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Integrated Resource Package 1997

IRP 070Ministry of Education,Skills and Training

HISTORY 12

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The Ministry endeavours to negotiate 5-year duplication rights for grade collection videos. These videos should be ordered through the BC Learning Connection at: http://www.bclc.bc.ca/. Please check with BC Learning Connection before ordering from an alternate supplier.

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Copyright © 1997 Ministry of Education, Skills and Training, Province of British Columbia

Copyright Notice

No part of the content of this document may be reproduced in any form or by any means, including electronic storage,reproduction, execution , or transmission without the prior written permission of the Province.

Proprietary Notice

This document contains information that is proprietary and confidential to the Province. Any reproduction,disclosure, or other use of this document is expressly prohibited except as the Province may authorize in writing.

Limited Exception to Non-Reproduction

Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes withinBritish Columbia and the Yukon, is granted to all staff of BC school board trustees, including teachers andadministrators; organizations comprising the Education Advisory Council as identified by Ministerial Order; andother parties providing direct or indirect education programs to entitled students as identified by the School Act or theIndependent School Act.

HISTORY 12 • I

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III

INTRODUCTION TO HISTORY 12

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1The History 12 Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Curriculum Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Themes and Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Suggested Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Suggested Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Integration of Cross-Curricular Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

THE HISTORY 12 CURRICULUM

History 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

HISTORY 12 APPENDICES

Appendix A: Prescribed Learning Outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-3Appendix B: Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-3Appendix C: Cross-Curricular Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3Appendix D: Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-3Appendix E: Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-3

TABLE OF CONTENTS

II • HISTORY 12

HISTORY 12 • III


This Integrated Resource Package (IRP) provides basic information

teachers will require in order toimplement the History 12 curriculum. Theinformation contained in this IRP is alsoavailable via the Ministry web site:http://www.bced.gov.bc.ca/irp/irp.htm .The following paragraphs provide briefdescriptions about each section of the IRP.

THE INTRODUCTION

The Introduction provides general informationabout History 12, including special featuresand requirements. It also provides a rationalefor teaching History 12 inBC schools.

HISTORY 12 CURRICULUM

The provincially prescribed curriculum forHistory 12 is structured in terms of curriculumorganizers. The main body of this IRP consistsof four columns of informationfor each organizer. These columns describe:

• provincially prescribed learning outcomestatements

• suggested instructional strategies forachieving the outcomes

• suggested assessment strategies for deter-mining how well students are achievingthe outcomes

• provincially recommended learningresources

Prescribed Learning Outcomes

Learning outcome statements are contentstandards for the provincial educationsystem. Prescribed learning outcomes setout the knowledge, enduring ideas, issues,concepts, skills, and attitudes for each sub-ject. They are statements of what students

are expected to know and be able to do ineach grade. Learning outcomes are clearlystated and expressed in observable terms.All learning outcomes complete the stem:“It is expected that students will. . . . ”.Outcome statements have been written toenable teachers to use their experience andprofessional judgment when planning andevaluating. The outcomes are benchmarksthat will permit the use of criterion-refer-enced performance standards. It is expectedthat actual student performancewill vary. Evaluation, reporting, and studentplacement with respect to these outcomesdepend on the professional judgment ofteachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques,activities, and methods that can be employedto meet diverse student needs and to deliverthe prescribed curriculum. Teachers are freeto adapt the suggested instructional strate-gies or substitute others that will enable theirstudents to achieve the prescribed learningoutcomes. These strategies have been devel-oped by specialist and generalist teachers toassist their colleagues; they are suggestionsonly.

Suggested Assessment Strategies

The assessment strategies suggest a varietyof ways to gather information about studentperformance. Some assessment strategiesrelate to specific activities; others are general.These strategies have been developed byspecialist and generalist teachers to assisttheir colleagues; they are suggestions only.

