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Course Profile Adventures in World History (CHM4E), Grade 12,
Workplace Preparation, Public
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 variety of social,
cultural, economic, and political topics including technological development
and cultural expression, social and political structures, and the values of the
community and individualism. 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.
This History course is designed to meet the
learning needs of a wide variety of students. This course focuses on three
principles: understanding civilization and historical processes, understanding
the commonality of human aspirations and experiences, and understanding the
importance of compassion, toleration and a recognized identity for positive
living. To that end, the course is organized into five chronological/thematic
units and a course culminating activity. Since this profile establishes an
incremental learning program, it is essential that the order of units be
followed as outlined to achieve the course focus.
This course begins with an introduction to
crucial historiographic issues in Unit 1. It is important to note that this is
an introductory unit and that the concepts will be enlarged upon and
continually examined throughout the following units. This incremental process
comes together fully in the course culminating activity outlined in Appendix A.
Effective culminating activities that students
can develop through formative assessments and demonstrate in summative
evaluations are essential elements to a criterion-based curriculum. In this
course, each unit has a two-part summative culminating activity, a
question/answer evaluation, and a performance task evaluation. Summative
question/answer tests are valuable learning preparations for workplace
conditions such as apprenticeship training. Summative performance tasks prepare
students to develop creative responses to workplace challenges. In both cases,
there are a variety of assessment methods and strategies as well as
opportunities for specific a
Given
the wide range of the material and goals of this course and to augment interest
and relevancy to workplace destination students, guest speakers and community
resources should be integrated into course activities. Resource persons may
include school and community librarians, museum curators, gallery directors,
archivists, writers, and artists as well as cooperative education and guidance
teachers. In addition, representatives from a variety of cultural communities
may also be consulted or called upon to present historical or contemporary
information and insight. With careful and constant monitoring, the computer and
the Internet can be expanding resources which also provide students with
practice in workplace skills.
|
Unit 1 |
Historical
Terms and Processes |
15
hours |
|
Unit 2 |
The
Neolithic Revolution and the Creation of Cities |
20
hours |
|
Unit 3 |
Creating
larger unities: |
20
hours |
|
Unit 4 |
Culture
clash in 16th–18th centuries: |
20
hours |
|
* Unit
5 |
Transformations:
Technological, Political, and Social in the 19th–21st Centuries |
25
hours |
|
Unit 6 |
Course
Culminating Activity |
10
hours |
* This
unit is fully developed in this Course Profile.
Time:
15 hours
Unit Description
In this
introductory and foundation unit, students investigate and demonstrate their
understanding of the essential elements of the historians’ craft. These
understandings include a
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 6 hours |
HIV.01,
HIV.02, HIV.04, HI1.01, HI2.03, HI4.04 |
Knowledge/
Understanding Communication |
A world
map exercise and creation of Classroom Timeline to locate in space and time
the civilizations to be examined in the course |
|
2 5 hours |
CCV.01,
CHV.03, SEV.01, SEV.03, HIV.02, CC1.01, CC1.02, CC1.03, CH3.01, SE1.02,
SE1.03, SE1.04, SE3.01, SE3.02, HI2.01, HI2.02, HI2.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Interpretations
and the Historians’ Craft: |
|
3 4 hours |
CHV.03, SEV.01, HIV.01, CH3.01, CH3.02,
CH3.03, SE1.01, HI1.02, HI1.03 |
Knowledge/ Understanding Communication |
(a) pencil-and-paper quiz/test (b) design, creation and explanation of individual student’s “resource vault” |
Time: 20 hours
Unit Description
In this unit, students examine two of the major revolutionary
developments in the human experience. The Neolithic Revolution refers to the
development of organized agriculture and the domestication of animals that led
to the creation of more permanent settlements and rudimentary larger social,
economic, and political organization. When humans moved away from a migratory
hunter-gatherer-scavenger lifestyle, they opened up the panorama of
technological experimentation and development, resource discovery and
exploitation, and an ever-widening workplace environment. The early Neolithic
settlements gradually expanded into larger urban organizations – cities – with
all of the diversity, enterprises, and challenges that influence cities today.
