Download ADVENTURES IN WORLD HISTORY, GRADE 12 (CHM4E) Teacher

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:
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Signature of Parent/Guardian/or Student if 18 or older: _______________________________