IV • HISTORY 12


Provincially RecommendedLearning Resources

Provincially recommended learningresources are materials that have beenreviewed and evaluated by BC educators incollaboration with the Ministry of Educationaccording to a stringent set of criteria. Theseresources are organized as Grade Collections.A Grade Collection is the format used toorganize the provincially recommendedlearning resources by grade and bycurriculum organizer. It can be regarded asa ‘starter set’ of basic resources to deliver thecurriculum. These resources are typicallymaterials suitable for student use, but theymay also include information primarilyintended for teachers. Teachers and schooldistricts are encouraged to select thoseresources that they find most relevant anduseful for their students, and to supplementthese with locally approved materials andresources to meet specificlocal needs.

The recommended resources listed in themain body (fourth column) of this IRP arethose that either present comprehensivecoverage of the learning outcomes of theparticular curriculum organizer or provideunique support to specific topics. Furtherinformation about these recommendedlearning resources is found in Appendix B.

THE APPENDICES

A series of appendices provides additionalinformation about the curriculum, andfurther support for the teacher.

• Appendix A lists the curriculumorganizers and the prescribed learningoutcomes for each grade for thecurriculum.

• Appendix B consists of generalinformation on learning resources as wellas Grade Collection organizational chartsand annotations for the provinciallyrecommended resources. New resourcesare evaluated and added to the GradeCollections on a regular basis.

• Appendix C contains assistance for teach-ers regarding provincial evaluation andreporting policy. Prescribed learningoutcomes have been used as the source forsamples of criterion-referenced evalua-tions.

• Appendix D acknowledges the manypeople and organizations that have beeninvolved in the development of this IRP.

HISTORY 12 • V

SUGGESTED INSTRUCTIONAL STRATEGIESPRESCRIBED LEARNING OUTCOMES

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCESSuggested AssessmentStrategies

The SuggestedAssessment Strategies

offer a wide range ofdifferent assessmentapproaches useful in

evaluating the prescribedlearning outcomes.

Teachers should considerthese as examples they

might modify to suit theirown needs and theinstructional goals.

Suggested InstructionalStrategies

The SuggestedInstructional Strategiescolumn of this IRPsuggests a variety ofinstructional approachesthat include group work,problem solving, and theuse of technology. Teachersshould consider these asexamples that they mightmodify to suit thedevelopmental levels oftheir students.

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column of this

IRP lists the specificlearning outcomes for

each curriculumorganizer.

Grade Curriculum Organizer

Grade


Curriculum Organizer

Recommended LearningResources

The RecommendedLearning Resourcescomponent of this IRP is acompilation of provinciallyrecommended resourcesthat support the prescribedlearning outcomes. Acomplete list including ashort description of theresource, its media type,and distributor isincluded in Appendix Bof this IRP.

HISTORY 12 • The Study of History


It is expected that students will:

• analyse historical evidence to:- assess reliability- distinguish between primary and secondary

sources- identify bias and point of view- corroborate evidence

• demonstrate the ability to conduct research usingprint, non-print, and electronic sources

• evaluate the significance of cause-effectrelationships

• develop and present logical arguments• evaluate the significance of economic and

geographical influences on history• draw conclusions about the influence of

individuals and mass movements on historicaldevelopments

• demonstrate historical empathy (the ability tounderstand the motives, intentions, hopes, andfears of people in other times and situations)

• apply knowledge of history to current issues• demonstrate an awareness of career opportunities

related to the study of history

Through varied and relevant experiences in the study ofhistory, students have opportunities to develop the essentialtools of the historian.

• Provide students with a variety of primary and secondarydocuments on a specific topic. Ask questions that requirethem to demonstrate their abilities to analyse historicalevidence, to identify their own points of view, and toexplain how their points of view influence their analyses.Have students present their findings in a symposium.

• Ask groups of students to examine the ways a current event(e.g., a recent election, a civil or international conflict) wasreported in a variety of domestic and international media(e.g., TV news, newspapers, electronic forums, magazines).Have each student within each group analyse one of theseaccounts, looking for evidence of bias and point of view.Ask students to develop criteria and then create charts onwhich they identify the usefulness and limitations of eachaccount. Students should try to reach a consensus on whichaccount is most reliable.

• Invite students to research professions in which aknowledge of history is useful and to present their findingsto the class. Invite guest speakers from several of theseprofessions to discuss how the study of history is useful intheir careers.