By investigating developments in the Ancient Middle East and
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 6 hours |
COV.01,
COV.02, CHV.01, SEV.01, SEV.02, HIV.01, HIV.02, CO1.01, CO1.02, CO1.03,
CO2.01, CO2.02, CO2.03, CHI.02, SE1.02, SE1.03, SE1.04, SE2.01, SE2.02,
HI1.01, HI1.02, HI1.03, HI2.03, HI2.04 |
Knowledge/
Understanding Thinking/ Inquiry |
The
Neolithic Revolution: |
|
2 8 hours |
COV.01, COV.02, COV.03, CCV.02, CHV.02,
CHV.03, SEV.02, SEV.03, HIV.01, HIV.02, CO1.01, CO1.02, CO1.03, CO2.01,
CO2.02, CO2.03, CC2.01, CC2.02, CO3.01, CO3.02, CO3.03, CC2.01, CC2.02,
CC2.03, CH2.01, CH2.02, CH2.03, CH3.03, SE2.01, SE3.01, SE3.02, HI1.01,
HI1.02, HI1.03, HI2.03, HI2.04 |
Knowledge/ Understanding Thinking/ Inquiry |
The Creation of Cities (a comparative study
of Ancient Mesopotamia, Egypt and |
|
3 6 hours |
COV.01,
COV.02, COV.03, CHV.03, CO1.02, CO1.03, CO2.03, CO3.01, CO3.02, CO3.03,
CH3.01, CH3.02, HIV.03, HI3.01, HI3.03 |
Thinking/
Inquiry Communication Application |
Unit Culminating Activity: (a) pencil-and-paper question/answer task based on teacher-prepared summary of key developments studied in the unit (b) students select a monument/edifice not studied in this unit, create a model or representation of it and present an explanation of its role in its particular society |
Time: 20 hours
Unit Description
Students
investigate and compare (similarities and differences) three distinct but
similar human efforts to create and maintain a large, relatively unified
social, political, economic, artistic community. Although other large entities
such as the Persian or Ottoman or British Empires might apply, the three
selected offer students clear and definite points for comparison. Pax Romana
extended an all-encompassing concept of a linguistic and legal world empire
that still has many applications and influences today. Han China extended
through central dynastic establishments a perceived unity amidst wide and
continued regional and ethnic diversity. The 21st century global community is
an all-encompassing concept that is held together by the interconnections of
various technologies. All three promote larger cultural visions and identities
and face myriad decentralizing impulses and challenges. The sub units are
organized so that students, at the outset, examine each of the three as
distinct entities. As the unit progresses, students should be encouraged to
draw comparisons from their prior learning. Given the time constraints and
course structure, students learning should focus less on politics and more on
economics and culture with special regard for the relationship of the
individual to the larger organization. Issues that students examine could
include gender roles and equity, citizenship and belonging, and the dynamic
between community and individual goals. To that point, the two-part unit
culminating activity consists of (a) the performance task of creating a poster
that compares an aspect of the cultural expression of the three civilizations
and (b) the question/answer activity of an oral explanation of the theme and
issues in the poster. Cultural aspects could include: sports, popular
entertainments, fashions, work, family, rituals, art and music. Students should
keep their work in their resource vault developed in Unit 1. Student posters
could be used as classroom decorations if facilities permit. While the
summative evaluation is to be based on individual work, students could be
encouraged to work in pairs to facilitate brainstorming, peer editing, and formative
assessment.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 5 hours |
COV.03,
CCV.01, CHV.01, CHV.02, CHV.03, SEV.01, SEV.02, SEV.03, HIV.02, HIV.03,
CO3.03, CC1.01, CC1.02, CC1.03, CH1.01, CH2.02, CH2.03, CH3.02, CH3.03,
SE1.01, SE1.03, SE1.04, SE2.01, SE2.02, SE3.01, SE3.02, SE3.03, HI2.03,
HI3.01, HI3.02 |
Knowledge/
Understanding Thinking/ Inquiry |
The
Roman Empire: |
|
2 5 hours |
COV.03,
CCV.01, CHV.01, CHV.02, CHV.03, SEV1.01, SEV.02, SEV.03, HIV.02, HIV.03,
CO3.03, CC1.01, CC1.02, CC1.03, CH1.01, CH2.02, CH2.03, CH3.02, CH3.03,
SE1.01, SE1.03, SE1.04, SE2.01, SE2.02, SE3.01, SE3.02, SE3.03, HI2.03,
HI3.01, HI3.02 |
Knowledge/
Understanding Thinking/ Inquiry |
Han
China: |
|
3 5 hours |
COV.03,
CCV.01, CHV.01, CHV.02, CHV.03, SEV1.01, SEV.02, SEV.03, HIV.02, HIV.03,
CO3.03, CC1.01, CC1.02, CC1.03, CH1.01, CH2.02, CH2.03 CH3.02, CH3.03,
SE1.01, SE1.03, SE1.04, SE2.01, SE2.02, SE3.01, SE3.02, SE3.03, HI2.03,
HI3.01, HI3.02 |
Knowledge/
Understanding Thinking/ Inquiry |
21st
Century Globalization: -
multi-nationalism and world culture |
|
4 5 hours |
COV.03,
CCV.01, CCV.02, CCV.03, CHV.01, CHV.03, SEV.01, SEV.02, SEV.03, HIV.02:
HI2.03, HIV.03: HI3.01, HI3.02 |
Thinking/
Inquiry Communication Application |
Unit
Culminating Activity: a) design and create a poster that compares an
aspect or aspects of the cultural expression of the above three
civilizations. b) oral presentation/explanation of the poster
and the themes developed in it. |
Time: 20 hours
Unit Description
This unit
has two primary foci: demonstrating understanding of how different cultures can
clash, and demonstrating understanding of violent and peaceful conflict
resolution methods. Students begin by investigating and analytically comparing
selected elements such as trade and migration factors, social and religious
identities, and attitudes to enquiry and exploration. Students examine examples
of the culture clashes that emerged in these centuries and demonstrate their
understanding of the outcomes and the implications for the current world. While
the unit’s historical content is from the 16th–18th centuries, the unit
culminating performance task concentrates on collecting current examples of the
two primary foci in order to assist students to further understand the role of
continuity/change and conflict resolution in history and society. To facilitate
students understanding, the culminating performance task – creating and
maintaining a scrapbook of examples of current culture conflict and of current
peaceful conflict resolution – could be introduced at the beginning of the
unit. Teachers may provide resources such as newspapers, magazines, and
materials from the library/resource centres and the Internet. By building their
individual scrapbooks throughout the unit, students have a resource base for a
unit culminating “formal” debate or discussion that could use key questions
such as: Which provides more lasting solutions – violent or peaceful methods?
