Course Profile World History: The West and the World (CHY4U), Grade 12, University Preparation, Public
Unit 1: Foundations and Institutions Challenged, 1600–1715
Time: 30 hours
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4
| Activity 1.5 | Activity
1.6 | Activity 1.7 | Activity 1.8
Unit Description
This unit sets the foundations for the inquiries that are germane to the
study of the West and the World over a period of almost five hundred years.
Students examine several historical underpinnings of the modern world. The 16th
and 17th Centuries were times of social challenge including a huge increase in
technological developments, which in turn connected with and diffused among
world cultures, still affecting the world to the present day. Knowledge clashed
with established demanding social, economic, intellectual, religious, and
political redress.
Guiding
questions, or thesis statements, to assist the students are:
·
Who are some of
the key individuals who created social change?
·
How did the
Western and the non-Western worlds interact?
·
How did art
challenge prevailing social and political values?
This unit begins with the changes in society resulting from the
Renaissance, the Reformation, and the Counter-Reformation. Students
investigates the waning of the Medieval world and the rise of nation-states,
the Age of Exploration and the consequences of opening trade routes from Europe
to India, Africa, and the Americas. Students examine the role of religion as a
force in the spiritual and intellectual development. Students study the
scientific revolutions in Europe, the religious wars, and Descartes,
Copernicus, and especially Galileo. Lastly, students study the French hegemony
under Louis XIV as an example of the political and military developments in
Europe.
Unit Synopsis Chart
|
Activity |
Learning Expectations |
Assessment Category |
Tasks |
|
1.1 |
CHV.02, CHV.03,
HIV.03, HIV.04, HIV.01, CC1.01, CC1.03, CC2.03, CH1.01, CH1.02, CH3.01 |
Knowledge/
Understanding |
Lecture/
presentation on Renaissance art, oral note taking, modelled performance task |
|
1.2 |
COV.01, CCV.01,
HIV.01, CO3.04, CC1.03, CC1.04, CC3.03, CH1.01, SE1.03, HI1.01 |
Knowledge/
Understanding |
Biography
Storyboard: Group work to model the components of a storyboard for the
rotating performance task |
|
1.3 (3.5 hours) |
COV.02, CO1.01,
CO1.02, CO2.01, CO2.02, CO2.03, CCV.01, CCV.03, CC1.01, CC1.02, CC1.04,
CC3.01, CC3.03, CHV.01, CH1.02, CH1.03, CH2.01, HIV.01, HI1.02, HI1.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Complete graphic
organizer or chart Write supported
opinion responses |
|
1.4 |
COV.02, CO1.01, CO1.02, CO2.01, CO2.02, CO2.03, CCV.01, CCV.03,
CC1.01, CC1.02, CC1.04, CC3.03, HIV.01, HIV.02, HIV.03, HI1.02, HI2.01,
HI2.04, HI2.05, HI3.01, HI3.03 |
Knowledge/ Understanding |
Complete research notes Prepare arguments to support a point of view Oral presentation of arguments |
|
1.5 (2 hours) |
HIV.01, HIV.04,
HI1.01 |
Knowledge/
Understanding |
Portfolio |
|
1.6 |
CO2.01,
CCV.01, CCV.02, CC1.01, CC1.02, CC1.03, CC2.01, SE1.02, SE1.03, HI1.02,
HI3.01, HI3.03 |
Knowledge/
Understanding |
Organizer chart,
note-taking, role playing, cause and effect flow chart, seminar modelling |
|
1.7 |
CCV.01, CHV.02,
HIV.02, HIV.03, CO3.01, CC2.03, CC3.03, SE1.01, HI2.01, HI3.03 |
Knowledge/
Understanding |
Researching
primary documents and debating the philosophies of Hobbes and Locke |
|
1.8 |
COV.03, CCV.03,
SEV.03, HIV.02, CO2.01, CO3.03, CC1.02, CC1.03, CC3.02, CH1.02, SE3.01,
HI2.04 |
Knowledge/
Understanding |
Note-making,
research, and study skills: Examination of leadership styles, and the Age of
Absolutism in preparation for unit test |
|
1.9 |
Arts Movement
Presentation: CH3.02, CH3.03, CH3.04. HI1.02, HI1.03, HI2.04, HI3.01, HI4.02,
HI4.03, HI4.04 |
Knowledge/
Understanding |
Art presentations,
seminars, and/or biography displays |
|
1.10 |
HIV.01, HIV.02, HIV.03, HIV.04, HI2.04, HI3.01, HI4.01, HI4.02, CC3.02 |
Knowledge/ Understanding |
Unit Test |
Activity
1.1: Renaissance Art and Humanism
Time: 2 hours
Description
The 16th
Century was an era of magnificent human achievement. As a ‘rebirth’ of the
classics, it created an atmosphere in Europe that encouraged individual talent.
With a new appreciation of the individual, the Renaissance period, and the
humanist movement in general created an atmosphere that allowed philosophers,
scientists, politicians, and revolutionaries to act and react. Through the
study of significant individuals, such as Da Vinci, Michelangelo, Machiavelli,
Shakespeare, etc., students will understand the climate that brought about the
Enlightenment, a period to be examined in Unit 2: Revolution and Change. It is
precisely this starting point which provides a strong foundation for expecting
students to evaluate key factors that contribute to maintaining the flow of
historical continuity and understanding the process of change. Moreover, it
provides a rich starting point for students to understand the variety,
intensity and breadth of change that occurs from the 16th Century to the
present.
This particular
activity has two aims: first, it introduces/reviews the key elements and people
involved in the Renaissance period; secondly, through a lecture style the
teacher presentation models the Arts Presentation Performance Task that
students complete during Units 1-4 of the course. The Arts Presentation is
intended to support students in their development of presentation skills
required at the post-secondary level and in career related fields. The teacher
assesses students’ skills at research, gathering historical data, forming
conclusions, communicating with the class, and imparting knowledge in an oral
and visual format. An additional focus of the course is note taking. The
modelled oral presentations provide students with an introduction to this
skill.
Strand(s) & Learning Expectations
Strand(s): Change and Continuity; Citizenship and Heritage; Methods of
Historical Inquiry
Overall
Expectations
CHV.02 - demonstrate
an understanding of ideas and cultures from around the world that have
influenced the course of world history since the sixteenth century;
CHV.03 - analyse
different forms of artistic expression and how they reflect their particular
historical period;
HIV.03 - communicate
opinions and ideas based on effective research clearly and concisely;
HIV.04 - demonstrate
an ability to think creatively, manage time efficiently, and work effectively
in independent and collaborative study;
HIV.01 - demonstrate
an understanding of historians’ methods of locating, gathering, and organizing
research materials.
Specific
Expectations
CC1.01 -
demonstrate an understanding of the variety, intensity, and breadth of change
that has taken place from the sixteenth century to the present;
CC1.03 - assess
the influence of key individuals and groups who helped shape Western attitudes
to change;
CC2.03 - evaluate
key factors that contribute to maintaining the flow of historical continuity;
CH1.01 - describe
the main tenets of key modern beliefs and philosophies and explain how they
have shaped Western thought;
CH1.02 - assess the
impact of modern Western thought on economic, social, and political
developments in the West;
CH3.01 - describe
key developments in a variety of modes of artistic expression in the West since
the sixteenth century.
Prior
Knowledge & Skills
As this is the first
activity in the course, it is essential that students understand what is
expected of them. While students will enter the course with differing levels of
historical understanding, most will have previous experience with the skills of
note taking and preparing for a presentation. Students build upon prior skills
related to organizing research notes, and analysis to complete this activity.
