitimate extension of foreign policy. European explorers reached far-flung areas such as South America, North America, and Asia. European superiority in weaponry allowed them to dominate the seas and, consequently, international commerce. A result of this expansion was an increased self-confidence and outburst of intellectual creativity. This led to a rebirth of European society in terms of cultural development. Europeans re-examined the influence of the Greeks and began to develop their own ideas that went beyond the Greek precedents. They developed the idea of progress itself. The dominant position of the Catholic Church came to be challenged as a wealthy and confident middle class questioned its orthodoxy. This dynamic led to the Protestant Reformation. This historical period also witnessed an expansion of the influence of the Catholic Church in other areas of the world, as various religious orders, e.g., Jesuits, Ursulines, established missions in newly established colonies. The students design a travel brochure that focuses on the voyages of a particular explorer. The unit concludes with an imaginary council at which each “discovered” cultural group is given the opportunity to explain the impact that European contact had on its people.
Unit Overview Chart
K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A = Application
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
4.1 |
HI4.01,
HI4.02, HI4.03, SE3.01, SE3.02, SE2.01, CH3.02 |
K/U T/I A C |
A Great Mystery: Western Domination? – Begin with an engagement strategy where students are required to solve a mystery, i.e., Mind Trap. This activity is then connected to western domination. In chart form, students do a comparative study of Western Europe and Eastern Europe, i.e., Paris and Constantinople. The teacher emphasizes the mystery of emerging western domination. A quick summary is given of the great civilizations of the past that rose and fell. A key question is asked: Why did these civilizations decline while the Western Europeans were able to dominate the world? Students may find this discussion difficult but, with careful teacher direction, concepts can be simplified. At the end of the unit, the teacher revisits the mystery and students provide a summative list, outlining reasons why civilizations rise and decline, to be added to the portfolio. |
|
4.2 |
CO2.03,
SE1.04, SE2.03, COV.02 |
K/U C |
The Enduring Influence of the Greeks – In a teacher-directed discussion of the “rediscovery” of the Greeks the students examine how the Greeks influenced the development of European intellectual life. The teacher provides examples from medicine, science, and philosophy. When finished, students reflect in their journals about Greek accomplishments and contributions, to be added to the portfolio. |
|
4.3 |
CO2.01, CO3.02, CHV.01, CHV.03, CH1.02, CH3.03 |
T/I C A |
Becoming an Artist – In a teacher-directed lesson, new artistic techniques of the period are explained. (Teacher may invite the art teacher as a guest speaker and/or a local community artist). In this lesson, the teacher emphasizes the importance of the middle class as consumers of artwork. The teacher provides pictures and explanations of Medieval and Renaissance art. Based on the information, students attempt to emulate the artwork. Permit students to give themselves artist’s names and name their paintings. The teacher emphasizes Classical themes. When finished, students reflect on their artistic choices in their journals, to be added to the portfolio. |
|
4.4 |
CO1.02, CCV.02, CC1.01, CC2.02, CC2.03, SEV.02 |
K/U C |
Modern Banking Emerges – As an engagement strategy, students play a board game that emphasizes economics. The teacher explains that modern banking emerged during the Renaissance and uses the Medici family of Florence as an example. A discussion ensues with a focus on the importance of interest and the credit system. Emphasis is placed on the idea that European exploration would not have occurred without a source of finances. This could be linked to students’ own personal financial habits. |
|
4.5 |
COV.01, COV.02, COV.03, CO1.01, CO1.02, CO2.01, CO2.02, CO2.03 |
K/U T/I C |
Training Manual – Students design a training manual of technological development. The teacher provides a list of items that were developed during this historical period, e.g., the printing press, navigational equipment, gunpowder, cannons, the caravel. This assignment should include illustrations, written descriptions, diagrams, and operational instructions. An alternative approach is to create a class manual where all manuals are combined into one published document. |
|
4.6 |
CO2.02,
CCV.02, CC1.01, SE2.02, SE2.03 |
K/U T/I C A |
Map Design – Students identify the location and purposes of different routes of exploration that existed during this time period. The teacher emphasizes how these later became trade routes, and the method by which European culture diffused throughout the world. Students design a travel brochure to advertise for their explorers. This is an excellent opportunity to use computer technology to create these pamphlets using a software program. Students include a copy of the map of the explorer’s travel on the back of the pamphlet. Students include a brief biography of the explorer. Another option is to hold mock interviews. |
|
4.7 |
SEV.01, SE3.01, SE3.03, SE1.02, SE1.03, SE1.04 |
K/U C I A |
Henry VIII and The Protestant Reformation – In storytelling format, the teacher relates the life of Henry VIII and his relationship with and treatment of his wives and the Catholic Church. Emphasis should be placed on the role of women and the details of his life. The teacher then asks students to identify the reasons why Henry VIII wanted to separate from the Church. This leads to a teacher-directed discussion of the long-term and short-term causes of the Reformation. Students then reflect about whether or not Henry VIII was justified in wanting the Church to make changes. This reflection is recorded in their journals and added to the portfolio. |
|
4.8 |
HI4.02, HI4.03, CO1.01, CO1.02, CO2.01, CO2.02, CO2.03 |
K/U T/I C A |
Mystery Revisited – The teacher begins this activity with an engagement strategy where students are required to solve a mystery, i.e., Mind Trap. Students brainstorm possible reasons why the Europeans became so dominant. Emphasis is placed on the significance of European technological advancement, superior weaponry, and economic prosperity. The teacher should compare the rise of Western Europe as the dominant region, with the decline of the Byzantine Empire. The nature of this activity should be review. |
|
4.9 |
CVV.01, CCV.03, SE3.02, HIV.01, HIV.02, HI2.02, HI2.03,
HI2.04, HI3.01, HI3.02, HI3.03, HI4.01, HI4.02, HI4.03 |
K/U T/I C A |
Culminating Activity: Culture Clash – The University of Castile has called a council, for the purpose of discussing new cultures that Europeans have “discovered”. The teacher provides students with a list of these cultures. In small groups, students research one culture. At the council meeting, the university panel questions each group on the following: culture, religion, European influence, and perceptions of European culture. Each group must emulate its culture as precisely as possible. Students should be prepared to present and answer questions in role. |
Time: 14 hours
Unit Description
This unit focuses on the sometimes violent nature of
change, since this period of history was characterized by war and revolution.