• Set up stations around the classroom (and possibly in thelibrary), each with several key history resources (e.g.,encyclopedias, CD-ROMs, the Internet, personal accounts,maps, key visuals, videos). At each station, present one ormore questions relating to the study of history that studentsmust answer using the resources. Invite teams of threestudents to visit the stations. Ask each team member to beresponsible for one of these tasks: examining the resources,answering the questions, or reporting to the class.

• When students analyse historical evidence (e.g., examineresources and media reports), note the extent to which they:- check for corroboration or contradiction among sources- compare evidence from documents to what they already

know about the topic- consider the reliability of the sources in terms of degree

of proximity to the event, competence of the authors,objectivity of the authors (point of view, backgroundinterests), reputation of the sources

- address the internal consistency and completeness of theaccounts (no omission or suppression of key information)

- distinguish between primary and secondary sources- speculate about the information and the perspectives of

those whose voices are not included• Use criteria such as the following to guide students’

research:- develop a working bibliography with accurate

bibliographical information- use a variety of relevant print, audio-visual, and

electronic resources and search strategies- draw on both primary and secondary sources- analyse the reliability of the sources- distinguish between key themes or ideas and supporting

details- organize the information logically to address key aspects

of the topic- record detailed, accurate, and significant information- include visual or numeric detail where appropriate

• When students analyse cause-effect relationships, look forevidence that they:- avoid projecting today’s thinking, values, and

knowledge onto historical events- consider more than one point of view- entertain and analyse a number of possibilities- see short-term and long-term relationships and effects- consider the importance of individuals, the influence of

ideas, and the role of chance- recognize that events and developments are not

inevitable (different choices can have differentconsequences)

Print Materials

• Britain in the 20th Century• Case Studies in the Twentieth-Century World History• Causes and Consequences of the Arab-Israeli Conflict• Causes and Consequences of the End of Apartheid• Causes and Consequences of the Vietnam War• Causes and Consequences of World War II• Longman History Project Resource File• A Map History of the Modern World• Old Empires, New Nations• The Russian Revolution• The Twentieth Century• The Twentieth Century World• The World Since 1900• The World This Century

Video

• 1929-1941• Europe: The Road to Unity• Focus on 1960-1964• Focus on 1965-1969• From Here to Democracy• The Korean War• One Hundred Years of Mao• The Origin and Development of NATO• Rise and Fall of the Soviet Union• Road To Peace• South Africa: After Apartheid• Time Capsule• A Time for Justice• The Torn Iron Curtain• The Truth Shall Make Us Free• Year in Review - 1995

HISTORY 12 • 1


T his Integrated Resource Package (IRP) sets out the provincially prescribed curriculum for History 12. Thedevelopment of this IRP has been guided bythe principles of learning:

• Learning requires the active participationof the student.

• People learn in a variety of ways and atdifferent rates.

• Learning is both an individual and agroup process.

Sources that informed the development ofthis curriculum include: The Kindergarten toGrade 12 Education Plan; teacher-practitionersand educators; representatives of educationpartner groups; The 1992 Social Studies NeedsAssessment Summary; More Than A Good Idea:The 1989 BC Assessment of Social StudiesProvincial Report; The 1993 Social StudiesCurriculum Assessment Framework; The 1992Scholarly Review; and curriculum and otherresources from other jurisdictions and BCpostsecondary institutions.

RATIONALE

The History 12 curriculum is designed togive students a range of experiences andopportunities to develop skills that willincrease their understanding of their lives asCanadians and as global citizens, andprepare them for further study in historyand related disciplines. The scope of thecurriculum is sufficiently broad to allowstudents to see the development of majortrends in the 20th century, while maintaininga perspective that is relevant to students asfuture citizens of Canada.

Study of History

Historical understanding requires studentsto conduct historical inquiries, to thinkthrough cause-effect relationships, and to

reach sound historical interpretations. Itrequires students to use historical evidenceand fact to analyse and construct arguments,and to be aware of the subjective nature ofhistorical narrative. The study of historytrains students to recognize bias, weighevidence, and evaluate arguments, thuspreparing them to make informed,independent judgments.