Planning
Notes
This
activity gives an introduction to the Renaissance and models the Art
Presentation Performance Task. All four rotating performance tasks are modelled
within Unit 1: Foundations and Institutions Challenged.
In preparing
a presentation on Renaissance Art and Humanism, the teacher should research
artists within the time period. The teacher should model a Level 4
presentation. A list of Renaissance resources is available in the Resources
section of this activity.
The students should
be made aware that this presentation is a guided model to assist them in
conducting their own arts presentation. They should have access to the
assessment rubric that will be used to assess their work. Students should be
encouraged to use multimedia presentation techniques to deliver their
information. Teachers could provide students with appropriate software through
the library/resource centre or computer classes in the school. Skeletal
overheads which include basic points, or key words provide students with a
common structure. This format would also greatly assist some students with learning
difficulties.
Teaching/Learning
Strategies
Pre-Activity
The teacher
prepares an Arts Presentation on Renaissance Art and Humanism. The Presentation
exemplifies Level 4 Achievement according to the Achievement Chart for Grades
11 and 12, and it should meet expectations of this activity. Include multiple
aspects representing the arts from visual art, literature/playwrights,
architecture, and music appreciation. Some suggestions for focus could be:
·
Visual/Architecture
- Michelangelo, Da Vinci, Raphael;
·
Literature/Playwrights-
Shakespeare, Cervantes, Chaucer;
·
Music
Appreciation - George Handel, Antonio Vivaldi;
·
Social/Political
Values - Erasmus, More, etc.
The teacher keeps multiple intelligences in
mind when designing the presentation by displaying Renaissance artwork in the
room, playing an audio tape/CD of Renaissance Music and/or handing out
selections of reading from famous playwrights.
1. Students are supplied with the
rubric for the Arts Presentation.
2. The teacher discusses expectations for the assignment.
At this time, the teacher could share the list of possible topics with the
class and assign/choose topics for all of the performance tasks. Note:
teachers and students need to be aware of the organizational framework for the
rotating performance tasks so that no two tasks are being completed in the same
unit (with the exception of the Unit 2 Midterm test).
3. The teacher conducts a diagnostic assessment
to determine students’ background knowledge of the Renaissance.
4. The teacher reviews the basics of note-taking
with students. Discuss sound principles for listening, key phrases to be
written down, etc., and hands out a note-taking organizer to assist students
with listening and note-taking. The following template is a suggested model.
Teachers should develop an organizer that meets specific criteria addressed in
their rubric.
|
Example |
Medium |
Impact |
|
|
1) |
|
|
|
|
2) |
|
|
|
|
3) |
|
|
|
|
Glossary of Key
Terms |
|
||
|
Personal
Analysis of a Form of Art:
Title: Guiding Questions
for Analysis: ·
What is the
subject of the art form? ·
What is the
artist’s theme and how is it achieved? ·
What does the
work tell us about the period? Annotated Biography: |
|||
6. The teacher models the Arts
Presentation for the students. While student presentations should be made to
fit an appropriate amount of time (this profile suggests 20-25 minutes per
presentation), the teacher may take up to one hour to cover the Renaissance
material and make connections to the Medieval period and the Enlightenment.
7. The teacher includes a
participatory component to determine if students have gained an insight into
the key elements of the movement. Examples of the form (whether musical, visual
or written) are handed out to the class for interpretation. The teacher may
choose from a number of approaches: a) a generic example could be discussed as
a class; OR b) students could individually analyse a key piece from the
movement and write down their findings. Teachers could ask for general comments
about the piece (see suggested template) or direct the learning using a series
of specific questions.
8. Review: During the next class,
the teacher highlights the main tenets of the Renaissance and Humanism through
a whole class discussion. This can be considered formative assessment used to
determine if students understood key elements of the presentation.
9. As a class, students develop inquiry
questions surrounding the Renaissance period. The teacher can use these
questions as a springboard for Activity 1.2, which focuses on the Reformation.
Assessment & Evaluation of
Student Achievement
·
Formative
Assessment: Teachers can
collect the Arts Presentation Organizer to determine if students comprehended
the main points of the presentation. (K/U)
·
Formative
Assessment: Teachers can
assess through the whole group discussion, the extent to which the concepts
were understood.
·
Summative
Evaluation: In this particular
case, students will not be evaluated on the arts presentation. Rather, at a
later date in the course, students will be assessed using an evaluative rubric
created by the teacher. (K/U, T/I, C, A)
Resources
Aston,
Margaret. The Panorama of the Renaissance. New York: Harry N. Abrams,
Inc., Publishers, 1996.
http://crrs.utoronto.ca/
– Centre for Reformation and Renaissance Studies CRRS
www.loc.gov/exhibits/
- Library of Congress “Exhibitions On Line Gallery: Rome Reborn: The Vatican
Library and Renaissance Culture”
hyperhistory.com
http://www.promo.net/pg/
Activity
1.2: Reformers in the Reformation
Time: 3 hours
Description
The students
consider the contribution and historical impact of a number of figures that
serve to model a biographical study. Students learn about the strong
personalities and convictions of the individuals involved in the Reformation
that changed the religious landscape of Europe, as most northern countries became
Protestant while the south remained Roman Catholic. (The Reformation movement
begins
in 1517 when a German Augustinian friar, Martin Luther, posted a list of
grievances, called the “Ninety-Five Theses,” on the door of a Roman Catholic
Church. As the spirit of reform spread, other leaders appeared: Ulrich Zwingli
in Switzerland, French-born John Calvin, who settled in Geneva, and John Knox,
who carried Calvin’s teachings to Scotland. In the Roman Catholic Church, a
series of powerful popes including Leo X and Paul III responded to reform
demands in various ways.) It is due to the significance of these acts of
defiance and open rebellion that a biographical study of this time period is so
pertinent. As a foundation, this activity models for students a biographical
presentation. Students have the opportunity to research, analyse, select, and
display biographical profiles from this time period.
Strand(s) & Learning Expectations
Strand(s): Communities: Local,
National, and Global; Change and Continuity;
Citizenship and
Heritage; Social, Economic, and Political Structure;
Methods of
Historical Inquiry
Overall
Expectations
COV.01 - demonstrate an understanding of the various types of
communities that people have formed since the sixteenth century;
CCV.01 - demonstrate
an understanding of how the historical concept of change is used to analyse
developments in the West and throughout the world since the sixteenth century;
HIV.01 - demonstrate
an understanding of historians’ methods of locating, gathering, and organizing
research materials.
Specific
Expectations
CO3.04 - assess the
reasons for the failure or success of various approaches to maintaining
international order;
CC1.03 - assess the
influence of key individuals and groups who helped shape Western attitudes to
change;
CC1.04 - evaluate
key elements and characteristics of the process of historical change;
CC3.03 - explain how
and why an understanding of cause-and-effect relationships is an essential tool
for historical analysis;
CH1.01 - describe
how the main tenets of key modern beliefs and philosophies and explain how they
have shaped Western thought;
SE1.03 - demonstrate
an understanding of key developments in attitudes towards religion and
religious observances since the sixteenth century;
HI1.01 - formulate
significant questions for research and inquiry, drawing on examples from
Western and world history.
Prior Knowledge & Skills
Activity 1.2
continues to build on the knowledge and skills acquired in Activity 1.1. The
intent here is to model skills required to successfully complete each of the
performance tasks for the course. The students have had experience with
creating visual and written projects throughout their school careers. In
addition students have also been introduced to the study of important
historical figures as a learning activity in many school subjects. The required
Grade 10 Canadian History in the 20th Century and Civics courses have
specifically provided students with experience in creating visual displays and
completing biographical studies. These and other courses have emphasized the
importance of group work as a cooperative learning opportunity and the
continuing development of the students’ analytical skills sets.