Important dates and events should be documented on the timeline posted in the
classroom. The unit begins with Louis XVI calling the Estates General in order
to address the problems of France. With the establishment of the National
Assembly, the middle class assumed a leadership role. Instead of reform, Louis
XVI was met with revolution. The French Revolution was characterized by violent
turbulence culminating in the Reign of Terror. Napoleon Bonaparte emerged as
the supreme leader of the era, as his military genius enabled him to defeat the
enemies of France, which had attempted to re-establish the Bourbon monarchy. He
secured his position as the supreme ruler of France and from 1790 to 1815 he
ruled over a vast empire. His position was supported by the powerful and
wealthy middle class of France. With the Congress of Vienna, convened after the
defeat of Napoleon, the conservative powers of Europe attempted to maintain the
status quo and prevent any further revolutionary activity in Europe. Despite
their efforts, revolutionary activity occurred in Europe once again, in 1848.
Throughout this dynamic period of social, economic, and political change, a
struggle between traditional authority and revolutionary ideals ensued. The
role of the Church declined in Europe, as its dogma was questioned in this
emerging age of secularism. This secularism was expressed in many different
political and social movements, including the women’s suffrage movement. At the
same time, the European powers continued to compete among themselves,
establishing empires throughout the world. This imperialism led to World War I.
The subsequent nationalism caused by the war initially resulted in the decline
of revolutionary activity as Europeans were captivated by nationalist spirit.
As the war continued, revolutionary activity reoccurred, specifically in
Russia, as the terrible conditions in the trenches took their toll. After the
war, efforts were made to re-establish order and stability. These efforts were
in vain because Europeans continued to perceive war as a legitimate method of
foreign policy, despite the establishment of the League of Nations. This
European foreign policy included the harsh treatment of Germany in the Treaty
of Versailles, which sowed the seeds of World War II. For the next six years,
the world witnessed an unprecedented period of warfare. This warfare also
ushered in a new period of economic and technological advancement, as world
powers competed to develop the most effective weaponry of mass destruction. The
atomic age was born. As a culminating activity, students assume the role of
important historical figures of the era who are attending a press conference.
Unit Overview Chart
K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A = Application
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
5.1 |
HI1.01, HI1.02, HI1.03, HI2.01, HI2.02, HI2.03, HI2.04,
HI3.01, HI3.02, HI3.03 |
K/U T/I A C |
French Revolution: National Assembly – Students are evenly divided into groups, and represent different regional groups present at the National Assembly. The teacher provides each group with a list of social, economic, and political grievances. Each group is required to list the grievances in order of importance, taking into consideration which region it represents. A spokesperson from each group presents the ordered list of grievances to the class, explaining the decision. After a teacher-directed discussion, students write a summary of the reasons why the National Assembly led to revolution and add it to their portfolios. |
|
5.2 |
SE1.04, HIV.01,
HIV.02, HIV.03, HIV.04 |
K/U T/I C |
Napoleon: Eulogy – The teacher emphasizes the structure of an effective Eulogy and students attempt to write their own eulogy. Students briefly research the personal achievements and failures of Napoleon, e.g., military leadership, economic, social. Students write a eulogy commemorating the lasting impression of Napoleon. Students also write an editorial highlighting his failures. The teacher reviews the structure of the editorial and has the option of formally evaluating both pieces, which are to be added to the portfolio. |
|
5.3 |
CH2.03, CH2.02, SEV.01,
SEV.02, SEV.03, SE1.02, SE1.03, SE3.01 |
K/U T/I C |
The Struggle for Political Power – (Revolutions of 1848) – Students create a mind map, focusing on political change, e.g., socialists, liberals, conservatives, suffragettes. The role of the Catholic Church is emphasized in relation to political changes, e.g., the dogma of Immaculate Conception and Papal Infallibility. The role of women and social hierarchy should also be emphasized. Content may be difficult, so teacher-directed and simplified discussion should ensue. Students reflect in their journals about the role of the Catholic Church in influencing political change, to be added to the portfolio. |
|
5.4 |
SE3.01, SE3.02,
SE3.03, CC3.01, CC3.02, CC3.03 |
K/U T/I C |
The Road to War and Revolution – Students research and present in groups the art and symbols of revolution. Students can choose which revolutions they wish to focus on. Emphasis should be placed on propaganda used in a variety of revolutionary situations, e.g., the French Revolution, World Wars I and II, Seven Years War, American Revolution. Particular attention should be given to artwork of the chosen time period. Students research, display, and explain how propaganda and artwork were used to bolster the war effort. |
|
5.5 |
CC3.01,
CC3.02, CC3.03, HIV.01, HIV.02, HI1.01, HI1.02, HI1.03, HI2.01, HI2.02,
HI2.03, HI2.04, HI3.01, HI3.02, HI3.03 |
K/U T/I C A |
The World Wars: A Time Capsule – Students choose one world war, research it, and adopt a personality, e.g., soldier, war bride, villager, urban dweller, priest, or religious person. Students create a time capsule that, if discovered by someone from the future, would reveal important information, e.g., events, conditions, feelings. While students’ material must be historically accurate, personalities may be fictitious. Students should include photos, maps, letters (written by the person involved, or from the perspective of a loved one, or from a government official), journals, and/or passports. The finished product should appear original and authentic. Students reflect in their journals about the challenges involved in creating the time capsule, to be added to the portfolio. |
