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DANTE ALIGHIERI ACADEMY CHW-3M COURSE INFORMATION SHEET DATE: FALL/WINTER SESSION 2010 SECONDARY SCHOOL: DANTE ALIGHIERI ACADEMY DEPARTMENT HEAD: L. Tonelli TEACHER(S): V. Katzikowski, L. Tonelli DEPARTMENT: History CURRICULUM POLICY DOCUMENT The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2005 COURSE TITLE WORLD HISTORY TO THE SIXTEENTH CENTURY PRE-REQUISITE Canadian History in the Twentieth Century, Grade 10, Academic or Applied FULL YEAR / SEMESTER FULL SEMESTER COURSE CODE CHW 3M1/E GRADE & TYPE 11 COLLEGE/UNIVERSITY CREDIT VALUE 1 COURSE DESCRIPTION The World History to the Sixteenth Century (CHW3M) course will provide students with an opportunity to examine the early civilizations. After an examination of the evolution of “humankind”, the course will focus on the ancient civilizations of Egypt, Greece, Rome, Maya (with other central/south American civilizations) and Medieval Europe. Major themes will include leadership, economy, technology, social order and gender roles, religion, conflict, and existence as well as arts and society. Overarching themes will focus on government and citizenship. Within this framework, the various cognitive, attitudinal and knowledge skills will be taught. Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2005. Rationale This World History to the Sixteenth Century course is designed to help students acquire a global perspective, based upon an understanding of past civilizations. The students will also be provided with opportunities to understand the nature of civilization, the background to the modern age, and their (the students’) place in history. An attempt will be made to find a balance between a survey approach and a thematic one; between a skimming of knowledge and an in-depth study; and between a random selectivity and a topic focus. In addition, this course will emphasize the development of social and academic skills. This course has been developed from the Ministry of Education, The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, Course Profiles 2005 revised edition. Prerequisite: Canadian History in the Twentieth Century, Grade 10, Academic or Applied. Target Population Students enrolled in the World History to the Sixteenth Century, Grade 11, University /College Preparation, CHW3M have chosen this course to gain an understanding of past civilizations and to improve their critical thinking, oral and written skills. Therefore, the CHW3M course will provide opportunities for students to: understand the nature and achievements of ancient civilizations; become aware of the historical background to the modern age; appreciate the diversity of civilizations, ways of thinking and acting, and values and beliefs; appreciate the complexity of value-related issues; express effectively their ideas about the nature of civilizations, past and present; understand the ways in which contemporary thought has been fashioned by past civilizations; become aware that the lack of equality and opportunity has been a characteristic of many civilizations; 1 DANTE ALIGHIERI ACADEMY CHW-3M develop self-confidence and self-esteem and communicate information in a variety of ways. Methodology and Course Organization Instructional Theory The units that make up this course focus on the characteristics of civilizations in ancient and early modern times. General descriptions and broad themes will be emphasized rather than chronology and events. Using each civilization selected, the student will examine the nature of the society chosen under one or more of the following themes: leadership; economy and technology; the citizen and the state; social order and gender roles; conflict and coexistence; philosophy, theology and values; and the arts and society. Such an approach should help students make comparisons among different civilizations and would provide a focus for the course. The course should provide students with opportunities to understand the nature of civilization, the background to the modern age, and their own place in history. The emphasis is on assisting students to develop the skills they will need to deal effectively with present-day life and an appreciation of diversity and inclusiveness. Skill Development Skill development is a major component of this course. Students will be given opportunities to acquire and practice the skills outlined in the objectives. Writing, speaking and listening skills will be stressed throughout the course. Furthermore, students will be expected to acquire the skills of historical research, analysis, and critical thinking, through class discussions, presentations, and written assignments. Skills that were introduced