Planning Notes
The teacher
needs a method of introducing the topic of biography to the students. While
there are many ways to begin the lesson, it is suggested here that the teacher
use someone whom the students might be familiar with, or intrigued by, such as
a famous person from the 20th Century. For example, Martin Luther King, Jr. is
an excellent choice as many students find him an interesting historical figure.
It also serves to separate his identity from that of Martin Luther, who will
also be discussed in the study of the Renaissance and Protestant Reformation. Prior
to the activity teachers need to establish the components of a biography
storyboard. In addition, the teacher organizes students into groups to complete
the activity. The availability of the Internet for use as a student resource is
also an important organizing step.
Note on
Expectations: Students do not
address the Biography Performance Task expectations in this lesson. Rather, the
model serves to introduce the Biography to all students and enables them to
begin working towards their own Biography Storyboard. Once they complete the
performance task (in
Unit 1, 2, 3, or 4), they will have addressed the expectations listed in the
Unit Synopsis Chart located in the Course Overview.
Teaching/Learning Strategies
1. Introduce the topic of biography by orienting
students to biography shows on television. The teacher can discuss with
students people’s interest in the lives of others.
2. Use either a reading or video clip of a
biography of an historical figure. Suggest someone that they may have heard of,
and whom they wish to know more about. It is recommended that a 20th Century
politician, inventor, philosopher, artist, scientist, musician, or writer, be
used as an example to begin the lesson. For example, Martin Luther King, Jr. is
an effective choice as there is usually name recognition and interest in his
accomplishments.
3. Discuss with the students the significance of
identifying a figure’s historical contribution. The teacher can then establish
with students what they believe to be the basis for determining a figure’s
historical impact. The teacher must outline the differences between
“contribution” and “impact” as the former is much more information-driven,
while the latter is an analytical exercise.
4. Review with the students their responsibility
to complete a biography storyboard as one of the required performance tasks for
the course. Remind them about research methods and various types of resources
that can be accessed to complete a biographical study.
5. Outline for the students what components need
to be included in a storyboard. Martin Luther can be used as an example.
6. Conduct a cooperative learning activity with
the students to model what will be required to complete the performance task.
Place the students in five different groups. Each group receives general
biographical information about Martin Luther. Each group is assigned one of the
components in the storyboard. The structure and format for the storyboard mural
is provided below and should be exhibited in the final product as such.
7. Allocate time for further research on the
students’ assigned component of the storyboard. There are a number of sites on
the Internet where information can be obtained. A good search engine can be
used to find appropriate and effective websites.
8. After the time allotted to complete their
research, students create a visual display. Hang a large piece of mural paper
in the classroom. Write “Martin Luther” in the centre. Each group places its
visual display on the mural paper. The finished product models on a larger
scale what is required from each student in the performance task. After
completion, the teacher examines and debriefs the storyboard with the students.
The structure could be as follows:
|
Personal Characteristics |
|
Historical Contributions |
|
|
Martin Luther |
|
|
Reaction of Contemporaries |
|
Historical Impact |
|
Historical Interpretation: Significance to
the Modern Western World |
||
9. The students create a self-generated rubric
with the assistance of the teacher. The teacher could set the parameters for
the rubric. For example, the rubric is equally balanced between the four
Categories of Achievement. Furthermore, the teacher could also provide one of
the criteria to identify for the students what the content and language of the
levels of achievement might entail.
10. Students may choose to complete their
Biography Performance Task during this unit.
Assessment & Evaluation of
Student Achievement
The researching of
biographical information and the use of analytical skills in a group work
setting to complete a biography storyboard can be assessed at this early stage
of the course.
·
Formative
Assessment: Segmenting the
biography storyboard provides the teacher with the opportunity to gauge student
research skills and their ability to analyse historical information. This assessment
is important for the future success of the students in the course. (K/U, T/I)
·
Formative
Assessment: The group work
experience allows the teacher to assess the students’ abilities to communicate
and work with others. In addition, the biography storyboard component each
group creates provides the teacher with the opportunity to determine the
students’ ability to coordinate their efforts in the production of ideas in new
and creative formats. (C, A)
Accommodations
To assist ESL/ESD
students, the teacher could supply them with a glossary list of terms that will
be new or unfamiliar to them.
Resources
Print
See Resources
section of overview for General and Unit-specific References
Non-Print
http://www.britannia.com.
http://www.hyperhistory.com
http://www.watertownlibrary.org
Activity
1.3: Social/Economic Issues:
Fate, Faith, and
Fortune in the Age of Exploration
Time: 3.5 hours
Description
One of the
most dramatic developments of the 16th Century was the expansion of European
exploration, the subsequent expansion of global trade, and beginning of
colonial empires. Students come in contact with many of the famous/infamous
explorers of this age, but the focus of the lesson is on the underlying forces
which spurred exploration and European overseas settlement. The activity
requires students to examine the role of the Reformation, the rise of
capitalism, and the relative geographic location in shaping events from the
16th Century onward.
This activity serves
a dual purpose. It challenges students to establish the causal relationships
among geography, religion, an emerging capitalist economy, and the age of
exploration. At the same time students consider the implications of the
emerging global trade networks on Europeans and non-Europeans. Students are required
to consider cause and effect and agents of change during the 16th Century.
Strand(s) & Learning Expectations
Strand(s): Communities: Local, National, and Global; Change and
Continuity;
Citizenship and
Heritage; Methods of Historical Inquiry
Overall
Expectations
COV.02 - demonstrate
an understanding of the nature of the interaction among diverse peoples since
the sixteenth century;
CCV.01 - demonstrate
an understanding of how the historical concept of change is used to analyse
developments in the West and throughout the world since the sixteenth century;
CCV.03 - demonstrate
an understanding of the importance and use of chronology and cause and effect
in historical analyses of developments in the West and throughout the world
since the sixteenth century;
CHV.01 - demonstrate
an understanding of key Western beliefs, philosophies, and ideologies that have
shaped the West and the rest of the world since the sixteenth century;
HIV.01 - demonstrate
an understanding of historians’ methods of locating, gathering, and organizing
research materials.
Specific
Expectations
CO1.01 - demonstrate
an understanding of the roots and nature of a variety of communities and groups
founded on religious, ethnic, and/or intellectual principles;
CO1.02 - compare the
diverse rural communities that developed in the West and in the rest of the
world;
CO2.01 - describe
factors that have prompted and facilitated increasing interaction between
peoples since the sixteenth century;
CO2.02 - analyse the
impact of Western colonization on both the colonizer and the colonized;
CO2.03 - demonstrate
an understanding of the concepts and processes associated with imperialism and
of its role in shaping present world relations;
CC1.01 - demonstrate
an understanding of the variety, intensity, and breadth of change that has
taken place from the sixteenth century to the present;
CC1.02 - identify
forces that have facilitated the process of and those that have tended to
impede it;
CC1.04 - evaluate
key elements and characteristics of the process of historical change;
CC3.01 - demonstrate
an understanding of the importance of chronology as a tool in analysing the
history of events in the West and the rest of the world since the sixteenth
century;
CC3.03 - explain how
and why an understanding of cause-and-effect relationships is an essential tool
for historical analysis;
CH1.02 - assess the
impact of modern Western thought on economic, social, and political
developments in the West;
CH1.03 - describe
the impact of modern Western thought on the non-Western world;
CH2.01 - demonstrate
an understanding of key characteristics of and significant ideas emerging from
various cultures around the world;
HI1.02 - conduct
organized research, using a variety of information sources;
HI1.03 - organize
research findings, using a variety of methods and forms.