|
5.6 |
SE1.04,
HIV.01, HIV.02, HIV.03, HIV.04 |
K/U T/I C A |
Culminating Activity: Press Conference – The purpose of this activity is to create a press conference environment whereby students are in role either as a world leader from this period in history, or as a member of the press. The teacher provides a list of important leaders, e.g., Robespierre, Mussolini, Hitler, Stalin, Nelson, Metternich, Chamberlain, Churchill, Roosevelt, and personality profiles/biographies for each. Students use these lists as resources for developing their questions/responses in role. At the conference, each historical personality must provide a brief introduction of him/herself. The teacher acts as a facilitator of discussion. Students who have prepared questions must also be aware of the correct answers. Students are evaluated by the teacher based on the quality of their questions and answers. |
Time: 22 hours
Unit Description
This unit challenges students to view the world from the perspective of new beginnings, with a focus on social justice. Students document important dates and events on the timeline posted in the classroom. The unit begins with an explanation of why the postwar world was divided into communist and democratic countries. Following the defeat of Hitler, the Russians and Americans were unable to cooperate. This led to the establishment of two military alliances: NATO and the Warsaw Pact. With the Soviet Union’s successful detonation of the atomic bomb, the nuclear arms race began. At the same time, the establishment of the United Nations located in New York City provided hope for a more peaceful and humane world. Many United Nations organizations were founded in order to improve the social and economic conditions throughout the world. Human rights became a major issue of concern. A fundamental shift in the moral underpinnings of war occurred among western countries. With the unprecedented human and material destruction of World War II, many political, intellectual, and spiritual leaders re-examined centuries-old opinions about the moral legitimacy of war itself. They no longer viewed war as a legitimate form of foreign policy. War began to be seen as justifiable only as a last resort in defence of human rights and freedoms. An example of this shift occurred with the Vietnam War, when the American and international public questioned the moral justification for the war. The Catholic Church is examined in a period of renewal as an international agent of social justice. Students study in depth the development of Latin America as a case study of the enormous problems that must be overcome if a “new world order” is to be established. The students then select a specific country, organize their own case study, and emphasize the changing roles of women and the poor.
Unit Overview Chart
K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A =Application
|
Activity |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
6.1 |
CC3.01, CC3.03 |
K/U C |
United Nations: Purpose and Organization – Students create a chart indicating the different organizations of the United Nations. The teacher explains the purpose of each. |
|
6.2 |
SE1.02,
SE1.03, SE2.01, SE3.01, SE3.02, SE3.03 |
K/U T/I A C |
A World Divided: Communism vs. Democracy – Students design a map, identifying democratic and communist countries. This map should be colour-coded, e.g., red for communist and blue for democratic. Students analyse different charts indicating the nuclear capabilities of various countries. |
|
6.3 |
CC3.01, CC3.02, CC3.03 |
K/U C |
Korean War and Vietnam Conflict – There is a teacher-directed discussion of the wars (discussing Hollywood films to highlight key aspects of the conflicts). This discussion could include reference to contemporary conflicts. Students reflect in their journals on the film that was most informative and/or affected them the most, to be added to the portfolio. |
|
6.4 |
CC3.01, CC3.02, CC3.03,
HI3.01 |
K/U T/I C A |
A Response To War: Lyrical Poetry Analysis – The teacher exposes students to a variety of writers of protest songs released during the peace movement, e.g., Bob Dylan, John Lennon, Father Daniel Berrigan, and provides a brief analysis, that links the lyrics directly to history. Students then attempt to create their own protest songs. Encourage students who are musical to write the music and the lyrics. Students may perform their songs. When finished, students reflect in their journals, where they explain their poetic and musical choices. The journal is returned to the portfolio. |
|
6.5 |
SEV.01, SEV.03, SEV.02, SE1.01, HI1.01, HI1.02, HI1.03,
HI4.04 |
K/U T/I C A |
A New Threshold: A Visual Exhibit – Students are divided into groups to develop a visual exhibit on one of the following world issues: environmental concerns, hunger, social justice, women’s rights, human rights and globalization. Students create visual displays with brief written captions. The purpose of this activity is to provide students with a broad scope of these issues. Students peruse all exhibits and reflect in their journals about what they have learned. The journal is returned to the portfolio. |
|
6.6 |
COV.03, CCV.02, CO3.01, CO3.02, CH3.03, CH1.02, SE1.01, SE1.03, SE1.04, SEV.01, SE2.01, SE2.02 |
K/U T/I C A |
Culminating Activity: Latin America – Using Latin America as a Catholic case study, students select a particular country and examine the role of the Catholic Church in terms of social justice. A multiple intelligences approach should be used in terms of completing the final product. |
|
6.7 |
CVV.01, CCV.03, SE3.02, HIV.01, HIV.02, HI1.01, HI1.02,
HI1.03, HI2.01, HI2.02, HI2.03, HI2.04, HI3.01, HI3.02, HI3.03 |
K/U T/I C A |