at the intermediate level will be reinforced throughout the year. Strategies and Learning Activities Various strategies will be employed throughout the course to meet the needs of individual students and to maximize interest, involvement, and learning. The approach will be student-centred in as much as possible. Discussions, co-operative and group learning activities, role-playing, presentations, Socratic questioning, projects, and audio-visual displays will be some of the activities in daily classes. A guest speaker will include an archaeologist or professor of archaeology. Field trips to the Royal Ontario Museum and a possible archaeological excavation field trip will also be a very important part of the course because of the knowledge provided through tours with the museum staff and on-site archaeologists and through hands-on activities. Individual lesson activities and sequence of activities will be designed to maximize personal learning styles and preferred modes of thinking. 2 DANTE ALIGHIERI ACADEMY CHW-3M LISTED IN ORDER OF INSTRUCTIONAL DELIVERY STRAND / UNIT TITLES HOURS PALAEOLITHIC AND NEOLITHIC SOCIETIESTHE JOURNEY TO CIVILIZATION OVERALL EXPECTATIONS/ UNIT DESCRIPTION Introduction to archaeology and historical analysis Theories of evolution / Creation stories Palaeolithic and Neolithic societies Methods of dating artefacts and fossils Unit One Portfolio: Origins of Civilization and the Near East. Students will be required to complete the following summative task: Students will create their own Archaeological Discoveries PowerPoint Presentation or oral presentation that provides details of the artifacts in their excavation. Students will submit a written analysis with conclusions that outlines student’s findings. Create a Poster Board in Adobe Photoshop that highlights what you consider to be the most significant innovations from the Palaeolithic Age to the civilization of Mesopotamia. Students must include primary documents, images, quotes, and descriptors. At the end of this unit, the students are expected to begin their Legacy Folder which will help students with their culminating activity. Reading and/or writing assignment (C) (A) Quizzes (K) Unit test (K) presentation (I) (C) characteristics of civilisations civilizations of the Fertile Crescent earliest written languages, mythology, technology, art, religion, warfare Code of Hammurabi – first written laws Importance of geography Legends, myths, religions and deities Mummification and the after-life Famous pharaohs and their legacies Monumental architecture and importance of art Social structure and daily life Unit Two Portfolio: Civilizations of the Near East, including Egypt and Mesopotamia. In a chart, explain how stability and continuity in ancient Egyptian society were reinforced by art, education, careers, the yearly cycle of the Nile, and the rule of the Pharaoh. In two paragraphs, compare the various economic, social and political roles women (both commoners and nobility) played in Egyptian society to the role of women in Canadian society today. Explain the degree to which you believe Egyptians had equity between genders. Students are given the opportunity to practice and apply the skills of historical research, apply a theory of historical interpretation, present a point of view, and defend a thesis in written activities. They are incorporated in the summative 10 FIRST CIVILIZATIONS OF THE NEAR EAST 22 SUMMATIVE TASK DESCRIPTION 3 DANTE ALIGHIERI ACADEMY CHW-3M MEDITERRANEAN CIVILIZATIONS – FROM THE RISE OF THE HELLENES TO THE FALL OF THE ROMANS 22 MEDIEVAL WORLD – THE AGE OF FAITH 22 The Minoans , the Mycenaeans, the Archaic, Classical and Hellenistic periods Gods, goddesses, heroes and epics The first democracy and social structure Greek-Persian wars, Athenian and Spartan rivalry Monumental architecture and sculpture Alexander the Great The Etruscans and the beginnings of Rome (myth and reality) Roman conquest, the legions and the Punic wars The Roman Republic and rule of law Empire and Emperors The cult of the gladiator and the charioteer: blood sport for the masses Christianity in the Empire Roman construction and art Covers the period of time from the fall of Rome (478 CE to 1600 CE) Students learn the Church’s connection to feudalism, its role in shaping and unifying medieval Europe through intellectual and cultural movements, and how it was the driving force behind the violent Crusades. During the culminating activity, students integrate their skills for historical research and thesis defence when debating the cultural, intellectual, and religious contributions of this period. During the culminating activity, students integrate their skills for