Why are people so violent and so compassionate? The question/answer part of the
unit culminating activity would be a pencil-and-paper test with appropriate
strategies to promote student su
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CCV.01, CHV.03,
SEV.01, SEV.02, SEV.03, HIV.01, CC1.02, CH3.01, SE1.01, SE1.04, SE2.02,
SE2.03, SE3.01, SE3.03, HI1.01 |
Knowledge/
Understanding |
Creating
an Overview of the “worlds” in the 16th–18th century: |
|
2 |
COV.02,
COV.03, CCV.01, CHV.01, SEV.02, HIV.02, CO2.01, CO2.03, CO3.01, CO3.02,
CO3.03, CC1.01, CC1.03, CH1.03, SE2.02, SE2.03, HI2.01, HI2.04 |
Knowledge/
Understanding Thinking/ Inquiry |
Comparing
attitudes and ideas: |
|
3 |
CCV.03,
CHV.02, CHV.03, SEV.03, HIV.02, CC3.01, CC3.02, CC3.03, CH2.03, CH3.01,
SE3.01, SE3.02, HI2.01, HI2.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Examples
of the culture clashes: |
|
4 |
COV.02, COV.03, CCV.03, CHV.01, CHV.03,
SEV.01, SEV.02, SEV.03, HIV.01, HIV.03, HIV.04 |
Knowledge/ Understanding, Thinking/ Inquiry |
Unit Culminating Activity: a) paper-and-pencil
question/answer task based on teacher prepared summary of key developments
studied in the unit b) building
and maintaining a scrapbook of examples of current culture conflict and of
current peaceful conflict resolution c) “formal”
debate or discussion |
Time: 25 hours
Unit Description
In this
unit, students explore the significant technological, political, and social transformations
that have o
Unit
Overview Chart
|
Cluster |
Learning Expectations
|
Assessment Categories |
Focus |
|
1 3 hours |
COV.01,
CO1.02, CCV.01, CC1.01, CC1.03, HIV.04, HI4.01 |
Knowledge/
Understanding |
Introduction
to the concepts associated with change: |
|
2 5 hours |
COV.01, CO1.01, CO1.02, CO1.03,
COV.02, CO2.01, CO2.02, CO2.03, CCV.02, CC2.01, CC2.02, CC2.03, CHV.03,
CH3.03, SEV.01, SE1.03, SEV.02, SE2.02, SE2.03 |
Knowledge/
Understanding |
Investigating
the technological developments that have transformed work and play: |
|
3 7
hours |
CCV.03, CC3.01, CC3.02, CC3.03, SEV.01, SE1.01, SE1.02,
SE1.04, SEV.03, SE3.01, SE3.02, HIV.03, HI3.01, HIV.04, HI4.02 |
Knowledge/
Understanding |
Transforming
the Nation, political revolutions, and impact: |
|
4 5 hours |
CCV.03, CC3.03, CHV.01, CH1.03, CHV.03,
CH3.02, HIV.03, HI3.03 |
Knowledge/ Understanding |
Transforming relationships and social
change: |
|
5 5 hours |
CHV.03, CH3.03, HIV.03, HIV.01,
HI3.02, HIV.04, HI4.03, HI4.04 |
Knowledge/ Understanding |
Unit
Culminating Activity: a) create a representation of a transformation
showing its impact upon the world. b) complete a quiz based on the combined
representations completed by the class. |
Time: 10 hours
Unit Description
In this
culminating unit, students demonstrate their abilities and understandings to
deal with the larger issues and questions that appear in any study of world
history. In effect, students apply their learning in Units 2, 3, 4, and 5 to the
concepts introduced in Unit 1. In this process, students demonstrate their
particular and conceptual understanding of world history. The resources for
both the question/answer task and performance task should come primarily from
the student resource vault. In the question/answer portion, the written
examination, with appropriate aids to assist student su
at 30%, the question/answer task should be 15% and the performance task should
be 15%.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 10 hours |
COV.01,
COV.02, COV.03, CCV.01, CCV.02, CCV.03, CHV.01, CHV.02, CHV.03, SEV.01,
SEV.02, SEV.03. HIV.01. HIV.02, HIV.03, HIV.04 |
Knowledge/
Understanding |
Unit
Culminating Activity: a) formative preparation and question/answer
summative evaluation as a formal written test b) creation and presentation of a one-minute infomercial
to answer, “In our world history, what is the most significant a |
Brainstorming:
development of
ideas, generated by groups and expressed without analysis. The use of mind-map diagrams
is an excellent recording aid that can be readily expanded upon.
Case
Studies:
investigations of concepts or ideas or knowledge content through a real or
simulated problem. This has particular application to Units 2, 4, and 5.
Comparison
Charts: direct way
to organize themes, concepts, and issues in an analytical framework. Comparison
charts would be effective formative assessment tools in Units 3 and 5.
Computer-assisted
Learning: given the
extensive websites available, with caution and with teacher pre-planning and
previewing, use of a computer to learn or reinforce material will greatly
assist student learning in all units.
Critical
Reading and Viewing:
an essential life skill and historians’ tool for receiving and analysing
information and opinions.
Discussion/Debate: an important process in both
formative assessment and summative evaluation. It is also an excellent way to
begin brainstorming activities.
Group
Work: developing
skills of cooperative and collaborative learning.
Guest
Speakers: introduction
of outside resource experts into the classroom. These could include community
librarians and archivists. It is essential that all outside speakers be
carefully chosen and subsequently approved by the principal. It is also
essential that all guest speakers be properly briefed, well in advance, as to
how their presentation will fit into the course and student work. In addition,
this advanced coordination will assist in defining presenter AV needs and the
degree of advanced preparation of student knowledge and understanding.
Mapping: an important spatial understanding
of place and distance. Integral to Units 1, 2, and 4.
Note
Making: essential
life skill and historians’ tool for recording information.
Poster
Making:
synthesizing information or concepts to demonstrate a larger understanding.
This strategy is used in the Unit 3 performance task.
Scrapbook/Portfolio
Preparation:
throughout the course, students are to keep and maintain an ongoing portfolio
or resource vault. An actual scrapbook is a strategy used in the Unit 4
performance task.
Timelines: essential organizers to emphasize
the relativity of chronology and its importance in understanding history.
Timelines are integral to Units 1 and 4.