Final Evaluation: Culminating Activity – Students select an important concept from the course. The teacher provides each student with a planning sheet (see Appendix). Students review their notes from the entire course and locate information from each unit that deals with each concept. This information is recorded in point form on the planning sheet. Using this sheet as an outline, students compose a written explanation in proper paragraph form. The teacher should provide any necessary assistance while the students complete the planning sheet. Students must complete the written explanation independently. Once the explanation is complete, students create a visual display in the form of an exhibit based on the written explanation, e.g., students who chose the changing role of women may provide pictures with brief written descriptions beneath. Students are encouraged to take advantage of their dominant intelligence in organizing the exhibit, e.g., music, acting, visual art. The exhibits are displayed throughout the classroom and students rotate through stations and examine the artwork. |
This course provides students with the opportunity to explore different adventures in world history. Certain major concepts and important content have been identified in the course notes. These provide a framework for the design of various teaching strategies and can be linked to the overall expectations of the course. The activities in this course have been designed to foster the development of employability skills and Catholic values. Please see the list of accommodations for useful strategies for program planning.
This course follows the direction outlined in Ontario Secondary Schools, 1999 and The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000. Teachers use the Achievement Chart from The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies as the basis for assessment and evaluation so that the required curriculum expectations are linked to each category: Knowledge/Understanding, Thinking/Inquiry, Communication and Application. The Achievement Chart may be used as a guide to develop activity-specific rubrics.
Formative assessment is fundamental in improving student progress at the workplace level. Teachers are encouraged to use the four levels from the Achievement Chart when designing formative assessment and evaluation tools that track student achievement. Checklists may be used after classroom discussion that address the demonstration of Knowledge/Understanding and insight of the student. Teachers may wish to have students write daily entries in a world history journal (based on certain IEP direction students may tape record their journals). The assessment checklist for the journal might emphasize the improvement of writing skills and the ability of the student to connect the historical insights to his/her own life. This course requires students to perform a number of research tasks and teachers may wish to design assessment checklists that monitor the student’s ability to locate information, draft keyword searches, document sources, detect bias on internet websites, and manage time productively. The key formative assessment tool in this course is the portfolio. Students are asked on a regular basis to file written summaries/analyses in their portfolios so that the teacher may at any time, assess the level at which the students appear to be working. Journals may also be kept inside the portfolio for safekeeping. Being a formative assessment tool, this portfolio should not be assigned a formal (percentage) grade.
Summative evaluation is addressed in each unit in a variety of forms. While teachers may assign periodic quizzes and unit tests where they see fit, the units developed in this Course Profile emphasize culminating activities. Many activities involve written explanations, visual displays, and role-play situations. Rubrics (self-assessment, peer assessment, and unit expectation evaluation) should be used to effectively evaluate student achievement. Emphasis should be placed on improvement of writing skills, historical authenticity of what is being presented, ability to write/answer in role, ability to work in group situations, overall contributions to the project, and satisfaction of all overall and specific expectations directly related to the activity. Some generic rubrics may apply here, but teachers are encouraged to generate their own activity-specific rubrics to ensure optimum assessment and evaluation. While the final evaluation is a culminating activity as opposed to an exam, it should be noted that this activity is designed primarily to evaluate cognitive skill development by challenging students to apply all that they have learned from Units 1-6. Because there is a fundamental emphasis on Catholicity in Unit 6, teachers are encouraged to dedicate time to Unit 6 development and the integration of the final summative evaluation for the course.
Teachers should read the individual Education Plans (IEPs) for exceptional students and for those students who are not formally identified, but who receive special education programs and/or services. The IEPs include recommendations for teachers to follow when working with these students.
There are a number of
additional teaching and learning strategies that can be implemented to
accommodate exceptional learners. To encourage optimal student performance,
teachers should:
· encourage students to be self-advocates and ask for clarification where needed;
· simplify concepts using concrete, practical examples from everyday life;
· encourage students to tape record lessons/lectures to minimize the stress of note-taking where necessary;
· be prepared to alter deadlines where warranted;
· encourage students to write homework in daily planners and monitor this activity;
· provide alternate formats for tests;
· use oral and visual cuing for tests where necessary/applicable;
· allow students to use computers to word-process major assignments;
· allow students to present one-on-one with the teacher.