Historical Perspective

Comprehending history requires thatstudents develop an understanding ofhistorical perspective, the ability to describethe past on its own terms, and empathy forthe experiences and points of view of peopleof different backgrounds and with differentroles in events. The study of the history ofthe 20th century opens to students events ofparticular relevance and immediacy in theirlives. By examining the choices and decisionsof the 20th century, students can evaluatetoday’s problems and challenges with adeeper awareness of alternatives. Studentsalso discover the consequences of actionsthat have been taken with little or nounderstanding of the important lessonshistory imparts.

Interdependence of Individuals and Societies

History 12 builds on students’ previousunderstanding of the interaction andinterdependence within and betweensocieties. Twentieth-century history, with itsunderlying narrative of conflict and co-operation on a global scale, offers students aparticularly compelling study of competingagendas within societies and theresponsibilities of democratic citizenship.

2 • HISTORY 12


Appreciation of History

An important goal of History 12 is toencourage students to explore and cultivatean interest in history. The course offersstudents the opportunity to find personalconnections to the events of the 20th centuryby examining how these events haveinfluenced the lives of people around them,including family and community members,and affected their own lives as Canadians.

Another way students make personalconnections to the past is through creatinghistorical narrative and arguments of theirown—that is, by “doing history.” Theseconnections can occur through encounterswith evidence of the past, such as historicaldocuments, eyewitness accounts, letters,diaries, artifacts, photos, visits to historicsites, or records of oral history.

THE HISTORY 12 CURRICULUM

History 12 builds on the foundation ofknowledge, skills, and understandingstudents gain in social studies fromKindergarten through Grade 11. Thecurriculum introduces students to thediscipline of history as part of their widereducation. It also prepares them forcontinued study in history and careers in thesocial sciences and humanities.

A central purpose of History 12 is to engagestudents in applying the methods ofhistorical inquiry to the study of the forcesthat have shaped the 20th century. Theorganization, content, and orientation of thecurriculum reflect this purpose. WhileHistory 12 can be described broadly as ahistory of world affairs in the 20th century, itconcentrates on the years between 1919 and1991, with an emphasis on the West and itsrelation to world affairs. In order to expandstudents’ historical awareness of global

affairs in the 20th century, the curriculum alsoincorporates a global perspective whereappropriate.

The years 1919 to 1991 may be viewed asconstituting a natural historical age—a timemarked by a distinct consciousness and acommon set of concerns. These years weredominated by the effects of the world wars,including the decline of European power, thepolarization of the Cold War, the end ofcolonial empires, and the emergence of a newera. They were also years of significanteconomic, social, and technological change.History 12, therefore, begins with the ParisPeace Conference of 1919 and ends with thecollapse of the Soviet Union in 1991, an eventthat to a great extent brought to a close theinfluence of post-1945 events.

CURRICULUM ORGANIZERS

The prescribed learning outcomes for History12 are grouped under six organizers:

• The Study of History• Conflict and Challenge: The World of 1919• Promise and Collapse: 1919-1933• Turmoil and Tragedy: 1933-1945• Transformation and Tension: 1945-1963• Progress and Uncertainty: 1963-1991

The Study of History is an overarchingcategory of outcomes that applies across thecurriculum. The remaining five organizers arebased on historical periods in the 20th century,each of which reflects the major events,concerns, and developments of that period.These periods represent the continuousevolution of events that transformed theworld during the 20th century; no periodshould be considered as independent from theone preceding or following. Although thischronological organization of the History 12curriculum may prove useful in planning forinstruction, it is not intended to limit or directteachers.

HISTORY 12 • 3


The Study of History

The prescribed learning outcomes in TheStudy of History emphasize the skills andattitudes associated with appreciating historyand developing the skills needed for furtherstudy in history and related disciplines. Thelearning outcomes are interconnected ratherthan discrete. Beyond the skills of conductingresearch, students must, for example, be ableto analyse the relevance of historicaldocuments and records, developinterpretations of the documents they select,and demonstrate a sound grasp of thehistorical chronology and context in which theevents took place. The learning outcomes,therefore, focus on the appreciation of history,interpretations of history, the skills of thehistorian, and the writing of history. They aremeant to be applied, where appropriate,throughout the course.