historical research and thesis 4 performance task. Time is allocated for the culminating activity throughout the unit. Students add to the Legacy Folder and work on the course culminating activity. Reading and/or writing assignment (C) (A) Quizzes (K) Unit test (K) Research assignment and presentation (A) (C) (I) (continued through Unit) Unit Three Portfolio: Understanding the history of the classical world, including the ancient Greeks and the ancient Romans. Write a front-page news article/or TV broadcast that reports on the daily life of Ancient Greece or Rome by incorporating political, economic, social, cultural, legal, military and geographic events of the day. At the completion of this unit, students determine which influences of the Greco-Roman civilizations are to be added to the Legacy and Global Connections sections of their Folder as well as work on their Unit 6 Culminating Activity. Reading and/or writing assignment (C) (A) Debate or oral presentation (I) (C) Quizzes (K) Unit test (K) Unit Four Portfolio: Beginning of the Medieval World and how it is unique from ancient Rome and the modern world. Medieval History in the Movies: Students complete a Historical Essay Movie Review. The movie review comprises: film proposal, research notes, thesis, planning notes and final. (Incremental approach to the culminating activity to ensure success.) Students will choose a movie using the Medieval History in the Movies website http://www.fordham.edu/halsall/medfilms.html DANTE ALIGHIERI ACADEMY CHW-3M defence when debating the cultural, intellectual, and religious contributions of this period. At the end of this unit, students will be able to use the information to assist in working on their Unit 6 Culminating Activity A GLOBAL PERSPECTIVE OF THE ANCIENT WORLD 22 12 LEGACIES FOR OUR WORLD – CULMINATING ACTIVITY (10% OF FINAL MARK) Students investigate the contributions, influences, impact, and legacies of a variety of civilizations: Asian, Islamic, African, Mesoamerican, and South American. Through research and preparation of an oral thesis presentation, students prove how characteristics of these civilizations contribute to their being defined as a civilization, using their established criteria for the definition of a civilization (political, economic, social, intellectual, artistic, military, geographic and technological features). Students compare and make connections between past and present-day civilizations. Unit Six: Reflecting on the Study of World History — Drawing Together What I Have Learned?1 Students address the following questions: What factors promoted change or continuity in societies? How did religion, isolation, or innovation shape civilizations? What were the common characteristics you found between the developments of various civilizations? In what ways were some civilizations unique and considered legacies? Students will submit a comparative essay or visual presentation on a historical movie on a civilizations that they have chosen. The graphic organizers will assist students in writing the historical movie essay or visual presentation. In evaluating the essay, the teacher looks for student Unit Five: Students investigate the contributions, influences, impact, and legacies of a variety of civilizations: Asian, Islamic, African, Mesoamerican, and South American. Students will conduct research on a specific topic relating to the Middle Ages. In particular students will focus on The Early Middle Ages, High Middles Ages and Late Middle Ages. Information will be presented in the form of a website or PowerPoint presentation. A summary sheet of the topic will be provided to the class. Unit Six: Reflecting on the Study of World History — Drawing Together What I Have Learned? 2 Students address the following questions: What factors promoted change or continuity in societies? How did religion, isolation, or innovation shape civilizations? What were the common characteristics you found between the developments of various civilizations? In what ways were some civilizations unique and considered legacies? Section One: Defining a Great Civilization challenges students to reflect on your personal view of what defines a great civilization. What defines greatness? Is it lasting monuments, huge empires, vast economic wealth, an egalitarian society, great works of art? If so, how would you prioritize the characteristics of a great civilization? Sections Two: Communities, Section Three: Change and Continuity, Section Four: Citizenship and Heritage, and Culminating Activity taken from the World History Handbook, Teacher’s Resource from: Echoes from the Past: World History to the 16th Century; Garfield Newman, Elizabeth Graham, Rick Guisso, Elizabeth McLuhan, Osman Mohamed, et al.; McGraw-Hill Ryerson, 2001. 