Prior
Knowledge & Skills
Students should be
familiar with many of the European explorers of the late 15th and 16th
Centuries. Students should also be familiar with global geography from prior
geography courses and be able to conceptualize the search for a route to the
East by sailing west. Students are familiar with the term “Middle Class.”
Teachers may wish to conduct a brief diagnostic discussion to identify
students’ perceptions of “Middle Class.” Some clarification may be needed.
Students should be able to work effectively in groups, read a variety of texts,
and use supporting evidence to defend an argument.
Planning
Notes
Create a chart or
graphic organizer which assists students in seeing the cause and effect relationship
between fate (geographic location), faith (religion), and fortune (rise of
capitalism).
Prepare
lecture notes which address the following issues:
·
rise of “Middle
Class” in Europe as a result of increased trade in the 14th Century;
·
clear definition
of “Middle Class”;
·
emergence of
capitalist economy in the 15th Century. “Capitalism” refers to an economic
system in which wealth is in the form of money rather than land. Money
(capital) is invested to earn more money. For example, wealthy merchants invested
money in voyages of exploration in hopes of realizing a healthy return;
·
Reason that
European countries and not other countries set out to explore the world.
· Countries such as China did but found it was not worth the effort.
· European countries on the Atlantic seaboard, once they solved the riddle of the Atlantic trade winds, had a reasonable route to new lands.
· Other major seafaring civilizations on the Pacific Ocean, had a longer, more difficult journey and decided it was not worth the effort.
Prepare a rubric for
a supported opinion response.
Teaching/Learning Strategies
1. Ask students to imagine being asked to go on
a space voyage which will take them into uncharted space and from which they
may never return. What would motivate them to go? Ask students to personally
reflect on this question before sharing their thoughts with another student.
2. Describe students’ task. Students work
collaboratively to complete a cause and effect graphic organizer which requires
them to consider the relationship between fate, fortune, religion, and European
exploration. Based on the completed graphic organizer, students write a
three-paragraph response to the question: “What role did fate, faith, and
fortune play in the European age of exploration?” Before exploring these
questions, the teacher needs to review or address the issues outlined for the
lecture described above in the planning notes.
3. Once the lecture laying the foundations is
complete, ask students to form groups of three.
4. Assign each group member one of the three
subtopics:
i) Fate – how geographic location impacted on European exploration;
ii) Faith – how religion, and especially the Reformation, came to be a major factor in European exploration and colonization;
iii) Fortune – how the search for riches impacted on European exploration.
5. Using a jigsaw activity, have students
responsible for similar subtopics work together to complete their relevant
section of the cause and effect graphic organizer/chart. To gather information
to complete their section of the graphic organizer/chart, students should
consult their textbooks or other sources dealing with the age of European
exploration. It may be necessary to assign the completion of the individual
sections of the graphic organizer for homework.
6. Once each member of the group has completed
their section of the graphic organizer, they are to exchange information so
that they complete the organizer. The completed organizers should be
formatively assessed to ensure accuracy and completeness. This could be done by
having groups share answers and the teacher elaborating on or correcting when
necessary.
7. Using their completed graphic organizer,
students individually write their three paragraph response to the question,
“What role did fate, faith, and fortune play in the European age of
exploration?” This is intended as a practice for supported opinion paragraphs
and will not be graded by the teacher. The composition of the paragraphs should
be assigned as homework.
8. Students are to exchange first drafts of
their responses with each other for peer assessment using the rubric which
teachers should provide.
Assessment & Evaluation of
Student Achievement
·
Formative
Assessment: Students are
required to complete a cause and effect graphic organizer/chart which focuses
on the relationship between religion, capitalism, geography and European
exploration. The graphic organizer/chart is to be formatively assessed by the
teacher to ensure it is accurate and complete. (K/U)
·
Summative
Assessment: Using the
information from the graphic organizer/chart, students are to write a
three-paragraph response to the question, “What was the role of fate, faith and
fortune in the European age of exploration?” The response is to be peer
assessed before being revised, edited, and polished. (T/I)
Resources
Relevant
Internet Sites
See Resources
section of overview for General and Unit-specific References
Activity 1.4:
The World: The Columbian Legacy
Time: 4 hours
Description
Columbus on
trial is an activity which scrutinizes the Colombian legacy and mythology. It
is important to stress to students that Columbus has been chosen as the focus
for the activity as he is the best known explorer but that a scrutiny of his
actions reveals much about European attitudes and treatment of indigenous
peoples. In the process of reviewing the legacy of Columbus, the students will
come to understand the broader issues related to contact and conquest during
the 16th Century.
The focus of this
activity is a reassessment of the image of Columbus. A group of six students
serves as the Board of Inquiry hearing submissions from the remaining students.
Students not sitting on the Board of Inquiry work collaboratively in groups of
three to research and prepare oral submissions. Once all submissions have been
made, the Board of Inquiry considers the evidence presented and prepares a
recommendation.
Strand(s) & Learning Expectations
Strand(s): Communities: Local, National and Global; Change and
Continuity;
Citizenship and
Heritage; Methods of Historical Inquiry
Overall
Expectations
CCV.01 - demonstrate
an understanding of how the historical concept of change is used to analyse
developments in the West and throughout the world since the sixteenth century;
COV.02 - demonstrate
an understanding of the nature of the interaction among diverse peoples since
the sixteenth century;
CCV.03 - demonstrate
an understanding of the importance and use of chronology and cause and effect
in historical analyses of developments in the West and throughout the world
since the sixteenth century;
HIV.01 - demonstrate
an understanding of historians’ methods of locating, gathering, and organizing
research materials;
HIV.02 - critically
analyse historical evidence, events, and interpretations;
HIV.03 - communicate
opinions and ideas based on effective research clearly and concisely.
Specific
Expectations
CO1.01 - demonstrate
an understanding of the roots and nature of a variety of communities and groups
founded on religious, ethnic, and/or intellectual principles;
CO1.02 - compare the
diverse rural communities that developed in the West and in the rest of the
world;
CO2.01 - describe
factors that have prompted and facilitated increasing interaction between
peoples since the sixteenth century;
CO2.02 - analyse the
impact of Western colonization on both the colonizer and the colonized;
CO2.03 - demonstrate
an understanding of the concepts and processes associated with imperialism and
of its role in shaping present world relations;
CC1.01 - demonstrate
an understanding of the variety, intensity, and breadth of change that has
taken place from the sixteenth century to the present;
CC1.02 - identify
forces that have facilitated the process of and those that have tended to
impede it;
CC1.04 - evaluate
key elements and characteristics of the process of historical change;
CC3.03 - explain how
and why an understanding of cause-and-effect relationships is an essential tool
for historical analysis;
HI1.02 - conduct
organized research, using a variety of information sources;
HI2.01 - demonstrate
an ability to distinguish bias, prejudice, stereotyping, or a lack of
substantiation in statements, arguments, and opinions;
HI2.04 - draw
conclusions based on effective evaluation of sources, analysis of information,
and awareness of diverse historical interpretations;
HI2.05 - demonstrate
an ability to develop a cogent thesis substantiated by effective research;
HI3.01 - communicate
effectively, using a variety of styles and forms;
HI3.03 - express
opinions and conclusions clearly, articulately, and in a manner that respects
the opinions of others.
Prior Knowledge & Skills
It
is expected that students are able to:
·
effectively
search the Internet for sites related to Christopher Columbus;
·
work
cooperatively in small groups;
·
use factual
evidence to support a point of view.
Planning Notes
·
Ensure that all
students have access to the Internet to do their research.