Conflict and Challenge: The World of 1919

The chronology for this organizer begins withthe issues and problems facing the peace-makers at the Paris Peace Conference in 1919.The world had just passed through thecatastrophic conflict of World War I, “the warto end all wars.” The global scale of thetragedy set the stage for the challenges facingthe world in 1919, particularly those arisingfrom the peace treaty, the new strength ofcommunist ideology, and the social,geopolitical, and economic upheavals thatfollowed the war.

This period introduces students to theconcepts of nationalism and imperialism, andto the powerful influence of communistideology around the world.

Promise and Collapse: 1919-1933

A brief period of apparent promise of renewedpeace and prosperity followed World War I.During the 1920s, international agreements

suggested a willingness among nations toresolve conflicts through negotiation. Thecontentious issue of German reparationpayments was alleviated, and the League ofNations, despite its political weaknesses,worked to improve living and workingconditions. This period of hope ended withthe global economic collapse of the GreatDepression. Nations met this crisis byturning inward and seeking individualsolutions. The Great Depression brought tothe foreground issues and hostilities that theParis Peace Conference had either failed toresolve or had created, leading the world to anew period of “turmoil and tragedy.”

In studying this period, students examinethe worldwide implications of theestablishment of fascism and communism inEurope and the important influence ofeconomic factors on events, especially in theUnited States. This period also introducesthe growing movement toward national self-determination in many colonized countries.

Turmoil and Tragedy: 1933-1945

During this period, the League of Nationsfailed to come to terms with the reality offascist aggression. Hopes for recovery andreconstruction were dashed. The problemsassociated with the aspirations of ethnicminorities intensified with the arbitrarynational boundaries imposed at the ParisPeace Conference. The Great Depression,which saw the collapse of many nationaleconomies, aided the rise of dictators whoused aggression as an instrument of nationalpolicy. The failure of the League to stop thisaggression added to the turmoil around theworld. At the same time, the inability of theleaders to settle disputes peacefullyencouraged Japanese aggression in thePacific and helped the expansionist policiesof Mussolini and Hitler. The result was thetragedy and horror of World War II.

4 • HISTORY 12


This period introduces students to the causesof World War II, especially the influence ofthe Great Depression on the growth oftotalitarian regimes, as well as thecharacteristics of totalitarian and democraticsystems. Students also examine how anumber of major developments of thisperiod, especially new weapons technology,the concept of “total war,” and the use ofmass communications had a lasting impacton events for the remainder of the century.

Transformation and Tension: 1945-1963

The end of World War II marked a majortransformation in world affairs. The defeat ofGermany and Japan created a realignment ofpower. On a global scale, the war led to adecline in European influence and renewedefforts for colonial independence. Theemergence of the USA and USSR as the twomajor powers and their competition forspheres of influence created a mood ofincreasing tension characterized as the ColdWar. Underlining this tension was thepresence of the nuclear threat. Significantevents of this period include the struggles fornew national status in India, Africa, theMiddle East, and Southeast Asia; the spreadof communism; and the buildup ofconfrontations between the two superpowersthat culminated in the Cuban Missile Crisisof 1962.

In studying this period, students explore thefar-reaching effects of the Cold War,including the emergence of new economicand political alliances, and the growingstrength of independence movements in thecolonial territories. Students also examinethe struggle for individual rights and thenew imperative for international co-operation that accompanied the nuclear age.

Progress and Uncertainty: 1963-1991

After the Cuban Missile Crisis, relationsbetween the superpowers gradually easedinto a period of détente, characterized byagreements on the control of nuclear armsand the settlement of post-World War IIissues such as “the German question.”Nevertheless, conflict continued in manyparts of the world, including the MiddleEast, Southeast Asia, and some of the newlyindependent countries of Asia and Africa.But even these conflicts were eventually fullyor partly settled. The break-up of the Sovietempire set a seal on the end of the Cold War,while contributing to a resurgence ofnationalism in areas such as the Balkans. Thegradual emergence of China influenced therealignment of power in the world.Approaching the end of the 20th century, theworld experienced a surge in scientific andtechnological knowledge. At the same time,it faced the challenges of global issues suchas nuclear proliferation, terrorism, andwidespread economic and social problems.