Teachers should also consult the Ministry of Education curriculum document, English as a Second Language and English Literacy Development, 2000 when working with students learning English as a second language.
Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. The teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with 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. The teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work from the Internet is not allowed without the permission of the owner.
Black, Eric. World in Conflict: Bosnia
(Fractured Religion). Minneapolis: Lerner Publications
Company, 1999. (Northern Ireland: Troubled Land; Cyprus: Divided Island)
Clare, John D. Living History: Italian
Renaissance. London: Gulliver Books, 1995.
(e.g., Pyramids of Ancient Egypt, The Vikings, Knights in Armor, Ancient
Greece)
Corrick, James A. The Way People Live: The Life of a Medieval Knight. California: Lucent Books, 2001. (Life During the Crusades, Life in Charles Dickens’ England)
Harris, Nathaniel. New Perspectives: The War in
Former Yugoslavia. Texas: Raintree, 1998.
(Hiroshima and Nagasaki, The Holocaust, Rise of the Nazis)
Hearden, Patrick J. Historical Interpretations: The Tragedy of Vietnam. USA: Harper Collins, 1991.
Holland, R.F. Themes in Comparative History: European Decolonization (1918-1981). London: MacMillan, 1985. (European Aristocracy 1815-1914, Middle Classes in Europe 1789-1914, Science and Technology in History.)
Mass, Wendy. Building History Series: Stonehenge.
California: Lucent Books, 1998.
(The Medieval Castle, Great Wall of China, Panama Canal, Roman Colosseum.)
Price-Groff, Claire. The Importance of: Queen
Elizabeth I. California: Lucent Books, 2001.
(Ernest Hemingway, Anne Frank, Martin Luther King, Jr., Charlie Chaplin.)
Reid, Struan. Exploration by Sea. The Spice and Trade Routes. Halifax: Maritext Limited, 1993. (Exploration by Land)
Rice, Earle, Jr. World History Series: The Bombing of Pearl Harbour. California: Lucent Books, 2001. (Age of Napoleon, Civil Rights Movement, Russia of the Tsars)
Asimov, Isaac. The Dark Ages. Boston: Houghton Mifflin Company, 1968.
Albright, William Foxwell. From the Stone Age to Christianity: Monotheism and the Historical Process. U.S.A.: Doubleday, 1957
Bagenal, Alison. Medieval People: Music From the Past. Essex, England: Longman, 1993.
Beers, Burton F. World History: Patterns of Civilization. New Jersey: Prentice Hall, 1993.
Black, Maggie. Medieval Cookbook. London: British Museum Press, 1992.
Cantor, Norman F. Medieval History. London: Macmillan Co., 1969.
Corsaar, Kenneth. Discovering Greek Mythology. London: Hodden and Stoughton, 1998.
Frost, Frank. Greek Society. Toronto: D.C. Heath, 1992.
Herrin, Judith. A Medieval Miscellany. London: Orion Publishing Group, 1999.
Hieatt, Constance B. Hueatt. Pleyn Delit: Medieval Cookery for Modern Cooks. Toronto: University of Toronto Press, 1987.
Holliday, Laurel. Children in the Holocaust and World War II: Their Secret Diaries. New York: Washington Square Press, 1995.
Johnston, Andrew. The Protestant Reformation in Europe 1300-1648. London: Longman, 1992.
Kishlansky, Mark, et al. Civilization in the West. New York: Harper Collins, 1991.
Large, David Clay. The End of the European Era, 1890 to the Present. London: W.W. Norton, 1991.
Mason, James. Medieval Realms. London: Longman, 1997.
Peters, F.E. Hajj: The Muslim Pilgrimage to Mecca and Holy Places. Princeton, N.J.: Princeton University Press, 1994.
Ross, James Bruce, et al. The Portable Medieval Reader. England: Penguin Books, 1977.
Simons, Gerald. Barbarian Europe. New York: Time-Life Books, 1968.
Time-Life Books. What Life Was Like Among Druids and High Kings. Virginia: Time Life Inc., 1998.
Catechism of the Catholic Church. Compact Disc No. 5-061.
The Encyclopaedia of Religion. Macmillan Library Reference. New York, 1996.
Destination Vatican II. An interactive exploration of the Second Vatican. Resources for Christian Living, Allen, Texas, 1997.
Eyewitness History of the World. Dorling Kindersley, 1995.
Global Conflict. World War II/Global Conflict World War II. Sources and Analysis (two CD’s). Mentorom Mulfimedia, 1995.
Lest We Forget: A History of the Holocaust. Logos Research Systems.
Religions of the World. Mentor M Multimedia, 1995.
Black Robe. Montreal, Quebec: Alliance, 1993.
Christianity: The First Thousand Years. A&E. AAE-15420.
David. The Bible Collection. Turner Pictures Worldwide, Inc., 1997. 3-38482.
Foot Soldier: The Barbarians. A&E. AAE-13911.
“Greece. A Moment of Excellence.” Time Life’s Lost Civilizations. Time Life Video and Television, 1995.
Holy Land, Holy People. (3-hour series
exploring religious traditions of Jews, Christians, and Muslims). O.E.C.T.A. Villagers Media
Productions, 1997.
Jesus of Nazareth. Live Entertainment Inc. Van Nuys, California: 91406, 1992.
