Download and History (post

Curriculum for Upper Secondary
Education
History (pre-1850)
History (post-1850)
Common general subject
Oslo, September 1996
Ministry of Education, Research and Church Affairs
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Contents
Chapter 1: General information .................................................................................. 1
1.1
Introduction ................................................................................................. 1
1.2
History (pre-1850) and History (post-1850) at the upper
secondary school ..................................................................................................... 2
Chapter 2: Objectives and learning targets................................................................ 3
2.1
Common objectives for History (pre-1850) and History (post1850)........................................................................................................................ 3
2.2
History (pre-1850) ....................................................................................... 5
2.3
History (post-1850) ..................................................................................... 6
Chapter 3: Assessment ................................................................................................. 9
3.1
Why assess? ................................................................................................. 9
3.2
What shall be assessed? ............................................................................... 9
3.3
How shall assessment be carried out? ......................................................... 9
3.4
Project work .............................................................................................. 10
Appendix 1 ..................................................................................................................... 11
Number of teaching hours in History (pre-1850) and History (post-1850) .................... 11
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Chapter 1:
1
General information
1.1 Introduction
History is a cultural subject that lays the foundation for a common cultural frame of
reference while providing a background for making one’s own choices. The study of
history enables individual students to develop a sense of identity and belonging. At
the same time, the pursuit of this subject brings us into contact with different cultures
and traditions that provide both new stimuli and a basis for critical reflections.
History is a humanistic subject that provides insight into the thoughts and actions of
people who lived long ago. It also creates an awareness of how the events of our age
were predetermined by choices made by people in previous ages. Placing the period in
which we live today in a historical context enables people to gain a better
understanding of themselves and their own times.
History is a social science subject that fosters an understanding of the frameworks
around human lives. The knowledge of how men and women both create and take part
in structures and processes raises our awareness of the greater scheme of things, to
which both we and our fellow human beings belong.
History is a skill subject that encourages students to practise the scientific method by
asking questions, analysing causal links and applying a critical use of sources and
other methods of gathering knowledge about the past.
History is a subject concerned with attitudes and values. It demonstrates the global
diversity and wealth of cultural forms, social conditions and human ways of living
throughout the ages. Insight into this diversity provides a sound basis for tolerance and
respect. Historical studies of the causes of wars, conflicts and genocide provide
opportunities for entering into the feelings of people confronted with difficult choices
and ethical dilemmas. They also demonstrate how people throughout the ages have
fought both for and against democracy, the rule of law, peace and non-violent
resolution of conflicts. In recent times the ethical challenge of the subject has
particularly been associated with insight into the historical background for global
environmental problems, social inequality, modern technology and the threat of
nuclear war.
History is also a subject that provides an emotional and a esthetic experience. It
arouses joy and interest and stimulates involvement.
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1.2 History (pre-1850) and History (post-1850) at the upper
secondary school
History (pre-1850) and History (post-1850) are common general subjects at the upper
secondary school for pupils attending courses in the General Studies area of General
and Business Studies. History (post-1850) is also a common general subject for pupils
attending courses in the Economics and Management area of study and for all pupils
aiming to fulfil the general entrance requirement. History (pre-1850) is normally
offered at advanced level I in the form of 112 teaching hours per year with three hours
a week. History (post-1850) is normally offered at advanced level II in the form of 150
teaching hours per year with four hours a week.
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Chapter 2:
3
Objectives and learning targets
2.1 Common objectives for History (pre-1850) and History (post1850)
Pupils shall
 be able to place important events and developments occurring in different parts of
the world in a historical context and be able to see how current events and
conditions are connected with actions and choices made by people both in recent
times and in the remote past
 be able to understand the relationship between man and nature in a historical
perspective and observe the thoughts, choices and actions of people living within
the differing ecological conditions prevailing in different communities
 be able to understand local, national, regional and global implications in history
 have a knowledge of local and national distinctions, and have a reflected view of
other cultures
 be able to consider the factors forming people’s identity in a historical perspective
 be able to understand the nature of power and apply this knowledge to a critical
examination of social phenomena in the past
 be able to understand the factors influencing social stability and social change
 be able to identify different views of humanity and society and discuss equality and
equivalence in a historical perspective
 have a knowledge of the history of different ethnic groups in Norway
 be able to consider the different concepts and uses of history adopted by different
groups and communities
 be able to identify sources of knowledge about the past and assess source material
in its historical context
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 be able to understand the factors influencing historians’ selection of topics, facts,
causal explanations and style of description
 be able to work independently and cooperate with others
 be able to take responsibility for their own learning
 be able to use information technology as an aid to study of the subject
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2.2 History (pre-1850)
Objective 1
Pupils shall have a knowledge of the essentials of Norwegian history in a Nordic
perspective and be able to understand the factors influencing social stability and
social change
Learning targets
Pupils shall
1a
be able to give an account of the main features of the natural resource base and
industrial development from the earliest times
1b
be able to give an account of population development, changes in settlement
patterns and social organization
1c
be able to give an account of power structures and conflicts in society and of the
development and function of the Church, the judicial system, the military
apparatus and the central government
1d
be able to discuss matters of importance for Norway’s position as an
independent state and as a member of unions of states
1e
be able to give an account of ideas and institutions of importance for the early
development of democracy
1f
be able to give an account of how people’s view of the world and their ways of
behaving are influenced by religion, culture and mentality
1g
have a knowledge of the living conditions and culture of the Sami people and
other ethnic minorities and be able to discuss their relations with Norwegian