2 World History Handbook, Teacher’s Resource: Echoes from the Past: World History to the 16th Century; Garfield Newman, Elizabeth Graham, Rick Guisso, Elizabeth McLuhan, Osman Mohamed, et al.; McGraw-Hill Ryerson, 2001. 1 5 DANTE ALIGHIERI ACADEMY CHW-3M growth and development in terms of knowledge and understanding, thinking, problem-solving, and communication. 6 Section Five: Social, Economic, and Political Structures provide eighteen different graphic organizers which will serve as excellent scaffolding for complex tasks and as an effective means to organize ideas and information learned throughout the course. Students will be able to use the organizer in studying for the final exam. Section Six: Reflecting on the Study of World History provides students with an opportunity to select from the graphic organizers completed during the course, and use the ideas and information contained in them to complete three tasks. These tasks are evaluation activities and will give students the opportunity to demonstrate what you have learned in the course. Students will submit a comparative essay or visual presentation on a civilization that they have chosen. The graphic organizers will assist students in writing the comparative essay. In evaluating the essay, the teacher looks for student growth and development in terms of knowledge and understanding, thinking, problem solving, and communication. DANTE ALIGHIERI ACADEMY CHW-3M What is expected of a student in the course? to attend and to be on time for each and every class to be prepared for each and every class to be respectful of your peers to do the prescribed work to the best of your ability to hand in assignments & term work on time to ask questions of your peers and instructor and come for extra help if you feel you need it to participate and contribute to small and large group discussions to help create a safe academic classroom atmosphere by respecting the opinions of others to keep an organized, up-to-date notebook which you bring to class every day SCHOOL ATTENDANCE POLICY Daily attendance is one way to ensure success in this course. Absences will be recorded and any missed work becomes your own responsibility. Please find out from a friend what work you have missed and then come see the instructor for any further clarification. Alternatively, access to eclass website (http://eclass.tcdsb.org) is extremely important to keep up to date with course announcements. After three (3) absences/lates, the student will be asked to meet with the course instructor to determine the nature of the missed classes, and look for solutions to the absences. Following an absence, students must obtain an admit slip BEFORE they enter class and present it to the teacher. After five (5) absences/lates the student will be referred to the administration and/or guidance counselor. Please note that Medical Certificates DO NOT replace a class absence, nor are they automatically accepted for any missed work or tests. As a result, it is your sole responsibility to obtain any missed work from a classmate or friend. MISSED ASSESSMENTS Students who know ahead of time that they will miss an assessment are expected to discuss the situation beforehand with the subject teacher. Deadline extensions for missed work will not be granted (extenuating circumstances notwithstanding). Students who miss an in-class summative assessment for an unauthorized reason may lose the opportunity to complete the task. Students who are absent on the day of an assessment for reasons such as illness, field trip, or suspension, are responsible for meeting with the teacher to make alternative arrangements to submit/complete the assessment. Failure to complete compulsory major assessments, including the final assessment, may result in a loss of credit. Students are expected to have a homework buddy whom they can phone to learn about missed work and assessment on any day they are absent. Homework buddy: ______________________ Phone number: ______________________ 7 DANTE ALIGHIERI ACADEMY CHW-3M DEADLINES Deadlines are realistic in the normal working life outside the school setting. Some deadlines are negotiable; some are absolute. If the student does not complete or submit work on either an absolute or a negotiated deadline, that work will be considered incomplete. We also set deadlines as a way of bringing closure to one unit of work and moving ahead to another. Students are expected to: Seek assistance from the teacher when they feel unable to complete a task/assignment due to insufficient knowledge or skill. Be sure to advise the teacher of any difficulty well