Assessment
and evaluation are based on the policies set out in The Ontario Curriculum,
Grades 9 to 12, Program Planning and Assessment, 2000 and the Achievement
Chart levels outlined in The Ontario Curriculum, Grades 11 and 12, Canadian
and World Studies, 2000.
The
teacher should provide each student with a variety of opportunities and o
Assessment
and evaluation in this course are incremental and interweaving processes in
which student demonstrations of learning work towards both the unit and course
culminating activities. It is critical that students have a
All individual student work
(diagnostic, formative and summative) should be kept in an individual student
portfolio. The portfolio may be called a resource vault, or data bank, or
personal research archive. Whatever its name, this portfolio is essential
because it is not only a collection place for the variety of student learning
demonstrations (as well as all diagnostic, formative, and summative
evaluations) but also the principle resource bank for each student’s course
culminating activity. The creation of this resource vault/portfolio (resource
vault is the term that will be used in this profile) is the performance
activity part of the Unit 1 culminating activity. Possible formats and
structures for this resource vault are outlined in the expanded Unit 1
description and in Appendix A3.
The following chart
outlines sample-learning activities for this course and how they may be
assessed:
|
Learning Activity |
Assessment |
|
Use of
graphic organizers such as mind-maps, Venn diagrams, comparison charts and
graphs |
Peer
and teacher formative assessment based on observation and constructive
comment |
|
Informal
and moderately formalized class debates involving: (1) forming and defending
a considered view point and (2) listening and recognizing alternate opinions
and arguments |
The
teacher’s formative assessment based on observation and constructive comment.
Checklists could also be used to help students to understand the protocols of
reasoned debate/discussion |
|
Creation
of, addition to, and referencing to timelines and maps (chronologies and
extents of empires and civilizations, technologies, cultural developments) |
The
teacher’s formative assessment based on checklists and comparative samples |
|
Research
using traditional print sources and the Internet. This could include popular
computer simulations games |
Self-assessment
and the teacher’s formative assessment and summative evaluation based on
checklists and rubrics |
|
Poster
making that could: (1) develop and demonstrate comparative analysis (2)
synthesize and demonstrate concepts |
Formative
assessment and summative evaluation based on student-teacher conferences,
checklists, and student explanation of their work. |
|
Question/Answer
activities such as varieties of quizzes and tests, critical reading and
evaluation activities, in-class writing assignments that emphasize a
developmental process |
Self-,
peer, and teacher formative assessment and the teacher’s summative evaluation
through checklists, shared evaluation schemes, self- /peer/teacher editing |
|
Creating,
organizing, maintaining, and explaining a scrapbook collection that would
demonstrate examples of a pre-determined historical concept or activity |
Assessment
by student-teacher conferences, peer interactions and rubrics |
|
Creating
and producing an infomercial using appropriate and available research
resources and A/V technologies |
Formative
assessment by the teacher (and resource teachers, if available) using
checklists, constructive comment. Summative evaluation by the teacher using
checklists, rubrics, anecdotal comments |
The assessment,
evaluation, and learning practices used in this course profile will assist the
teacher to:
·
a
·
a
·
meet
the variety of student learning styles and special needs through a
·
promote
a student’s ability to assess his/her own learning and to set specific goals;
·
provide
students with models of skills which they are expected to master;
·
provide
students with a clear indication of assessment and evaluation criteria by means
of rubrics and checklists;
·
provide
students with opportunities to demonstrate learning using both formative and
summative evaluation strategies;
·
provide
clear communications about assessment and evaluation to students and parents at
the beginning of the course and at other appropriate points throughout the
course.
In determining the percentage ratio
allocated to each of the four sectors of the Achievement Chart, the teacher
should recognize the individual character of their students and their class and
the specific requirements established by their local board. Given the potential
issues of differing learning situations, it is essential that summative
evaluation ratios be flexible to a
A
In
the student’s overall mark, a weight of 70% is assigned to ongoing assessment
and evaluation throughout the course, while 30% is assigned to a final
evaluation consisting of a final examination and/or a course culminating
activity. In the ongoing assessment, the student’s most recent work is given
greater consideration and the most consistent level of achievement is used to
generate the final mark.
The
following additional strategies are suggestions. Consult students’ IEPs for
specific recommendations.
·
Give
more time to complete written work (copying from the board, proofreading).
·
Have
students produce work on a word processor and use the spell-checker.
·
Allow
students to read pertinent text into a recording device, such as an audio tape
recorder.
·
Give
several shorter assignments rather than one long one.
·
Use
oral presentation.
·
Check
student notebooks regularly and consistently.
·
Give
projects that allow for visual responses, such as drawings and charts, with
little text being required
·
Teach
how to underline or highlight important points.
·
Use
blackline masters of sample/exemplar work to help students recognize and
emulate proper writing structures such as paragraphs and multi-paragraph work
·
Highlight
key points for students.
·
Describe
how to use diagrams, charts, and graphs. Reinforce verbally.
·
Provide
interesting and relevant books and articles at the appropriate reading level.
·
Use
visuals, videos, and films and discuss the content with students.
·
Pre-teach
vocabulary and concepts. Discuss the origins and meaning of new vocabulary.
·
Have
responses given in a written format, when appropriate.
·
Work
in a one-to-one setting to establish student confidence, where possible.
·
Allow
students to develop skills in small-group settings.
·
Provide
practise time.
·
Use
electronic media.
·
Do
not ask students to respond to questions without forewarning.
·
Teach
study skills (resource teacher, classroom teacher, or mentor teacher).
·
Segment
long assignments so students may complete work in small amounts.
·
Have
students repeat instructions and important information.
·
Encourage
daily review of the previous day’s lesson
·
Give
visual clues and demonstrations. Use Mind Mapping.