As they study this period, students examineconflicts in Asia and the Middle East andtheir effects both on domestic events in theUSA and USSR and on the internationalbalance of power. Students also explore therise of popular movements seeking newrights and freedoms, including the strugglefor women’s equality. Other developments ofimportance during this period are theadvance of computer technology and thegrowing competition for natural resources.Finally, students examine the ongoingimpact of the most significant developmentsof this period: the ending of the Cold War,the breakup of the USSR, and the resurgenceof nationalism.

HISTORY 12 • 5


THEMES AND PERSPECTIVES

The curriculum organizers, with theexception of the Study of History, aredesigned to allow students to discovercritical trends in the 20th century byincorporating the following themes andperspectives in each period:

• Geopolitical Events• Social Change• Economic Developments• Technological Progress• Ideologies

These themes and perspectives are intendedto ensure that each historical period isexamined in a comprehensive fashion, whileemphasizing the study of history and thedevelopment of a sense of historicalunderstanding.

Geopolitical Events

The significant events that are the hallmarksof the 20th century are many and varied andare not restricted to any specific region of theglobe. As they study these events, studentsexamine the role of each in shaping thehistory and unique identity of the 20thcentury.

Social Change

The years from 1919 to 1991 witnessed socialchanges of unprecedented magnitude andpace. By exploring the evolution of societythrough the 20th century, students increasetheir understanding of the different andchanging views of various groups andclasses in society, and of relationships amongindividuals and groups.

Economic Developments

The economic developments of the 20thcentury may be characterized as reflecting ashift from a national to an international

orientation. Students explore the economicforces that led to the emergence of a globaleconomy, with far-reaching consequences forall spheres of public and private life.

Technological Progress

The technological developments of the 20thcentury occurred on a scale and at a pacenever before experienced. Students examinethe extent to which these changes affectedsociety and shaped the destiny of much ofthe world during the 20th century.

Ideologies

The spread of mass ideology is an importantphenomenon of the 20th century. Throughthe study of the major political andideological trends in recent history, studentsgain a deeper understanding of the role ofideas and ideals in shaping the century.

SUGGESTED INSTRUCTIONAL STRATEGIES

Instructional strategies have been includedfor each curriculum organizer. Thesestrategies are suggestions only, designed toprovide guidance for generalist andspecialist teachers planning instruction tomeet the prescribed learning outcomes. Thestrategies may be either teacher directed orstudent directed, or both.

For each organizer, a list of specific strategiesis introduced by a context statement thatfocusses the reader on the important aspectsof this section of the curriculum and links theprescribed learning outcomes withinstruction.

There is not necessarily a one-to-onerelationship between learning outcomes andinstructional strategies, nor is thisorganization intended to prescribe a linearmeans of course delivery. It is expected thatteachers will adapt, modify, combine, and

6 • HISTORY 12


organize instructional strategies to meet theneeds of students and to respond to localrequirements.

SUGGESTED ASSESSMENT STRATEGIES

The assessment strategies in this IRPdescribe a variety of ideas and methods forgathering evidence of student performance,and provide examples of criteria forassessing the extent to which the prescribedlearning outcomes have been met. Teachersdetermine the best assessment methods forgathering this information.

The assessment strategies or criteriaexamples for a particular organizer arealways specific to that organizer. Somestrategies relate to particular activities, whileothers are general and could apply to anyactivity.

About Assessment in General

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, are able to do, and are workingtoward. From the evidence and informationcollected in assessments, teachers describeeach student’s learning and performance.They use this information to providestudents with ongoing feedback, plan furtherinstructional and learning activities, setsubsequent learning goals, and determineareas for further instruction andintervention. Teachers determine thepurpose, aspects, or attributes of learning onwhich to focus the assessment. They alsodecide when to collect the evidence andwhich assessment methods, tools, ortechniques are most appropriate.