society
Objective 2
Pupils shall have a knowledge of different types of social organization and power
structure and be able to discuss the relationship between human beings and the
environment during different periods of world history in a global perspective
Learning targets
Pupils shall
2a
be able to give an account of the development and salient features of major
civilizations
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2b
be able to give an account of the different ways in which people have exploited
natural resources on the basis of their thinking and technology and judge how
this has influenced the development of society and the relationship to the natural
environment
2c
be able to give an account of major features of culture, social organization and
production during the main periods of European and world history
2d
be able to discuss the causes and consequences of the links between different
parts of the world resulting from trade and colonization
2e
be able to give an account of the ways in which Europe has been influenced by
other cultures
Objective 3
Pupils shall have a knowledge of major concepts and methods used in the study
of history
Learning targets
Pupils shall
3a
be able to understand fundamental historical concepts such as cause and effect,
continuity and change
3b
be familiar with the methods used to collect, examine and analyse historical
material, and be able to use this knowledge in their own work
3c
be able to provide examples and assess different interpretations of major
historical topics
3d
be able to assess historical accounts and the use of history in an enquiring and
critical way
2.3 History (post-1850)
Objective 1
Pupils shall have a knowledge of major social changes in Norway and be able to
view them in a Nordic and global context
Learning targets
Pupils shall
1a
be able to give an account of the most important political, economic, social,
ideological and cultural changes and conflicts
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1b
be able to give an account of the integrative function of social development and
explain how it has resulted in social and economic equality and disparity,
cultural homogeneity and diverseness
1c
be able to give an account of the transition from the preindustrial to the
industrial society and the processes of modernization within primary industries
and discuss the importance of these processes for social and political
development and for the environment
1d
be able to give an account of population development, immigration and
emigration
1e
be able to understand changes in settlement patterns, family types and everyday
life, and observe how history forms its own identity
1f
have a knowledge of the living conditions and culture of the Sami people and
other ethnic minorities and be able to discuss their relations with Norwegian
society
1g
be able to give an account of changes in systems of government and the process
of democratization in social and working life
1h
be able to give an account of the main features of Norway’s political and
economic relations with other countries
1i
be able to discuss Norway’s place in world economy and give an account of
changes in Norway’s role as a participant in the international community
1j
be able to give an account of the development of Norway’s foreign and defence
policy in a European and global perspective
Objective 2
Pupils shall have a knowledge of the essential social and cultural features of
world history and be familiar with different approaches to economic and
political development
Learning targets
Pupils shall
2a
be able to give an account of the principal political, economic, social,
ecological, ideological and cultural features of world history and discuss how
developments have functioned integratively or disintegratively both within
society and between different states and parts of the world
2b
be able to give an account of industrialization as a historical process and explain
differences in development in different parts of the world
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2c
be able to give an account of the principal features of changes in global power
structures and discuss changes resulting from colonization and decolonization
2d
be able to give an account of international conflicts and international
cooperation in recent history
2e
be able to understand the historical background for the current global challenges
as regards population development, food production and environmental
problems
Objective 3
Pupils shall have a knowledge of major concepts and methods used in the study
of history
Learning targets
Pupils shall
3a
be able to understand fundamental historical concepts, such as cause and effect,
continuity and change
3b
be familiar with the methods used to collect, examine and analyse historical
material, and be able to use this knowledge in their own work
3c
be able to provide examples of and assess different interpretations of major
historical topics
3d
be able to assess historical accounts and the use of history in an enquiring and
critical way
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Chapter 3:
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Assessment
3.1 Why assess?
The aim of assessment is to ensure that education and training comply with a national
standard, so that we are sure of providing satisfactory and equivalent educational
facilities for all. Assessment entails that the result of attending the course is assessed
on the basis of the objectives set out in the curriculum.
Assessment serves different purposes, e.g.:
 to inform the pupil, parent or guardian, teacher and training institution of
how far the pupil has come in the work towards the achievement of a
specific level of knowledge or expertise
 to guide, motivate and develop the pupil
 to motivate the teacher to continuously assess his or her teaching
 to inform society, the labour market and institutions of higher education of
the level of knowledge and expertise achieved by the pupil
3.2 What shall be assessed?
 The course objectives as set out in the core curriculum, in the common
objectives for the specialized subjects and in the objectives for individual
subjects of this curriculum form the basis for assessment.
 It is the pupil’s overall competence that shall be assessed, as described in
the course objectives.
 The assessment of the pupils shall show the extent to which they have
achieved the objectives set out in the syllabuses.
3.3 How shall assessment be carried out?
A distinction is made between two main types of assessment:
 Continuous assessment.
 Final assessment.
The purpose of continuous assessment is to inform and motivate pupils and teachers in
their efforts to achieve the course objectives. Such assessment may be either formal or
informal. A useful aid for continuous assessment is a workbook, log book, journal or
similar record related to the course. Formal continuous assessment is reflected in the
marks awarded each term.
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Final assessment is in the form of marks awarded for classwork and for any final
examination.
3.4 Project work
During the course of the school year, all pupils are required to carry out one or more
projects. At least one of the projects should if possible be interdisciplinary.
Project topics and assignments shall be selected within the framework of the syllabus.
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Appendix 1
Number of teaching hours in History (pre-1850) and History (post1850)
Specialized subjects
History (pre-1850)
Objectives 1–3
History (post-1850)
Objectives 1–3
Teaching hours Average number
per year
of hours per
week
112
3
150
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Note to appendix 1
The basis for the number of teaching hours is the total number of hours per year. The
average number of teaching hours per week is equal to the number of teaching hours
per year divided by 38. Cf. the contract of employment, where it is laid down that
teaching shall be arranged on 190 days of the year, divided into 38 weeks.*
* Specially arranged courses for adults may be completed more rapidly (intensive courses). Training
may also be extended over longer periods when this is needed by groups or by individual pupils.
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