·
Prepare lecture
which addresses the following issues:
· the development of capitalism during the 14th Century;
· the quest for spices and other luxury items from the East;
· technological innovations which made long distance sea travel possible;
· difficulties of land travel as impetus for overseas exploration.
·
Prepare an
activity to review how to distinguish primary and secondary documents and how
to effectively analyse a document.
·
Prepare clip from
a Columbus movie, such as Conquest of Paradise, to act as a springboard
into the lesson.
Teaching/Learning Strategies
Pre-Activity
1. Conduct a Think-Pair-Share exercise by asking
students to individually consider the images and assumptions which come to mind
when thinking about Christopher Columbus. After allowing one minute for
personal reflection, ask students to turn to a partner and discuss/compare
images and assumptions. After pairs have had three to four minutes to discuss
their views of Columbus, ask students to share the words and phrases describing
Columbus which were used in the discussion. Write these words and phrases on
the board.
2. Teacher writes on the board a variety of
place names such as Columbus, Ohio, Columbia, and so on as well as listing
Columbus Day. Ask students why there is such an emphasis on an explorer who
never set foot on mainland North America.
3. Explain the task which is to be completed by
the students. In light of new evidence, the legacy of Columbus is being
re-thought. A Board of Inquiry will make recommendations, based on submissions
from experts, as to whether or not Columbus should continue to be regarded as a
heroic figure and if an American national holiday should continue to carry his name.
This will entail separating myth and reality.
4. Teacher delivers a mini-lecture which reviews
the rise of capitalism, the quest for spices and silk, the difficulty of land
travel, and technological innovations which led up to the voyage of Columbus.
5. Teacher clearly sets out the
task before the students by assigning groups and explaining the roles of all
students. The panel will consist of six randomly selected students. The
remaining students in the class will work in teams of three (two if necessary)
to prepare recommendations which will be presented orally and in writing to the
panel.
|
Role of the Board of Inquiry |
Role of the Expert Witnesses |
|
·
research and
prepare notes on the broad issues relating to the age of exploration (to be
formatively assessed) ·
establish
criteria to be used in determining hero status (what are heroic qualities?);
these are to be discussed with the class and revisions are made based on the
discussion ·
work in
partners to hear submissions from groups of experts (students) ·
convene as a
group of six following the presentation of all submissions to consider the
evidence and prepare final recommendations (to be assessed before the final
recommendations are submitted) |
·
assign one of
three issues to each student, a) the conception of the plan to sail westward;
b) navigational skills; c) treatment of indigenous peoples. ·
individually
prepare a bibliography of three to five sources, of which at least two must
be Internet sites and of which at least one must provide primary documents;
and research notes of two to three pages (to be formatively assessed) ·
prepare a clear
opinion statement which considers the Columbian legacy in light of the
evidence gathered (to be formatively assessed) ·
prepare
individual written submissions which clearly link the opinion statement with
the evidence in no less than three paragraphs (rough draft to be formatively
assessed) ·
present
findings to the panel ensuring that all members of the group participate in
the oral presentation |
6. Before students begin their
research the teacher should provide a review of, or guidance for interpreting,
primary sources. For example, the teacher may wish to stress that the type of
document provides insights into purpose and audience. Thinking about the type
of writing can help us appreciate why the document was written and what purpose
it served. How does a personal diary entry differ from an official document? It
may be necessary to assign the research by individual students as homework.
7. Once students are ready to present to the panel,
divide the panel into three pairs so that three groups can make submissions at
once. This will help to speed things along and avoid repetition. Restrict the
time to fifteen minutes per submission including questions from the panel. The
activity will work best if the three presentations are occurring in the same
room so the teacher can move from group to group to observe the presentations.
Assessment & Evaluation of Student Achievement
·
Diagnostic
Assessment: The activity will
begin with a diagnostic exercise which asks students to share their perceptions
of Columbus.
·
Formative
Assessment: student research
and the arguments developed to support a point of view will be formatively
assessed. (K/U, T/I)
·
Summative
Assessment: the summative
assessment task for students will be to prepare an oral presentation to a Board
of Inquiry which considers whether or not the Columbian legacy is worthy of
having an American national holiday named after it. (C, T/I) Note: For
Summative assessment, each student’s presentation must be evaluated
individually.
Resources
Michener, James. Caribbean. New York:
Mass Market Paperback, 1991. ISBN: 0449217493
National
Geographic. January, 1992 and
November, 1996.
Sale,
Kirkpatrick. Conquest of Paradise. New York: Plume, 1991. ISBN: 0452266696
Fernandez-Armesto,
Felipe. Columbus. London: Phoenix Press, 1974. ISBN 1 84212 084 0
Activity
1.5: Essay Stage:
Topic
Selection, Inquiry Questions, and Working Bibliography
Time: 2 hours
Description
Students begin to
work on their major research paper which will continue to develop and be
revised throughout the course. The activity is intended to have students survey
the issues, events, and people covered in the course in order to select a topic
for their research paper. Further, the activity will assist students in
generating a list of inquiry questions which provides a focus for their
research. Finally, students prepare a working bibliography on their topic. The
completion of the working bibliography will provide a sound basis from which to
start their essay research and will help to ensure that the topic chosen has
enough information available for the students to succeed in completing
sufficient research.
Strand(s) & Learning Expectations
Strand(s): Methods of Historical
Inquiry
Overall Expectations
HIV.01 - demonstrate an understanding of historians’ methods of
locating, gathering, and organizing research materials;
HIV.04 - demonstrate
an ability to think creatively, manage time efficiently, and work effectively
in independent and collaborative study.
Specific
Expectations
HI1.01 - formulate
significant questions for research and inquiry, drawing on examples from
Western and world history.
Prior Knowledge & Skills
Students should be
familiar with inquiry questions and with creating a bibliography.
Planning Notes
·
Book time in the
library/resource centre for students to consult relevant sources.
·
Prepare a sample
bibliography which includes a variety of sources such as books, magazines,
websites, etc.
Note: It is assumed that much of the time required
to complete this phase of the essay will be done on student time as homework.
Teaching/Learning Strategies
1. Teachers discuss the challenge of writing a
historical research paper and the importance of following a process to ensure
success. The starting point for a good paper is selecting a topic which
interests the writer and which has sufficient resources available for research.
Encourage students to peruse their textbooks looking for ideas which catch
their attention. If no topics in the text capture their interest, students
should spend some time in the library/resource centre perusing a variety of
sources to find a topic of interest.
2. Once students have selected a topic they are
to do a cursory reading of some background sources to enable them to write five
inquiry questions. These questions must be analytical, not superficial. For
example: “What led to the eventual defeat of Napoleon?” “What were the key
factors which led Napoleon’s rise to power?” “What did Napoleon do to further
the ideals of the Revolution?” “Was Napoleon ever really committed to the
ideals of the Revolution?”
3. Students create a bibliography of 12 to 15
sources which can support their research. The relatively high number of sources
is important to ensure variety. Some may not be available, others may have
limited relevance. Also, a good variety of sources is essential for historical
research. Students should include a variety of sources: websites, journal,
primary, and secondary sources, general histories, and books specific to their
topic.
4. Review with students one or more accepted
bibliographic formats, using a sample bibliography as an exemplar.