Assessment focusses on the critical orsignificant aspects of the learning thatstudents will be asked to demonstrate.

Students benefit when they clearlyunderstand the learning goals and learningexpectations.

Evaluation involves interpreting assessmentinformation in order to make furtherdecisions (e.g., set student goals, makecurricular decisions, plan instruction).Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight,knowledge about learning, and experiencewith students, along with the specific criteriathey establish, to make judgments aboutstudent performance in relation to learningoutcomes.

Students benefit when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgment, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

The assessment of student performance isbased on a wide variety of methods andtools, ranging from portfolio assessment topencil-and-paper tests. Appendix D includesa more detailed discussion of assessment andevaluation.

About the Provincial Learning AssessmentProgram

The Provincial Learning AssessmentProgram gathers information on students’performance throughout the province.Results from these assessments are used inthe development and revision of curricula,and provide information about teaching andlearning in British Columbia. Whereappropriate, knowledge gained from theseassessments has influenced the assessmentstrategies suggested in this IRP.

HISTORY 12 • 7


Provincial Reference Sets

The provincial reference sets can also helpteachers assess the skills that students acquireacross curricular areas. These are:

• Evaluating Reading Across Curriculum(RB 0034)

• Evaluating Writing Across Curriculum(RB 0020 & RB 0021)

• Evaluating Problem Solving Across Curriculum(RB 0053)

• Evaluating Group Communication Skills AcrossCurriculum (RB 0051)

• Evaluating Mathematical Development AcrossCurriculum (RB 0052)

A series of assessment handbooks developedto provide guidance for teachers as theyexplore and expand their assessmentrepertoires is also available:

• Performance Assessment (XX0246)• Portfolio Assessment (XX0247)• Student-Centred Conferencing (XX0248)• Student Self-Assessment (XX0249)

INTEGRATION OF CROSS-CURRICULAR

INTERESTS

Throughout the curriculum development andrevision process, the development team hasdone its best to ensure that relevance, equity,and accessibility issues are addressed in thisIRP. These issues have been integrated into thelearning outcomes, suggested instructionalstrategies, and assessment strategies in thisIRP with respect to the following:

• Applied Focus in Curriculum• Career Development• English as a Second Language (ESL)• Environment and Sustainability• Aboriginal Studies• Gender Equity• Information Technology

• Media Education• Multiculturalism and Anti-Racism• Science-Technology-Society• Special Needs

(See Appendix C, Cross-Curricular Interests,for more information.)

LEARNING RESOURCES

The Ministry of Education, Skills andTraining promotes the establishment of aresource-rich learning environment throughthe evaluation of educationally appropriatematerials intended for use by teachers andstudents. The media formats include, but arenot limited to, materials in print, video, andsoftware, as well as combinations of theseformats. Resources that support provincialcurricula are identified through anevaluation process that is carried out bypractising teachers. It is expected thatclassroom teachers will select resources fromthose that meet the provincial criteria andthat suit their particular pedagogical needsand audiences. Teachers who wish to usenon-provincially recommended resources tomeet specific local needs must have theseresources evaluated through a local districtapproval process.

The use of learning resources involves theteacher as a facilitator of learning. However,students may be expected to have somechoice in materials for specific purposes,such as independent reading or research.Teachers are encouraged to use a variety ofresources to support learning outcomes atany particular level. A multimedia approachis also encouraged.

Some selected resources have been identifiedto support cross-curricular focus areas. Theministry also considers special-needsaudiences in the evaluation and annotation

8 • HISTORY 12


of learning resources. As well, special-formatversions of some selected resources (brailleand taped-book formats) are available.

Learning resources for use in BC schools fallinto one of two categories: provinciallyrecommended materials or locally evaluatedmaterials.

All learning resources used in schools musthave recommended designation or beapproved through district evaluation andapproval policies.

Provincially Recommended Materials

Materials evaluated through the provincialevaluation process and approved throughMinister’s Order are categorized asrecommended materials. These resources arelisted in Appendix B of each IRP.

Locally Evaluated Materials

Learning resources may be approved for useaccording to district policies, which providefor local evaluation and selection procedures.