Joan of Arc. A&E. AAE-40362
Leonardo da Vinci – The Visionary Intellect. 1992. ASIN 6304144180
Making Sense of Christian Morality. “The Gospel Is A Social Message.” New York: Fisher Production, 10535.
Maximilian. Saint of Auschwitz. Beaverton, Ontario: Saint Luke Productions, 1995.
Saints and Sinners. The History of the Popes. (six volumes). Acorn Media Publishing Inc., 1997.
Scourge of the Black Death. A&E. AAE – 40189
The Dawn of History Western Traditions Series. Annenberg/CP Project. WGBH/Boston Prod. Magic Lantern Videos, 1989.
The Medieval Times Series. Coronet Film and Video. WGBH/Boston Prod. Magic Lantern Videos, 1976.
Technology In Our World Series. AIT (adapted from the Video Library of Science). WGBH/Boston Prod. Magic Lantern Videos, 1992.
The website URLs have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify websites prior to assigning them for student use.
www.keesn.nl/names/ (Germanic families in the Dark Ages)
www.fernweb.pwp.blueyonder.co.uk/mf/ (Biographies and battles in the Dark Ages)
www.mrdowling.com/703middleages.html (For students – Animated graphics)
http://members.tripod.com/~mr_sedivy/med_hist.html (A Teacher’s Site: World History)
http://campus.northpark.edu/history/WebChron/WestEurope/Medieval.html
http://www.newadvent.org/cathen (Catholic Encyclopaedia)
www.fordham.edu/halsall/basis/einhard.html (Einhard – a scholar of Charlemagne’s life)
www.bartleby.com/183/1.html (To help make the list of sections for the tapestry: 3 events)
www.unf.edu/classes/medieval/med-10.htm (Picture ideas for the tapestry)
www.fordham.edu/halsall/sbook1h/html (Medieval Source Book. Factual information)
http://www.sbceo.k12.ca.us/~vms/carlton/page10.html (Ideas for tapestry pictures)
www.bnf.fr/enluminures/manuscrits/aman5.htm (Pictures with brief captions)
http://heimat.de/charlemagne2000/ (Click on “exhibition” to find artwork/pictures.)
http://www.johnabbott.qc.ca/webpages/departments/heps/dmap4.htm (Maps of invasions)
http://historymedren.about.com/cs/generalcrusades/ (The Crusades)
http://www2.prestel.co.uk/church/chivalry/crusades.htm (The Crusades)
http://saints.catholic.org/stsindex.html (On the saints)
http://www.ibiscom.com/TOP (The Black Death)
http://history.boisestate.edu/westciv/plague/index.html (About the plague)
http://www.geocities.com/Colosseum/Field/1348/board.html (Medieval board games)
This Course Profile is designed to assist teachers in the
implementation of Adventures In World History, Grade 12, Workplace Preparation
Course Expectations, pp.196-202 of The Ontario Curriculum,
Grades 12, Canadian World Studies. This course is listed as one of the
options or additional compulsory credits available to fulfill the requirements
for graduation outlined in Ontario Secondary Schools,
Grade 9-12: Program and Diploma Requirements, 1999. Expectations for
teacher accommodations of regular programs for exceptional students are
summarized in section 7.12 (pp. 56-58) of Ontario Secondary Schools, Grades
9-12. The foundation for assessment, evaluation, and reporting practices
are outlined on pp. 13-16 of The Ontario Curriculum, Grades 9-12, Program
Planning and Assessment. Every effort should be made to utilize and
integrate technology into the delivery and practices of this course. As
outlined in Program Planning and Assessment, p. 9, students need to
improve and extend their information technology literacy. In addition, success
in the world of work is dependent on students developing a greater awareness of
careers. As opportunities are provided, teachers should introduce students to
careers that can be linked directly to the study of history. Information on
this is available in Choices Into Action, 1999. Furthermore,
where available, schools should develop cooperative education programs that
link studies to history.
|
Unit |
Different
Perspectives on the Role of Women |
|
Unit 1: Pathways to Civilizations-traditional gender roles-different attitudes toward women-non-traditional women |
|
|
Unit 2: Greeks and Romans |
|
|
Unit 3: The Middle Ages |
|
|
Unit 4: The Ancients Return |
|
|
Unit 5: Age of Revolution |
|
|
Unit 6: A New World Order? |
|
Coded Expectations, Adventures in World History, Grade 12,
Workplace Preparation, CHM4E
COV.01 · assess how people in different communities developed skills and created implements in order to work productively;
COV.02 · demonstrate an understanding of pivotal inventions and innovations and their effects on community life;
COV.03 · explain why various edifices were built, what function they served, and what they reflected about the communities that built them.
Work and the Community
CO1.01 – identify selected developments in tool making from the Stone Age to the present (e.g., fashioning of stone and obsidian implements, invention and uses of the wheel, development of measuring systems and devices);
CO1.02 – demonstrate an understanding of the roles and processes of education and skills training in different communities at different times (e.g., learning skills in Inuit or traditional Chinese families, medieval guilds and apprenticeships, modern trade schools and independent learning facilities);
CO1.03 – describe key features in the development of selected trades and professions throughout the ages (e.g., specialization, hierarchies, wages and working conditions).