Assessment & Evaluation of
Student Achievement
Formative
Assessment: Teachers should
assess both the inquiry questions and a draft of the bibliography. Students
should make revisions as needed. (C)
Summative
Assessment: List of inquiry
questions and a completed working bibliography will both be summatively
assessed. (T/I, C)
Activity 1.6:
Science/Technology Issues: “On Trial,” Galileo and Heliocentricism
Time: 4 hours
Description
Students investigate
the shift in the way knowledge was acquired, moving from the Church’s authority
and revealed knowledge to individual and the scientific inquiry. This paradigm
shift challenged the established order and caused disruptions because new
evidence based on observation flew in the face of the accepted norms that date
back to Aristotle. The new knowledge forced people to reconsider accepted
views, such as the geocentric concept of the universe in favour of the
heliocentric, and to question those in authority who refused to accept the new
knowledge as contrary to God’s law. Discovering natural law challenged religion
as well as the intellectual beliefs. The new thinking started in science but
acquired a social dimension. Two of the key thinkers were Francis Bacon and
Rene Descartes.
Strand(s) & Learning Expectations
Strand(s): Communities: Local, National;
Global, Social, Economic, and Political Structures;
Change and
Continuity; Methods of Historical Inquiry
Overall
Expectations
CCV.01 - demonstrate
an understanding of how the historical concept of change is used to analyse
developments in the West and throughout the world since the sixteenth century;
CCV.02 - demonstrate
an understanding of how the historical concept of continuity is used to analyse
developments in the West and throughout the world since the sixteenth century.
Specific
Expectations
CO2.01 - describe
factors that have prompted and facilitated increasing interaction between
peoples since the sixteenth century (e.g., exploration; modern technologies and
inventions; religion);
CC1.01 - demonstrate
an understanding of the variety, intensity, and breadth of change that has
taken place from the sixteenth century to the present (e.g., developments in
religion, changing views of the universe, consequences of technological
advances, medical discoveries);
CC1.02 - identify
forces that have facilitated the process of change (e.g., increase in literacy,
humanism and liberalism, scientific revolutions) and those that have tended to
impede it (e.g., rigid class or caste systems, reactionary and conservative
philosophies, traditional customs);
CC1.03 - assess the
influence of key individuals and groups who helped shape Western attitudes to
change;
CC2.01 - describe
key social institutions that have tended to reinforce continuity in history
(e.g., religious institutions, inherited class positions, schools, assigned and
family gender roles, rituals and traditions);
SE1.02 - describe
key social developments that have occurred as a result of Western technological
innovations (e.g., print and market-place revolutions);
SE1.03 - demonstrate
an understanding of key developments in attitudes towards religion and
religious observance since the sixteenth century (e.g., changing relationships
between individuals, groups, and religious institutions; Enlightenment deism
and agnosticism; disputes between Darwinists and creationists; revivals of
fundamentalism);
HI1.02 - conduct
organized research, using a variety of information sources (e.g., primary and
secondary sources, audio-visual materials, Internet sites);
HI3.01 - communicate
effectively, using a variety of styles and forms (e.g., essays, debates, role
playing, group presentations);
HI3.03 - express
opinions and conclusions clearly, articulately, and in a manner that respects
the opinions of others.
Prior Knowledge & Skills
The students
should be familiar with note-taking skills. They should also know the concept
of cause and effect analysis, and inquiry.
The students
should know the attributes of role playing and the importance of conveying a
point of view, supported by evidence from one’s role and situation.
Planning Notes
Prepare a
review of the skills by prompting a discussion with: If the world is not flat
or if the sun is the centre of the universe, what effect would that knowledge
have on a peasant, a bourgeois merchant interested in trade, an archbishop, a
university student? To connect to current events and whether new knowledge can
or should be suppressed, the class might discuss 20th Century scientific
controversies. An event from Grade 10 Canada and the 20th Century that all
students should be familiar with would be the atomic bombing of Hiroshima.
Should or could that technology have been suppressed once it had been used?
The teacher
must be familiar with terms for this lesson such as scientific method,
inductive reasoning, deductive reasoning, geocentrism, heliocentrism, ellipsis,
circle, natural law, deism, etc.
Because of
time constraints, the teacher might want to use cooperative learning strategies
like ‘think, pair, share’ and ‘jigsaw’ to allow for individual research and
group sharing. It would also help if the teacher is able to use illustrations
and photographs to demonstrate some concepts or examples necessary for this
activity. For example, references to Dondi of Padua’s astronomical clock or
Galileo’s telescope and the planets he saw are helpful (see, for example,
Bronowski, The Ascent of Man, pp. 189-218). The teacher must also locate
secondary and primary accounts of Galileo and his trial (See, for example,
Spitz and Lyman, Major Crises in Western Civilization, pp. 220-245 or
Bronowski,
The Ascent of Man, pp. 200-219).
Also, the teacher
must plan to develop the criteria for a rubric outlining what is expected in a
seminar presentation or role-play.
Teaching/Learning Strategies
1. The teacher discusses in a Socratic style or
lectures about the scientific method: the practice of observation and
experimentation leading to hypothesis, testing the hypothesis with more
experimentation and evidence, and reaching a thesis. The teacher explains the
difference between induction (evidence leading to a thesis) and deduction (a
thesis looking for evidence). The teacher also emphasizes how the scientific
method differed from traditional forms of thinking, i.e., the Church telling
people what cosmology was (geocentrism) versus what new science was proving
cosmology to be (heliocentrism).
Students take notes on the following headings: “Old World View,” “New
World View.”
2. The teacher assigns readings from the text,
library, or Internet on the following scientists: Ptolemy, Bacon, Descartes,
Vesalius, Galileo, Copernicus, Tycho Brahe, Kepler, Newton, Robert Hooke, et
al.
Using the Think, Pair, Share approach (Morton, Cooperative Learning
and Social Studies, p. 195) the students articulate findings to each other
to answer an inquiry question, “Why was new knowledge such a challenge to
traditional views?” The students also complete an organizer chart using the
suggested headings:
|
Who |
When |
What Was Discovered |
Method Used |
Challenge to Old World View |
Consequences |
|
|
|
|
|
|
|
The teacher conducts a discussion as to what factors impede change, and
which factors help change. The teacher has students test the answers with the
example of the trial of Galileo by the Inquisition.
3. The teacher models what is expected of a
seminar discussion and should develop a rubric with the students.
4. Students read the primary documents on the
trial of Galileo versus Cardinal Bellarmine and the Inquisition. They answer
the following questions:
What are the particulars of the primary document (who, what, when,
where, why, etc.)?
What was the process of the trial?
What were the main arguments of Galileo and of Cardinal Bellarmine?
Why were Galileo’s views considered heresy?
What did this trial say about the Church’s authority?
How did the Church try to suppress Galileo and the Copernican Theory?
5. Two students present the arguments of Galileo
and The Church. The rest of the class represent the Clerical Jury and the
Secular Jury on the trial. Questions and answers and debate should represent
the point of view and use all available evidence.
6. The students complete the cause and effect
analysis flow chart that outlines the consequences of the new knowledge for the
West.
|
Who |
When |
Discovered What ñ Cause |
Effect |
|
Predecessor? |
|
|
|
|
Copernicus |
|
|
|
|
Kepler |
|
|
|
|
Galileo |
|
|
|
|
Successor? |
|
|
|
|
Hypothesis about
Continuity and Change? |
|
|
|
7. The students explain their decision to
include or exclude any of the above scientists, dates, events, or concepts in
their portfolio/notes for the West and the World Exposition in Unit 5.
Assessment & Evaluation of
Student Achievement
·
Diagnostic
Assessment: Through discussion
the teacher ascertains how much students know about new knowledge and its
effect on society. See Planning Notes (K/U).
·
Formative
Assessment: The students add
key terms and concepts to their glossary and/or portfolio to collect, reflect
and select for Unit 5 possibilities, The West and the World Exposition (K/U,
T/I, A).
·
Formative
Assessment: The students
complete an organizer chart of significant scientists
(K/U, T/I, C).