·
Have
students highlight important ideas in notes with a highlighter.
·
Provide
pre-test preparation sheets/guidelines before quizzes, tests or examinations –
whether oral or written
·
Provide
checklists and discuss their use and value to assist students to work towards
the completion of the task or assignment
·
Allow
students to bring a teacher-approved two-page “help sheet” into the test or
exam.
·
Create
tests cooperatively with students so that they can be better prepared to
demonstrate their learning.
·
Use
audio-visuals in tests that allow for students’ personal critical responses
rather than displays of factual learning.
·
Allow
students class time on the day of the test to review their notes before writing
the test.
·
Allow
students to re-write a test in which they were not su
·
Review
material for the test on the day before test and the day of the test.
·
Use
shorter quizzes instead of major tests.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teacher needs 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.”
Ellis, Elisabeth Gaynor and Anthony Esler. World
History: Connections to Today. New Jersey: Prentice Hall, 2001.
Grun, Bernard. The Timetables of History. New
York: Simon & Schuster, 1979.
McEvedy, Colin. World History Fact Finder.
London: Century Publishing, 1984.
Newman,
Garfield. Echoes from the Past, World History to the 16th Century, Toronto,
ON: McGraw-Hill Ryerson, 2001. (text, teachers’ resource and CD-ROM) A very a
and Unit 6
Spodek,
Howard. The World’s History: Combined Volume. New Jersey: Prentice Hall,
2001.
Biography
of the Millennium: Part 1 700656 50 min. 2000
Biography
of the Millennium: Part 2 700658 50 min.
Biography
of the Millennium: Part 3 700660 50 min. 2000
Biography
of the Millennium: Part 4 700677 50 min. 2000
A&E compilation of the one hundred most influential people of the millennium.
Useful for classes on World History, World Culture, Theology, Philosophy,
Science and Technology, Gender History, Military History, Geography,
Literature, Political Science and Sociology. It is appropriate for middle
school, high school and college
Lost
civilizations
(210204) 30 min.
A look at the sophisticated Iroquoian societies that lived in and around
today’s southern Ontario leads to a study of the classical civilizations of
America. Useful for Units 4 and 6.
Dr. J.
Fraser Mustard, Children and Social/Economic Change (991723). NYB, 1994. 42 minutes. Highlights
the global history of social/economic changes. Useful for Unit 6.
The URLs
for the websites were verified by the writers prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
http://www.nhm
This Website, created by Kingswood College Library in Texas, has quick facts
about the decade, links to art and architecture, books and literature, fashion
and fads, education, historic events and technology, music, persons and
personalities, and theatre and film. Useful for Unit 2
http://www.theatlantic.com/unbound/flashbks/2020.htm
The Atlantic Online – Flashbacks – Twenty From the Twentieth Century
This site provides highlights from the past hundred years of The Atlantic
Monthly, selected by the editors of Atlantic Unbound. Useful for Units 5 and 6
http://www.middelaldercentret.dk/english/us_home.htm
Medieval Centre – centre for Historical Technology
This website provides interesting descriptions and video segments on the
reconstruction of siege engines and cannons. Potential for Unit 6
http://vlmp.museophile.com/cgi/archive/htgrep/file=/vlmp/vlmp-db.html&style=ol?virtual
Virtual Library: Find Museums
This website includes a comprehensive list of online virtual museum websites
that provides a
http://www.twics.com/~takakuwa/search/search.html
– The Watercolor Epic: 33,000 years of Painting
This site provides a concise history of watercolour painting, from the Stone
Age to Present Day.
Where
resources are available, teachers may contact school and community librarians,
museum and archive curators, gallery directors, writers, artists, crafts
persons, technicians, cooperative education and guidance teachers for
information and presentations to the class. Various representatives from the
multicultural community may provide information and insight. In all cases, it
is essential that the school administration be informed in advance of all guest
presenters and be invited to attend any presentation.
Throughout
the Grade 12 Adventures in World History course students have opportunities to
acquire skills and knowledge needed to pursue education and career goals and to
carry out social responsibility. This course provides students with learning
experiences that are consistent with program goals outlined in Choices Into
Action: Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools, 1999. Students relate what they are learning in this
course to personal aspirations and interests and to possible work and life
roles. To reach this objective, teachers should offer a range of career
exploration activities, e.g., guest speakers and field trips to representative
workplaces. In some situations students may benefit from cooperative education
and work experience if teachers choose to add this component to the course.
Examples of ways of providing these opportunities for students are suggested in
Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements,
1999, section 7.5, Cooperative education and work experience (pp. 52-54).
This
course also gives consideration to integrating technology across the curriculum
(use of Internet in research); students with special needs (a
This
course may be used by students as an additional compulsory credit for diploma
purposes.
The
teacher should make notes after the completion of each activity and use the
material as a base for making adjustments to future delivery of the course. The
teacher should ensure that all expectations for the course have been delivered
using a tracking checklist. It is recommended that students provide input in
the evaluation of the course.
Time: 15 hours
In this
introductory and foundation unit, students investigate and demonstrate their
understanding of the essential elements of the historians’ craft. These
understandings include a
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HIV.01,
HIV.02, HIV.04, HI1.01, HI2.03, HI4.04 |
Knowledge/
Understanding Communication |
A world
map exercise and creation of Classroom Timeline to locate in space and time
the civilizations to be examined in the course |
|
2 |
CCV.01, CHV.03,
SEV.01, SEV.03, HIV.02, CC1.01, CC1.02, CC1.03, CH3.01, SE1.02, SE1.03,
SE1.04, SE3.01, SE3.02, HI2.01, HI2.02, HI2.03 |
Knowledge/
Understanding Thinking/Inquiry |
Interpretations
and the Historians’ Craft: |
|
3 |
CHV.03,
SEV.01, HIV.01, CH3.01, CH3.02, CH3.03, SE1.01, HI1.02, HI1.03 |
Knowledge/
Understanding Communication |
(a) pencil-and-paper quiz/test (b) design, creation, and explanation of individual student’s “resource vault” |
Time: 6 hours
In this
activity, students are introduced to the concepts of geographic location and
chronology and that the process of civilization has o
·
The
teacher obtains blank copies of world maps that show the continents and
oceans/seas. The teacher provides historical-geography resource books or
websites for students use.