Technology and the Community
CO2.01 – identify key developments in communications technologies from the Stone Age to the present (e.g., written language and alphabets, paper making and the printing press, wire and wireless transmission, satellite telecommunications) and evaluate their effects on interactions between communities;
CO2.02 – identify key developments in transportation technologies from the Stone Age to the present (e.g., use of animals, development of astrological navigation systems, development of sail and steam technologies, invention of the internal combustion engine, aerospace innovations) and evaluate their effects on interactions between communities;
CO2.03 – identify key developments in scientific and medical technologies from the Stone Age to the present (e.g., development of different calendar systems, changing perceptions of geography and astronomy, developments in modern medicine) and describe their impact on the community.
Construction as a Reflection of Community
CO3.01 – identify a variety of significant structures (e.g., Great Wall of China, Rome’s Colosseum, stone heads on Easter Island, Eiffel Tower, CN Tower), and explain why people built them and the role they played in their societies;
CO3.02 – describe a variety of ceremonial monuments (e.g., Egyptian and Mayan pyramids; cathedrals, mosques, and temples; triumphal arches and war memorials);
CO3.03 – identify a variety of human dwellings (e.g., prehistoric caves, dwellings in Neolithic fishing villages, Roman tenements, castles and chateaux, Huron longhouses, modern detached single-family homes, high-rise apartments) and explain how they reflect their societies.
CCV.01 · demonstrate an understanding of the interplay between change and continuity in history;
CCV.02 · explain how and why societies change from rural to urban, and compare the nature of the two;
CCV.03 · analyse how people throughout history have dealt with conflict and conflict resolution.
Interplay Between Change and Continuity
CC1.01 – analyse the factors that led to the migration of peoples and assess the effects of such movements (e.g., factors such as economic and political pressures; effects such as demographic changes, language and cultural adaptations);
CC1.02 – analyse key reasons why empires have risen and fallen (e.g., Assyrian, Meso-American, and Roman empires; Chinese dynasties; early European and modern empires);
CC1.03 – demonstrate an understanding of why different societies have tended to place a greater emphasis either on change or on continuity (e.g., Taoist yin and yang; Confucian emphasis on continuity; the role of ideologies such as conservatism, liberalism, and socialism).
Rural and Urban Societies
CC2.01 – demonstrate an understanding of key developments in agriculture through the course of history (e.g., innovations of the Neolithic Revolution, terrace farming in China and Peru, European manorialism, the growth of modern agribusiness);
CC2.02 – outline pivotal reasons for the growth of cities (e.g., Alexandria, Rome, London, Beijing, New York) and describe problems associated with their development (e.g., crowding, slums, poor sanitation and its effects on health);
CC2.03 – analyse key factors that set the stage for industrial revolutions (e.g., a relatively stable society, technological innovation, availability of capital for investment) and describe the outcomes (e.g., development of industrial centres, exploitation of labour, altered environment).
Conflict and Its Resolution
CC3.01 – demonstrate an understanding of the organizations that societies have created to wage war (e.g., regular armies and paramilitary organizations) and those they have created to maintain order (e.g., Roman censors and aediles, London bobbies, Muslim ulema, Royal Canadian Mounted Police, KGB, Interpol);
CC3.02 – identify different types of conflicts and protests, from social unrest to wars (e.g., food riots and peasant revolts, civil rights demonstrations, religious wars, civil wars, hot and cold world wars);
CC3.03 – demonstrate an understanding of various non-violent means used to resolve conflicts and to maintain peace (e.g., negotiation, mediation, international organizations, non-violent demonstrations).
CHV.01 · demonstrate an understanding of the spiritual expressions of different societies;
CHV.02 · demonstrate an understanding of a variety of types of group membership, and their influence on both the individual and the larger society;
CHV.03 · demonstrate an understanding of a variety of forms of cultural expression.
Spiritual Expression
CH1.01 – identify unique and common characteristics of mythologies throughout the world (e.g., creation myths and explanations; hero legends, such as those recounted in the Epic of Gilgamesh, the Odyssey, the Ramayana, Hiawatha, and “Casey at the Bat”);
CH1.02 – compare different perceptions of an afterlife (e.g., as reflected in Egyptian, Chinese, and Incan burials; belief in reincarnation or heaven and hell);
CH1.03 – demonstrate an understanding of the key beliefs of the great religions (e.g., Judaism, Hinduism, Taoism, Buddhism, Christianity, Islam).
The Need to Belong
CH2.01 – describe key characteristics of interpersonal relationships in small social groups (e.g., traditional and non-traditional families, Scottish clans, African tribes, Japanese villages);
CH2.02 – explain how and why people come together to form and maintain groups distinct from the larger society (e.g., monastic orders, Sufi mystics, Jews, guilds and unions, Acadians, “hippies”);
CH2.03 – identify a variety of factors contributing to people’s membership in and political identification with their larger societies (e.g., heredity and tradition, nationality, language, ethnicity, religion; formally accorded citizenship).
Artistic and Cultural Expression
CH3.01 – demonstrate an understanding of meanings of the terms culture and civilization (e.g., culture as the totality of a people’s lifestyle and behaviour; civilization as characterized by a society’s longevity and its enduring legacy);
CH3.02 – describe the artistic expressions of diverse peoples and cultures (e.g., pottery of the Ming dynasty and silk painting of the Sung dynasty, Islamic poetry and architecture, African and Inuit sculpture, modern Western artistic and literary styles);
CH3.03 – describe a variety of forms of entertainment that people have created (e.g., various musical styles and theatrical forms; ancient games and modern amateur and professional sports; cinema, television, telecommunications).