·
Formative
Assessment: The students
practise seminar requirements through a trial of Galileo
(K/U, T/I, C).
·
Formative
Assessment: The students
complete a cause and effect analysis chart and communicate their findings (K/U,
T/I, C, A).
Resources
Print
Bronowski,
J. The Ascent of Man. Toronto: Little, Brown & Co., 1973. ISBN
0-316-10930-4
Brecht,
Bertolt. Life of Galileo. London: Little Brown and Co., 1994. ISBN
1559702540
Cragg, G.R. The
Church and the Age of Reason. England: Pelican, 1960.
Hall,
Rupert. The Revolution in Science, 1500-1750. London: Longman House,
1983.
ISBN 0-582-49133-9
Morton, Tom.
Cooperative Learning & Social Studies. San Clemente: Kagan, 1996.
ISBN 1-879097-32-X
Spitz, Lewis and
Richard Lyman, ed. Major Crises in Western Civilization. New York:
Harcourt, Brace
& Word Inc., 1965.
Activity
1.7: Intellectual/Spiritual Issues:
The
Necessity for a Social Contract: Hobbes and Locke
Time: 3.5 hours
Description
Students analyse
primary documents that explore the necessity of a Social Contract. Thomas
Hobbes and John Locke, both writing in the 17th Century, explore the issue from
diametrically opposing viewpoints. This activity lends itself to primary
document analysis and allows opportunities for students to debate abstract
philosophical questions on human nature and the impulse to form a society.
Written in the late 17th Century, John Locke’s political philosophy was most
influential in the 18th Century in both the American and French Republics.
Students debate abstract philosophical concepts with their classmates in a
structured environment after completing an organization research chart.
Students then form their own conclusions based on the readings and class
debate.
Strand(s) & Learning Expectations
Strand(s):
Communities:
Local, National and Global; Change and Continuity;
Citizenship and
Heritage; Social, Economic and Political Structures;
Methods of Historical
Inquiry.
Overall
Expectations
CCV.01 - demonstrate an understanding of how the historical concept of
change is used to analyse developments in the West and throughout the world
since the sixteenth century;
CHV.02 - demonstrate an understanding of ideas and cultures from around
the world that have influenced the course of world history;
HIV.02 - critically
analyse historical evidence, events, and interpretations;
HIV.03 - communicate
opinions and ideas based on effective research clearly and concisely.
Specific
Expectations
CO3.01 - demonstrate
an understanding of the key factors that have led to conflict and war;
CC2.03 - evaluate
key factors that contribute to maintaining the flow of historical continuity;
CC3.03 - explain how
and why an understanding of cause-and-effect relationships is an essential tool
for historical analysis;
SEI.01 - analyse a
variety of types of social organization and social relationships that have been
experienced in modern times;
HI2.01 - demonstrate
an ability to distinguish bias, prejudice, stereotyping, or a lack of
substantiation in statements, arguments, and opinions;
HI3.03 - express
opinions and conclusions clearly, articulately, and in a manner that respects
the opinions of others.
Prior Knowledge & Skills
In the Grade 10
Civics program, students learned about the need for and purpose of government.
There is a wide range of courses that could offer students skills that focus on
presentation and analysis. Students have had several opportunities to analyse
primary resources in the mandatory Grade 10 Canadian History Course and
exposure to debate style oral discussions.
Planning Notes
The teacher
conducts background research on Hobbes and Locke and political philosophy in
general. The resource section of this activity contains suggested references.
For this particular activity, it will be essential that the teacher have
examples of Locke and Hobbes’ primary sources to share with the class or create
opportunities for students to research and locate the sources independently.
Specifically, the Second Treatise on Civil Government by John Locke and Leviathan
by Thomas Hobbes are materials for this activity. Locke’s work is a classic
statement of democracy and Hobbes’ is a defense of absolute monarchy. Other
primary works that could assist the teacher with background planning include
Machiavelli’s The Prince, J. S. Mill’s On Liberty, and Rousseau’s
The Social Contract.
Note: The teacher focuses on the purpose and need
for government in this unit and addresses the style of government in Unit 2
with respect to the ideals of The Enlightenment, Revolution and the decline of
Absolutism.
Different debating
formats could be used. In conducting the debate, the teacher uses a structure
which allows for maximum student participation. Moreover, the classroom must be
a positive environment for sharing opinions so that students feel safe enough
to express their ideas. It is suggested here that the teacher attempt to steer
students towards current events and examples rather than obvious examples from
the period under study, the French and American Revolutions. These connections
should be made in
Unit 2: Revolution and Change. Moreover, the analysis of documents and
discussion that permeate this activity will be important building blocks towards
student development in the Course Culminating Activity: The Exposition.
Teaching/Learning Strategies
Pre activity:
The teacher
may choose to begin the class by posing questions that force students to form
their own opinions before studying existing political philosophies. Classical
theories of political philosophy are concerned with offering advice for
achieving an ideal state.
Some
guiding questions could be:
·
Left to their own
devices, do you feel that humans are basically good or evil?
·
If humans are basically
good/evil, then why do we need government?
·
Do humans have
inalienable rights?
·
What are the
limits of government’s power over the members of society?
1. The teacher introduces the
writings of Thomas Hobbes and John Locke. Students receive relevant background
information on each of the writers to understand perspective and the context
for their writing. (10 minutes)
2. Students conduct research to find primary
document writings of both philosophers. To conduct this activity the way it is
intended, students must carefully select passages from the two philosophers
that reflect the three areas of concern; human nature, human rights and the
need for a Social Contract. The above areas should be used as a template for
taking notes. Websites are in the resource section of this document to support
primary document research on the Internet. (30 minutes)
3. The teacher divides the class into two teams
of equal debating strength. Each team represents a position, Hobbes or Locke.
4. The teacher gives the teams time to develop
key arguments related to their defended viewpoint. The team can formally select
(a) spokesperson(s) or use an informal format. The teacher carefully selects a
debating model that is conducive to this activity. The teacher informs the
students of the method for evaluation to be used in the debate. Students should
have opportunities and time to expand their research through the use of
secondary sources which interpret primary sources. (1 hour)
5. Conduct a whole class debate with the two
teams. (20-30 minutes)
6. Once the debate is over, guide the students
towards reflecting on the debate by forming a conclusion. The following are
suggestions for focus:
· Can the Canadian government be considered “Lockian” or Hobbesian in nature?
· Are there elements of Locke or Hobbes in present day Western governments?
· Are there elements of Locke or Hobbes in present day non-Western governments?
Outside
of class, students form a written conclusion by consulting local newspapers,
magazines, or conducting research to prove their point. These conclusive
paragraphs should include thesis statements and use relevant and accurate
research. Students submit their paragraphs for assessment.
7. The teacher provides class time after the
debate to make connections to other writers which will be studied in Unit 2:
Revolution and Change, such as Voltaire and/or Rousseau (10 minutes). During
the Enlightenment, a change of outlook occurred which dramatically altered the
expectation of the relations between an individual and society.