·
The
teacher prepares an overhead transparency that lists all of the civilizations
to be studied and their general continental location, i.e., Han China – Asia;
Aztec/Inca – Americas; Egypt – Africa.
·
The
teacher prepares and copies a sample timeline prior to the activity.
·
The
teacher prepares overhead transparencies of a sample timeline and pictures of
sample civilization or cultural artifacts, e.g., Egyptian pyramid, Taj Mahal,
Roman coliseum, Chartres, Great Wall of China, CN tower. Note: The
teacher may wish to link a variety of cultural identifiers to selected
civilizations and encourage a student discussion for a particular civilization.
·
The
teacher prepares and copies worksheets that students can put in their notes
·
The
teacher prepares a worksheet list of civilizations to be studied that students
may use in their timeline activity.
·
The
teacher should arrange with the library staff to assemble a resource ‘cart’ of
appropriate general world history resource books for in-class use.
·
The
teacher may supply students with poster paper, pencils, and marking pens.
·
Students
are expected to have some knowledge, or recognition of such civilization or
cultural artifacts as pyramids, amphitheatres, temples/cathedrals, great walls
and fortifications, and skyscrapers.
Time: 6 hours
1. The teacher distributes copies of blank
outlines of a world map, historical-geography resource books and displays the
list and general location of the civilizations to be studied. Students may work
together in groups or pairs or individually to complete their draft world map
civilization locator. The draft work should be collected and formatively
assessed. A finished and corrected map will be completed in the next hour
period of time.
2. (a) During the first 15-20 minutes, students complete their map exercise that will be collected by the teacher. Note: map completion may take longer; however, the work should be completed as quickly and as thoroughly as possible. These maps and the following timelines are to be returned to students at the end of Unit 1 and should be placed in their completed resource vault (see Activity 3).
(b) The
teacher introduces the scope of the course and the concepts of chronology and
cultural artifacts by showing a series of overheads and generating student
recognition and identification of these images. Students should record, either
on their own or using a teacher-prepared worksheet, their responses. (Students’
responses might include recognition of pyramids and mummies, cathedrals and
crowds etc., from television and/or movies. The teacher should encourage
students to connect popular ideas with history.) The teacher continues by
introducing the importance of chronology.
One possible strategy for this follows:
·
Tell
or have the students briefly tell a familiar story.
·
Retell
the story out of the time sequence and initiate discussion on why time sequence
is important.
·
Using
a simple line drawing, have students develop a timeline for the story.
Note: It is important not to introduce an
actual historical event or subject. This would only create an additional
content learning situation. The intent here is to work from a common story to
emphasize the historical concept of chronology. Almost any familiar story will
work as long as it has an a
3. The teacher reviews the concept and
importance of chronology and initiates speculation on the chronology of the
artifacts shown in the previous class. The teacher assigns or directs
individual students or pairs to investigate in the resource books to find out
when and where these artifacts belong. Students should record their findings in
their notebooks and/or worksheets.
4. The teacher reviews and consolidates student
findings. Using the overhead transparency of the classroom timeline, the
teacher introduces the assignment. Students should be directed to develop in
their notebooks “draft” timelines that the teacher may assess in an ongoing
work period. (Note: at this time, the teacher may, in advance, draw
appropriate lines on the larger paper that will become the class timeline to
assist student work).
5. With teacher supervision and assessment,
students create a class timeline. Students may add pictures and/or personal
drawings to the timeline. If extra time is needed to complete the task, time
may be used during Activity 2. See Appendix A1 for sample timeline models.
Time: 5 hours
1. The teacher develops discussion on change and
continuity as historical processes by initiating a brainstorming session to
answer questions such as: What are some of things that have changed in the
world in the past year… past 5 years?; What are some things that have remained
the same in the past year… past 5 years?; Do things prefer to change or to stay
the same?; Which do you prefer?; Why do historians need to consider change and
continuity when they examine civilizations and cultures?” Students should
record their discussions and ideas in their notebooks. The teachers should
formatively assess student work.
2. The teacher introduces the concepts of
rise/fall and causation by referring to a familiar story and directing students
to locate and identify the various causes or reasons for things that o
3. The teacher introduces the issues of opinion
and bias by referring back to discussions of the rise/fall of sport teams,
fashion, or pop stars by asking how opinions and attitudes can affect
individual ideas and outlooks. Students create a list of things that might be understood
as opinion and bias and how they can be determined. Students record their
discussions and ideas in their notebooks. The teacher introduces a review of
the concepts examined in the previous lessons – either in discussion or a
prepared glossary/checklist of terms or both. Formative assessment could come
through examination of and comments upon student notebooks or checklist of
ideas.
4. The teacher initiates a class discussion on
historical revisionism and the importance of good research methods and collection
of data to the historians’ craft. This fairly intricate but important
discussion can be eased by recalling a familiar story or fairytale. Students or
the teacher would retell the story from the traditional perspective and then
consider re-telling the story from another character’s perspective. Students
would examine the need for good research methods, data collection and complex
interpretation. This discussion could serve as a set up for Activity 3 – the
unit performance task culminating activity. Students should record their
discussions and ideas in their notebooks. The teachers should formatively
assess student work.