SEV.01 · demonstrate an understanding of the variety of roles and functions of individuals and groups in society;
SEV.02 · analyse the changes in commercial exchange from antiquity to the present day;
SEV.03 · describe a variety of political systems and processes that have been involved in the exercise of power and authority throughout history.
Society and the Individual
SE1.01 – demonstrate an understanding of the function and variety of social customs in different societies (e.g., protocol, as in the courts of imperial China and Russia and at the United Nations; etiquette, from Roman banquets to Amy Vanderbilt; fashions such as foot binding, corsets, and neckties);
SE1.02 – demonstrate an understanding of a variety of determinants of class and social standing through the course of history (e.g., heredity, as in India’s caste system; economics, as in Marx’s proletariat and bourgeoisie; personal achievement, as reflected by notables in industry, sports, and entertainment);
SE1.03 – analyse the different roles played by women, men, children, and the aged in selected societies (e.g., matriarch, gatherer, hunter, breadwinner, child labourer, student, tribal elder);
SE1.04 – describe the contributions to society of significant individuals throughout history (e.g., Moses and Ramses II, Cleopatra and Marc Antony, Abelard and Heloise, Marie Curie, Albert Einstein, Mother Teresa, Bill Gates).
Commercial Exchange
SE2.01 – describe the development of currencies and credit systems, from early barter to the modern Western consumer economy (e.g., wampum, weights and measures, minted coins, paper money, Renaissance banking and double-entry bookkeeping, stock markets, personal credit, electronic banking);
SE2.02 – identify the location and purposes of different trade routes (e.g., the Silk Road; the Atlantic triangle; the Yangtze, Mekong, Nile, Indus, Mississippi, and St. Lawrence Rivers; routes along canal and railway systems);
SE2.03 – identify pivotal examples of the human drive to explore new frontiers, and describe some of the economic effects of these ventures (e.g., Marco Polo and the reawakening of overland Asian trade routes; conquistadors, Incan gold, and the sixteenth-century “price revolution”; aerospace programs and their influence on the telecommunications industry).
Power and Authority
SE3.01 – describe the structure and function of a variety of political systems throughout history (e.g., Athenian and modern democracy, Roman republicanism, Chinese dynastic system, Iroquois confederacy, fascist dictatorships);
SE3.02 – describe the nature of the relationship between social or economic position and political influence or the lack of it (e.g., the slave or indentured servant, the feudal lord, women in different periods of history);
SE3.03 – describe key differences between authoritarian and cooperative models of power and authority (e.g., access to information and decision making; right of assembly and dissent; persecution; regimes of Rameses II, Alexander the Great, Ghengis Khan, Stalin, and Pol Pot contrasted with selected modern liberal democracies).
HIV.01 · demonstrate the practical skills of locating, gathering, and organizing information from a variety of selected sources;
HIV.02 · demonstrate a practical understanding of the key steps in the process of historical interpretation;
HIV.03 · communicate opinions based on effective research clearly and concisely;
HIV.04 · demonstrate an ability to think creatively, manage time efficiently, and participate effectively in independent and collaborative study.
Research
HI1.01 – formulate a variety of questions to serve as a basis for research, drawing on examples from world history (e.g., What were some of the technological developments in Neolithic farming? What were some of the motives for building the Great Wall of China or the Mayan pyramids? What are the characteristics of a “civilization”?);
HI1.02 – conduct organized research, using a selection of information sources (e.g., textbooks and reference books, newspapers and magazines, 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
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 world history (e.g., “great leader”, geographic, economic);
HI2.03 – identify relationships and connections 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 research into selected sources. Communication
HI3.01 – communicate effectively, using a variety of styles and forms (e.g., reports, discussions, role playing, group presentations);
HI3.02 – use selected forms of documentation to acknowledge sources of information (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., employment in museums, libraries, or the publishing industry).
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic Faith Community who
CGE1a -illustrates a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;
CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;
CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;
CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An Effective Communicator who
CGE2a -listens actively and critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written materials effectively;
CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of Canada’s official languages;
CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
A Reflective and Creative Thinker who
CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new ideas in light of the common good;
CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.
A Self-Directed, Responsible, Life Long Learner who
CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian leadership;
CGE4d -responds to, manages and constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in school, work and personal life;
CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;
CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.
A Collaborative Contributor who
CGE5a -works effectively as an interdependent team member;
CGE5b -thinks critically about the meaning and purpose of work;
CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights, responsibilities and contributions of self and others;
CGE5f -exercises Christian leadership in the achievement of individual and group goals;
CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.
A Caring Family Member who
CGE6a -relates to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the important role of the family in society;
CGE6d -values and nurtures opportunities for family prayer;
CGE6e -ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
CGE7a -acts morally and legally as a person formed in Catholic traditions;
CGE7b -accepts accountability for one’s own actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities of Canadian citizenship;
CGE7i -respects the environment and uses resources wisely;
CGE7j -contributes to the common good.