Assessment & Evaluation of
Student Achievement
· Diagnostic Assessment: Students have an opportunity to use prior knowledge to form ideas about philosophical questions. This becomes the foundation for research and debate. It allows teachers an opportunity to assess students’ level of understanding of the general concept of human nature, natural rights, and Social Contracts. (K/U)
· Formative Assessment: The teacher has the option to collect research notes and assess for accuracy of analysis and completion. Where students have misinterpreted the source, the teacher has the opportunity to redirect individual learning or refocus the class as a whole. (K/U)
· Summative Assessment: Students have an opportunity to relate their knowledge of Hobbes and Locke to a current example in the form of a conclusion. They are to prove this using a paragraph structure, utilizing writing forms that work to develop their analytical and communication skills for the major essay. (A, C)
· Summative Evaluation: All students should contribute to the class debate in some form. It is up to individual teachers to determine how to assess the communication aspects of this activity. Within the Communication Achievement Category, teachers could assess written organization, the introduction/conclusion in a written form, oral participation during the debate and/or group communication and participation. (C, T/I)
Resources
Frost, S.E.,
Jr. Basic Teachings of the Great Philosophers, 2nd ed. Doubleday:
Toronto, 1989.
ISBN 0-385-03007-X
Hampson,
Norman. The Enlightenment, 3rd ed. Penguin Books: London, 1990.
Hobbes,
Thomas. Leviathan.
Locke, John.
Second Treatise on Civil Government.
Robinson, Dave and
Judy Groves. Introducing Philosophy. Totem Books: New York, 1998.
– http://www.promo.net/pg/
Activity
1.8: Political/Military Developments:
Louis XIV and the Bourbon Dynasty
Time: 2.5 hours
Description
Students study the
Age of Absolutism. It is important for students to understand the significance
of ‘absolutist rule’ in Modern Western civilization. In particular, it plays an
important role in the modern nation state and is a long-term cause of the
French Revolution. Subsequently, students study Absolutism as they begin
preparation for their unit test. This study of Absolutism builds on knowledge
and skills acquired to date in this unit. Furthermore, Activity 1.8 will
provide students with the opportunity to practise preparatory techniques,
including the development of study notes and the review of ways to answer test
questions.
Strand(s) & Learning Expectations
Strand(s): Communities: Local, National, and Global; Change and
Continuity;
Citizenship and
Heritage; Social, Economic, and Political Structures;
Methods of
Historical Inquiry.
Overall
Expectations
COV.03 - evaluate
the key factors that have led to conflict and war or to cooperation and peace;
CCV.03 - demonstrate
an understanding of the importance and use of chronology and cause and effect
in historical analyses of developments in the West and throughout the world
since the sixteenth century;
SEV.03 - describe
key developments and innovations in political organization in the West and the
rest of the world since the sixteenth century;
HIV.02 - critically
analyse historical evidence, events, and interpretations.
Specific
Expectations
CO2.01 - describe factors
that have prompted and facilitated increasing interaction between peoples since
the sixteenth century;
CO3.03 - describe
the key factors that have motivated people to seek peace and to cooperate with
others;
CC1.02 - identify
forces that have facilitated the process of change;
CC1.03 - assess the
influence of key individuals and groups who helped shape Western attitudes to
change;
CC3.02 - explain how
viewing events in chronological order and within a specific periodization
provides a basis for historical understanding;
CH1.02 - assess the
impact of modern Western thought on economic, social, and political
developments in the West;
SE3.01 - demonstrate
an understanding of the rise of the modern nation state in the West and
subsequently in the rest of the world;
HI2.04 - draw
conclusions based on effective evaluation of sources, analysis of information,
and awareness of diverse historical interpretations.
Prior Knowledge & Skills
In Activity
1.8, students focus on knowledge and skills that have been introduced in the
past. The note-making and research skills are exercises that the students have
practised in many different contexts. An emphasis on literacy skills has served
to familiarize students with various thinking structures that can be used in
this activity. Students know how to use graphic organizers and mind-maps to
record information and apply higher-order thinking skills. In addition, the
students have used these techniques in the
Grade 10 Canadian History in the Twentieth Century course as well as other
History and the Social Science courses. They are utilized here to develop
higher order thinking skills and improve the students’ study habits.
Some students may
have examined leadership styles and political decision-making in other courses.
To ensure an effective transition into the discussion of the Age of Absolutism,
Louis XIV and the Bourbon Dynasty, the teacher may wish to access the students’
knowledge of leaders previously studied in other History or Social Science
courses. For example, a diverse group including Adolf Hitler, Pierre Trudeau,
Alexander the Great, John A. Macdonald, Julius Caesar, Wilfrid Laurier, Abraham
Lincoln, etc. may be considered. The teacher must be prepared to discuss
varying leadership types related to these leaders, and be able to make
appropriate comparisons to absolutist leadership.
Planning Notes
The activity acts as
a bridge between different aspects of the course, including the examination of
leadership styles, the Age of Absolutism, and student study skills. Resources
used here will help the teacher in gauging student note-making and other study
skills, and in promoting improvements in their research skills and test
preparation. While the examination of the Age of Absolutism will directly
relate to what is discussed on the unit test, it is the investigation of
leadership styles that will be pertinent to the consideration of other topics
in the course. Furthermore, as Unit 1 concludes the teacher needs to ensure
that students will understand the importance of gaining knowledge on topics
discussed here, as they work their way towards embarking on Culminating
Activity, The Exposition, in Unit 5.
Teaching/Learning Strategy
1. As a pre-activity the teacher asks the
students to consider the characteristics or personality traits that they
believe an effective leader of a country would exhibit. This pre-activity is
teacher-centred, using the blackboard to record and to organize information and
ideas.
2. The teacher begins the activity with a
reminder to the students that a test will be conducted at the end of the unit.
3. The teacher reinforces the importance of
note-making and organizing in the research and learning process (See template
from Activity 1.1). The significance of this task in terms of test preparation,
future studies at the post-secondary level, and day-to-day responsibilities in
various potential career choices can again be emphasized. Different types of
note-making can be presented to the students, such as mind-maps, concept
clouds, legal note-taking, staged note-taking (general, important, essential),
etc.
4. The teacher models proper note-making.
5. After reviewing the key points of the
pre-activity, the students complete a reading on the Age of Absolutism.
Textbooks and other sources available to the teacher and students can be used
for this task. In a student-centred exercise, they record information
describing Absolutism as a method of political decision-making and social
organization within a nation-state. Students spend some time working in pairs
improving on their note-making skills, and discussing the subject matter.
6. Louis XIV is the focus of this activity.
Students examine the necessity and appropriateness of Louis’ decisions and the
impact they had on the people of France as they related to his leadership
style.
7. During the discussion the students consider
the importance of the Age of Absolutism as a key stage of development in the
Modern Western World. The discussion is most useful for the analytical and
interpretative nature of the Culminating Activity – The Exposition to be
completed in Unit 5.
This discussion requires higher order thinking skills to make
connections and think critically about the Age of Absolutism. The information
discussed should be directly related to some of the questions on the unit test
that will follow this activity
8. The teacher addresses issues concerning the
information and ideas studied in this activity as well as reviewing the rest of
the unit. The teacher should also discuss with the students concerns regarding
study skills and test preparation techniques as they review for the unit test.
Assessment & Evaluation of
Student Achievement
The study of
leadership styles and the Age of Absolutism as the students prepare for the
unit test provides the teacher with the opportunity to give feedback to the
students about their knowledge-base, and their study skills.
· Formative Assessment: The teacher will be able to assess the students’ knowledge of note-making and research skills as the students examine resources about the Age of Absolutism. (K/U, T/I)
· Formative Assessment: The students’ discussion regarding political decision-making and leadership styles can also be assessed. The students’ ability to articulate their conceptualization of leadership as it applies to Louis XIV and Absolutism in general can establish a basis for student achievement on the unit test. (C, A)
· Summative Assessment: Unit Test
Resources
See
Resources section of overview for General and Unit-specific References
Activity 9: Rotating
Performance Tasks
Time: 4
hours
See Unit 1 Overview Chart
Activity 10: Unit Test
Time: 1.5 hours
See Unit 1 Overview Chart
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