5. The teacher initiates a review of the
concepts discussed and student learning in this activity. As formative
assessment, the teacher also introduces a practice pencil-and-paper quiz/test
in preparation for similar quiz/test that would make up the question/answer
portion of the unit culminating activity. The time should be used to reinforce
student understanding through cooperative identifying games, individual
conferencing, and informal discussions. To assist and further student
understanding of critical analysis, the teacher may choose to use the Critical
Review Activity in Appendix A2 as a formative activity. After appropriate peer
and teacher formative assessment and discussion with students, this activity
may also be used as the Unit 1 question/answer summative evaluation activity.
Time: 5 hours
1. The teacher conducts a review of the concepts
studied in the unit and reviews students’ preparation for a summative quiz/test
that should o
2. The teacher conducts an appropriate
question/answer quiz/test summative evaluation activity. This activity
reinforces the learning in the previous units and aims at maximizing
opportunities for student su
3. Students work on and complete their resource
vaults using peer and teacher formative assessment and performance checklists
as guides. The teacher evaluates student work and records achievement a
1. Formative assessment (self, peer, and
teacher) of individual student note taking, classroom discussion, draft
designs, practice quiz/tests, and checklists
2. Summative teacher evaluation of individual
student demonstrations of learning through a question/answer pencil-and-paper
quiz/test activity and through a resource vault/performance task checklist.
Refer to
the list of strategies in the Course Overview.
Print
Grun,
Bernard. The Timetables of History. New York: Simon & Schuster,
1979.
McEvedy,
Colin. World History Fact Finder. London: Century Publishing, 1984.
Newman,
Garfield. Echoes from the Past, World History to the 16th Century,
Toronto, ON: McGraw-Hill Ryerson, 2001.
Scieszka,
Jon. The True Story of the 3 Little Pigs. New York: Viking Penguin,
1989.
Websites
http://lcweb2.loc.gov/learn/lessons/psources/pshome.html
– The Learning Page: The Historian’s Sources. Library of Congress. Last updated
11/20/00.
This lesson introduces students to primary sources -- what they are, their
great variety, and how they can be analysed.
http://www.academicinfo.net/hist.html
History Resources – World History Directory – Historical Links
This website provides a
www.reed.edu/resources/library/maps/
www.culturalresources.com/maps.html
www.mariner.org
www.geocities.com/selinunte.geo//timelines/tl001.html
www.hyperhistory.com/chart/history3.html
also refer to http://www.hyperhistory.com/online_n2/History_n2/a.html World
History: Hyperhistory
Hyperhistory covers the major epochs of world history during the last 3000
years. The date of 1000 BC has been chosen as the beginning of the main part of
Hyperhistory because at around that time four very distinctive civilized
traditions began to take shape in Greece, the Middle East, India and China.
www.timelines.ws
www.fordham.edu/halsall/mod/modsbook.html
www.mcgrawhill.ca
For
this Course Profile, the calendar selected is the European Gregorian calendar.
The teacher may wish to show students a variety of calendars such as Islamic,
Judaic, Mayan and/or Chinese to show how different civilizations have organized
their chronologies.
The
civilizations selected (as noted in the Course Overview) for this profile are:
Unit 2
·
Neolithic
Middle East and Europe – circa 9000 BCE
·
Ancient
Mesopotamia and Egypt – approx. 3000 BCE to 600 BCE
·
Indus
river valley – approx. 1500 BCE to 500 CE
Unit 3
·
Roman
Empire “Pax Romana” – approx. 30 BCE to 400 CE
·
Han
Chinese Empire – approx 210 BCE to 220 CE
·
Twenty-first
Century Globalization – approx. 1945 CE to present day
Unit 4
·
European
Wars of Religion – approx 1500 CE to 1700 CE
·
Inca
and Aztec Civilizations – approx 500 BCE to 1550 CE
·
North
American Aboriginal societies – approx 1400 CE to 1700 CE
·
Shogun
and Tokugawa Japan – approx 1200 CE to 1870 CE
·
Mughal
India – approx 1500 CE to 1800 CE
Unit 5
Polictical
Note: the teacher is encouraged to select
two of the four revolutions listed. The French and Russian revolutions were
selected for this course profile.
·
French
Revolution – approx 1789 CE to 1815 CE
·
Russian
Revolution – approx 1917 CE to 1929 CE
·
Indian/Pakistani
Independence – approx 1930 CE to1973 CE
·
Chinese
Revolution – approx 1911 CE to 1976 CE
Technological
·
English
Industrial Revolution – approx 1750 CE to 1850 CE
·
Second
Industrial Revolution – approx 1860 CE to 1914 CE
·
The
computer revolution – approx 1970 CE to present
Social
Change
·
Gender,
Equity and Civil Rights; Apartheid; Aboriginal Claims – 1990 to present
There
are several commercially available classroom size wall charts that can serve as
a resource. (Some are too complex for use by beginners in the study of world
history.) Several websites have been listed that should be checked regularly
for their appropriateness.
There
are several ways to create a timeline. For example, a single line along which
the civilizations are located and symbols are clustered, or several lines that
could represent geographic location or ranges of achievement or activity. The
value of the single line method is its simplicity that might be more
appropriate for beginners studying World History.
Note
for teachers
As
noted throughout, these historiographic concepts can be challenging to the
beginner and therefore it is important that the examples or stories used to
highlight the issues be quite familiar. This is not the time or place for new
content learning. To focus on the concepts, the topics selected should be taken
from students’ immediate or almost immediate experience.
Topics
for critical review could include (a) the past season of a sports team or
sports figure, either male or female, local, national, or international (b) a
recent movie or video/DVD (c) a current event or issue – either local, national,
or international.
