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ADVENTURES IN WORLD HISTORY, GRADE 12 (CHM4E) Teacher: Ms. Parker Email: [email protected] Course Description: This course examines a variety of human experiences in world history from the 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 development their awareness of historical experience, to practice their skills of analysis and communications, and to cultivate a lifelong interest in the adventures of world history. Prerequisite: Canadian History in the Twentieth Century, Grade 10 Academic or Applied. Where this course leads: Workplace Additional Costs: There is a field trip in this course. Students are expected to participate. There will be a compulsory alternate assignment provided for students who do not attend. Please see the teacher if financial assistance is required as it will not prevent a student from participating in experiential learning. Field trip to Wellington Country Museum in early June. Anticipated cost includes lunch and museum entry free $5.00. The major cumulative activity is based around this trip. Sample Semester Outline: TIME UNIT CONTENT SPENT UNIT SUMMATIVE ACTIVITIES 3 weeks *Early man from first Hominids to Neolithic Revolution Note book set-up Review of basic archaeology methods and terms 2 weeks *Monuments of civilization Oral presentation of researched monument with visual aids Unit test (including material from introduction) 2½ weeks Pirates “Pirates of the Caribbean”- What's fact? What's Hollywood? Oral report with research notes handed in Unit test 3 weeks Mythology and Religion Independent reading of a myth Comparative sheet created throughout unit 2½ weeks Torture and Execution Poster Museum Unit test 3 weeks Natural Disasters Essay comparing two disasters on severity and quality of response Test 2½ weeks History of Fashion Fashion Show Test: Applying fashion factors to clothing of cowboys 3 days Culminating Activity: visiting Wellington County Museum Preparation, visit, and debriefing report throughout Mapping Students will draw freehand maps of the Middle East, Americas, and Europe *Mandatory Units of Study. Other unit themes are selected by the class from a predetermined list. Unit summative activities must be handed in to earn a credit. Learning Goals: Area of Study By the end of this course, I can: Specific Skill Development -Learning looks like: Identify developments in tool making from Stone Age to Present day (ie. Copper Axe) Explain the role of education and training in different communities at different times (ie. apprenticeships) Recognize changes in trades and professions throughout history (ie. Specialized work) Identify developments in communication and describe how they effected communities (ie. written language) Identify developments in transportation technology (ie. Ships) Identify developments in scientific and medical technology (ie. Use of mercury) Explain the role of important structures built by communities (ie. Pyramids) Describe a variety of structures used in ceremonies (ie. Temples) Explain how different types of homes reflect the community that built them (ie. Caves) Communities Explain how people in different communities developed skills and tools Explain how significant inventions and innovations effected daily life Explain why various structures were built and what they reflect about who built them Change and Continuity Describe the factors that caused changes and maintained continuity through history Explain how and why society went from rural to urban Analyze how people have dealt with conflict and maintained peace Identify factors that led to people migrating (ie. The ice age) Explain how empires have risen and fallen (ie. Chinese Dynasties) Describe developments in agriculture (ie. Domesticating animals) Explain why cities grow and what problems come with growth (ie. Pollution) Identify why industrial revolutions happen and their outcomes (ie. Neolithic Revolution) Describe organizations that wage war and maintain order in society (ie. CIA) Identify different types of conflicts in history (ie. Afghanistan war, Spanish Inquisition) Explain various non-violent means to solve conflict and maintain peace (ie. Negotiation) Citizenship and Heritage Compare forms of spiritual expression in different societies Describe types of groups and their influence on society and individuals Describe different forms of artistic and cultural expression Identify unique and repeated characteristics of mythologies (ie. resurrection) Compare different beliefs about creation and the afterlife (ie. The Underworld) Describe fundamental beliefs about the major religions (ie. Tibetan Buddhism) Describe the characteristics of small groups (ex. Tribes) Explain why people come together to form groups apart from the rest of society (ex. “hippies) Identify the reasons that people associate to larger societies (ex. Religion) Define “Culture” and “Civilization” Describe artistic expression in different cultures (ie. Terracotta Soldiers) Describe a variety of forms of entertainment (ie. Colosseum). Social, Economic, and Political Structures Compare the roles of individuals and groups in different societies Describe the changes in commercial exchange Compare political systems that exercise power and authority throughout history Identify a variety of social customs and explain their function in society (ie. Sacrifice) Identify how people determine social standing throughout history (ie. Heredity) Identify different roles played by men, women, children in different societies (ie. Witch hunting) Evaluate the contributions of important individuals to society (ie. Emperor Qin) Describe the development of currency (ie. Silver and gold coin) Identify the location and purposes of different trade routes in history (ie. Slavery) Identify the economic consequences of exploring new territories (ie. Coffee) Describe the structure and function of different political systems (ie. Pharaohs) Explain the relationship between social position and political power (ie. The poor) Describe key differences between authoritarian and cooperative ways of being in control of people (ie. Dictatorships) Methods of Historical Inquiry and Communication Locate, gather, evaluate, and organize research information from different sources Analyze information gathered Communicate the results of the research analysis, using appropriate terms and concepts Create questions for research Use a variety of primary and secondary research material Evaluate the credibility of the sources Organize information using a variety of methods Identify a variety of career opportunities linked to history Analyze information using cause and effect, chronology, and short and long-term consequences Identify important interpretations of history Analyze historical events from different perspectives Make connections between historical events and similar situations today Make conclusions based on supporting evidence Complete a research project that includes: preparation, research, creating appropriate questions, finding supporting evidence, and drawing conclusions Express ideas and arguments using a variety of forms Use an accepted form of citation Use appropriate terminology in projects and assignments Evaluation: Knowledge and Understanding (facts and terms, understanding concepts and theories) 20% Thinking and Inquiry (critical thinking, creative, and inquiry skills) 20% Communication (visuals, oral, and written) 20% Application (transfer of concepts, making conclusions and connections) 20% Culminating Activity (demonstrate engagement while experiencing behind the scenes at the local museum) 20% Questions or Comments: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Signature of Parent/Guardian/or Student if 18 or older: _______________________________