About the course
This course explores the societal structures and civilizations around the world, from over 5000 BCE to around 1500 CE. Students will investigate what caused the rise, success, and decline of these societies and will examine life in and legacy of these societies. Students will use historical thinking and the historical inquiry process, to investigate the socio-economic and political situations and historical forces that led to these societies’ rise and fall.
World History to the End of the Fifteenth Century
My Learning Oasis
Canadian History Since World War I, Grade 10
Department Head & Contact Information
University / College Preparation
Course Development Date
June 10th, 2021
Expected Hours of Instruction
The course begins with a discussion of the study of history as a science. Students will learn about the various methods and instruments associated with the study of history. Following this, students will be introduced to the study of archaeology, followed by a brief glimpse of prehistory and its major important concepts. In this unit, students will be introduced to the essential skills needed to progress through the study of history.
Mesopotamia: The Beginning of Civilization
Next, students will explore the very first recorded civilization, Mesopotamia, and its development. During this period, humanity moved with lightning pace to form the base of modern civilization. In this unit, students will study ancient Mesopotamia and what daily life was like for the residents.
In this unit, students will explore life in ancient Egypt. A civilization from over 3000 years that still leaves its mark in our culture to this date. This unit will allow students to analyse the factors that enabled Egypt to exist in relative isolation from external threats and influences as a civilization before its time. In addition, students will explore archaeology in more depth, in their attempt to understand the politics and society of ancient Egypt.
The ancient Greeks have left a legacy that is second to none. Art, architecture, thought, science, philosophy, political science are all concepts birthed by the Greeks. This unit examines these contributions as students work through the various periods of ancient Greece, comparing it to the other civilisations they study about.
Over a millenia, Rome grew from a small, secluded settlement to the most influential and wealthy empire in the world. Romans took the bases established by their predecessors and built upon that; setting up roads, festivals, civic systems and other features that are still prevalent in modern society. Students will look at how Rome morphed from a monarchy into an empire. They will look at what worked and what didn’t, and why the fall of the Roman empire was inevitable.
The Middle Ages
This unit begins with the Byzantine Empire and ends with the Edwardian War. Students will approach the period in order, and then take a more thematic approach when discussing daily life, education and changes in art and architecture. They will learn about the slow demise of structured society and the loss of creative influences, right up till the Renaissance.
The final unit in the course will examine the Renaissance, the era of rebirth for art and culture, from the beginning of the Italian Renaissance to the Reformation and the Age of Exploration. Students will examine the social climate during the Renaissance, covering the gender inequities during this golden age. Students will work through the Reformation and what it meant for the common folk of Europe. The unit will finish with a look at the Age of Discovery, where the Europeans sailed to the high seas and the domino effect this had on the world.
The final assessment in this course takes the form of a final project where students will create a museum exhibit that examines two civilizations of the student's choice. It is worth 30% of the final mark.
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. RESEARCH AND INQUIRY SKILLS
Exploring: explore topics related to philosophical questions and/or issues, and formulate questions to guide their research
Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate philosophical research and inquiry methods
Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry
Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.
B. PHILOSOPHICAL FOUNDATIONS
Identifying the Big Questions: describe the main areas of philosophy and identify the big questions that arise in each area
Philosophers and Philosophical Traditions: demonstrate an understanding of how major philosophers and philosophical traditions approach some of the big questions of philosophy
Defining Terms and Concepts: demonstrate an understanding of terms and concepts central to discussions of the big questions of philosophy, and of how these terms and concepts are used in various philosophical traditions.
C. PHILOSOPHICAL SKILLS
Philosophical Reasoning: demonstrate an understanding of terms, methods, and fallacies associated with philosophical reasoning
Evaluating Philosophical Responses to Big Questions: analyse, using their own philosophical reasoning skills as well as the arguments of other critics, the strengths and weaknesses of the responses of major philosophers or schools of philosophy to some of the big questions of philosophy;
Developing Philosophical Responses: use philosophical reasoning and critical thinking skills to formulate responses to big questions of philosophy and to arguments encountered in everyday life.
D. THE RELEVANCE OF PHILOSOPHY
The Relevance to Everyday Life and Society: demonstrate an understanding of the relevance of philosophical questions, theories, and skills to their everyday life and to the community and broader society
The Relevance to Education and Careers: demonstrate an understanding of the relevance of philosophy to other subject areas and careers.
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate.
These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.
The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 9 to 12: Social Sciences and Humanities, 2013; Pg 35-38 Date of extraction: date: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique.
This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%"""
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