Some
students may have challenges with the whole process; however, effective and
encouraging formative assessment along with a
The
teacher and students should collectively brainstorm (and record rough notes) on
what is involved in a critical review. A good, straightforward topic for this
brainstorming review is “what makes a good/bad pizza?” Elements of critical
reviewing will quickly become evident and a
What
Every Reviewer Asks and Answers
What is the topic I have selected?
What are
3 to 5 things I need to have in order to describe my topic?
What is
my opinion about the topic I selected?
Why do I
have this opinion about my topic?
What are
2 to 4 reasons why I have this opinion about my topic?
Which
reason is most important to my opinion and which is least important?
What
proof do I have that would convince somebody else that my opinion is correct?
Proof
#1
Proof
#2
Proof
#3
Do my
proofs cover all of the reasons I have given for my opinion?
Do I need
extra proofs? What does my partner say about my opinion and my proofs?
Do I need
to enlarge or sharpen my ideas to be really convincing?
What
changes or polishing do I need for my opinion to be most convincing?
If I had
to tell somebody about my opinion and proofs about my topic, how would I begin?
How would
I arrange my reasons and proofs?
How would
I sum up and end what I had to say?
If I had to write about my opinion and proofs,
would there be any differences from what I was telling people?
Note for teachers
As
noted in the Course Overview and in Unit 1, the creation and maintenance of
individual student resource vaults are essential and need careful direction and
supervision. Students must be encouraged to respect and to use their efforts
and their learning through positive assessment and encouragement. Apart from
its use in the course culminating activities, a student’s individual resource
vault is an effective tool for monitoring student achievement and for focusing
on areas that need applause and that need guidance. The resource vault can be
an invaluable vehicle for student-parent-teacher conferencing as well as in
consultations with resource teachers and facilitators.
Assuming
that storage space is a factor but not a constraint, a good, workable resource
vault can be made from duplicating paper shipping boxes. They are sturdy,
stackable and a usable size that can be readily decorated and personalized by
students.
The
teacher and students should brainstorm ideas for how the inside of the vault
should be organized and how the outside could be decorated and personalized.
The course outline and evaluation schedule that is given out at the beginning
of the course is a good place to start.
File
folders could also be included in the materials for the vault as a way to help
students organize and maintain their vaults; however students may decide to
create their own organizing devices. Students’ design, creation, and
maintenance of their vaults should be formatively assessed and summatively
evaluated as an ongoing activity.
Checklist
for My Resource Vault
Inside
My Vault
I have:
|
·
Unit Dividers |
yes |
no |
|
·
Place for my brainstorming ideas |
yes |
no |
|
·
Place for diagnostic work |
yes |
no |
|
·
Place for assessments and edited work |
yes |
no |
|
·
Place for finished products and evaluation |
yes |
no |
Outside
My Vault
|
·
Have I decided what my vault will look like? |
yes |
no |
|
|
It will look like a____________________________ |
|
|
|
|
·
Have I identified a |
yes |
no |
|
|
These symbols are: |
|
|
|
|
·
|
·
|
|
|
|
·
|
·
|
|
|
|
·
|
|
|
|
|
·
Are my symbols and pictures “inclusive” and “appropriate”? |
|
|
|
Decorating
my Vault
|
·
I have a rough draft of my designs and decoration plans |
yes |
no |
|
·
I have had a friend look over my ideas and make suggestions |
yes |
no |
|
·
I have collected the materials that I need |
yes |
no |
|
·
My teacher has approved my plans |
yes |
no |
Maintaining
my Vault
|
·
Have I set a schedule for maintaining and reviewing my vault? |
yes |
no |
|
·
Do I have plans for adding or changing decorations? |
yes |
no |
One of
the components of the culminating activity is an Infomercial. This one-to-five minute
video/audio or live presentation that students choose to highlight a
historically significant event or innovation is a supported opinion, persuasive
oral task. Students demonstrate their understanding of cause and effect and
support their choice with appropriate resources. Students are encouraged to use
their vault as a resource as it contains all relevant course material; however,
depending upon time constraints and student ability, the teacher may provide a
list of suggestions from those topics studied in class or students may choose
to investigate a new topic. In some instances, technological constraints may
exist requiring a slight modification. For example, rather than have a video
presentation day in which students present previously created videos the
teacher may choose to have a Live to Air Broadcast, taping during the actual
performances or simply simulated. This presentation may vary significantly from
an edited video production with sound, an electronic presentation, a formal
debate, a casual talk show style, to a speech with visual support. Though this
task is to be evaluated individually, pairing or grouping of students can
create interest and save classroom time. The teacher is encouraged to assist
students in locating resources, articulating ideas, and organizing an effective
and creative presentation. The teacher may refer to Appendix A3 for a general
outline for the student handout. Classroom specifics and presentation would
need to be adjusted.
The teacher states the
following:
Throughout
the course, we have studied various societies and time periods. As a class we
have identified many key events, ideas, and innovations that have significantly
altered the course of history. You are to decide upon the one development that
you think is the most important to mankind and society and convince your
teacher and your classmates of the validity of your choice.
In a one-
to five-minute video presentation you will:
·
identify
the focus event, ideology, invention and state the reasons for your choice;
·
support
your choice with a minimum of five resources;
·
state
at least three main points to support your choice and fully develop each idea;
·
organize
your presentation with an introduction and a conclusion;
·
attempt
to persuade your classmates and your teacher of the validity of your choice;
·
use
visual and audio resources to add interest to your presentation.
·
your
idea and outline of main points;
·
your
presentation ideas;
·
any
difficulties or gaps in preparation;
·
possible
resources.
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 a
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., a
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
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
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).
Unit 5
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