before a task/assignment is due. Negotiate alternate deadlines well before established due date. Understand that some deadlines are negotiable; some are absolute. Work that is not submitted/completed on either a negotiated or absolute deadline may be assessed/evaluated and it will be considered incomplete. Understand that chronic lateness in submitting tasks/assignments will prevent your teacher from evaluating your work and may require you to demonstrate your knowledge and skills within an alternate setting such as summer school. WHAT IS THE POLICY ABOUT ELECTRONIC DEVICES? Electronic devices – smartphones, ipods, discplayers, and the sort – must be turned off during class time. Students are not allowed to interfere with the learning of others. For more information: refer to school policy handbook. WHAT IS THE POLICY ABOUT PLAGIARISM? Plagiarism occurs when a person hands in work that has been copied from another person (regardless of whether it was from friends, family or strangers, web-sites, books, articles, etc.) and where the original author is not given proper/correct/accurate/due credit. This is also regardless of whether it is a sentence, phrase, paragraph, page or an entire work. Plagiarism is a serious academic offense that is NOT TOLERATED, and any student in this course who is deemed having plagiarized work will be given a mark of 0% on that work. The only way you will learn the material in this course (or any other) is by doing it yourself. 8 DANTE ALIGHIERI ACADEMY CHW-3M STUDENT EVALUATION CRITERIA TERM = 70% 10 ≤ RELATIVE EMPHASIS / WEIGHTING ≤ KNOWLEDGE/UNDERSTANDING INQUIRY/THINKING COMMUNICATION APPLICATION TERM TOTAL WRITTEN Tests Portfolios Essay OR Book Report FINAL REPORT CARD GRADE CALCULATION – 100% FINAL = 30% 40 15 15 20 20 70 RELATIVE EMPHASIS / WEIGHTING Exam Essay 20 10 FINAL TOTAL ASSESSMENT FORMAT PERFORMANCE World History Handbook DVDs School trip to the Royal Ontario Museum / Archaeological Excavation Field Trip TERM TOTAL + FINAL TOTAL = REPORT CARD MARK 30 OTHER Presentation Notebook Evaluation Reports Final: Exam = 20% + Essay = 10% RESOURCES TEXTBOOK AND OTHER WRITTEN RESOURCES AUDIO VISUAL MATERIALS EXCURSIONS STUDENT MATERIALS COMPUTER USE COURSE-RELATED WEBSITES Echoes from the Past: World History to the 16th Century; Garfield Newman, Elizabeth Graham, Rick Guisso, Elizabeth McLuhan, Osman Mohamed, et al.; McGraw-Hill Ryerson, 2001. The resource provides a thorough examination of key units of this course. World Civilizations: A Comparative Study; Robert J. Walker; Oxford University Press Canada, 1998 Teacher’s package of primary documents to provide a foil to the textbook Videos from the Board video and film library will be used Royal Ontario Museum/Archaeological Excavation field trip Various department handouts will provide summaries of events and topics not covered by the textbooks, as well as provide various classroom activities and supplementary documents. Library Research Facilities & Opportunities Provided e-class website: http://eclass.tcdsb.org Selected use only – Internet site lists will be provided throughout course; see product examples, i.e. lesson plans 9 DANTE ALIGHIERI ACADEMY CHW-3M CLASSROOM POLICIES & PROCEDURES Late Assignments Plagiarism Students will be given an opportunity to negotiate due dates based on other course assignments, to receive formative assistance in completing assignments, and timemanagement assistance. Students will remain after class time to complete assignments. Repeated lates will necessitate parent-student conferences. All plagiarised material will be dealt with in accordance with the school policy. Mark of Zero. Suspensions These will be dealt with in accordance with the school policy. Homework Homework is assigned to review and complete class work and is essential for student success. Students are expected to spend at least 30 minutes a day either completing homework, working on assignments or reviewing daily lessons. Students should obtain a student agenda to assist in keeping track of homework and assignments. Teacher Contacts Students will receive regular progress reports and feedback and a monthly report for parental review & signature. Contact instructor via course website: http://eclass.tcdsb.org Extra Help A buddy-system is established for peer assistance. Pre-school assistance is provided each morning, ½ hour before the school-day commences. To the Student and Parent(s) or Guardian(s): We have read and understood this Student Information Sheet / Outline of Course of Study. Course code: CHW3M Subject: World History to the Sixteenth Century Level: University/College Student: Parent/Guardian: (print) (print) Signature: Signature: Date: Date: 10