Internet Resources

Some teachers have found that the Internet(World Wide Web) is a useful source oflearning resources. None of the materialfrom this source has been evaluated by theministry, in part because of the dynamicnature of the medium.

CURRICULUMHistory 12

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

10 • HISTORY 12



• analyse historical evidence to:- assess reliability- distinguish between primary and secondary

sources- identify bias and point of view- corroborate evidence

• demonstrate the ability to conduct researchusing print, non-print, and electronic sources


• develop and present logical arguments• evaluate the significance of economic and

geographical influences on history• draw conclusions about the influence of

individuals and mass movements on historicaldevelopments

• demonstrate historical empathy (the ability tounderstand the motives, intentions, hopes, andfears of people in other times and situations)

• apply knowledge of history to current issues• demonstrate an awareness of career

opportunities related to the study of history

Through varied and relevant experiences in the studyof history, students have opportunities to develop theessential tools of the historian.

• Provide students with a variety of primary andsecondary documents on a specific topic. Askquestions that require them to demonstrate theirabilities to analyse historical evidence, to identifytheir own points of view, and to explain how theirpoints of view influence their analyses. Havestudents present their findings in a symposium.

• Ask groups of students to examine the ways acurrent event (e.g., a recent election, a civil orinternational conflict) was reported in a variety ofdomestic and international media (e.g., TV news,newspapers, electronic forums, magazines). Haveeach student within each group analyse one of theseaccounts, looking for evidence of bias and point ofview. Ask students to develop criteria and thencreate charts on which they identify the usefulnessand limitations of each account. Students should tryto reach a consensus on which account is mostreliable.

• Invite students to research professions in which aknowledge of history is useful and to present theirfindings to the class. Invite guest speakers fromseveral of these professions to discuss how the studyof history is useful in their careers.

• Set up stations around the classroom (and possiblyin the library), each with several key historyresources (e.g., encyclopedias, CD-ROMs, theInternet, personal accounts, maps, key visuals,videos). At each station, present one or morequestions relating to the study of history thatstudents must answer using the resources. Inviteteams of three students to visit the stations. Ask eachteam member to be responsible for one of thesetasks: examining the resources, answering thequestions, or reporting to the class.

RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES

HISTORY 12 • 11


• When students analyse historical evidence (e.g.,examine resources and media reports), note the extentto which they:- check for corroboration or contradiction among

sources- compare evidence from documents to what they

already know about the topic- consider the reliability of the sources in terms of

degree of proximity to the event, competence of theauthors, objectivity of the authors (point of view,background interests), reputation of the sources

- address the internal consistency and completenessof the accounts (no omission or suppression of keyinformation)

- distinguish between primary and secondarysources

- speculate about the information and theperspectives of those whose voices are notincluded

• Use criteria such as the following to guide students’research:- develop a working bibliography with accurate

bibliographical information- use a variety of relevant print, audio-visual, and

electronic resources and search strategies- draw on both primary and secondary sources- analyse the reliability of the sources- distinguish between key themes or ideas and

supporting details- organize the information logically to address key

aspects of the topic- record detailed, accurate, and significant

information- include visual or numeric detail where appropriate

• When students analyse cause-effect relationships,look for evidence that they:- avoid projecting today’s thinking, values, and

knowledge onto historical events- consider more than one point of view- entertain and analyse a number of possibilities- see short-term and long-term relationships- consider the importance of individuals, the

influence of ideas, and the role of chance- recognize that events and developments are not

inevitable (different choices can have differentconsequences)

Print Materials

• Britain in the 20th Century• Case Studies in the Twentieth-Century World

History• Causes and Consequences of the Arab-Israeli

Conflict• Causes and Consequences of the End of

Apartheid• Causes and Consequences of the Vietnam War• Causes and Consequences of World War II• Longman History Project Resource File• A Map History of the Modern World• Old Empires, New Nations• The Russian Revolution• The Twentieth Century• The Twentieth Century World• The World Since 1900• The World This Century

Video

• 1929-1941• Europe: The Road to Unity• Focus on 1960-1964• Focus on 1965-1969• From Here to Democracy• The Korean War• One Hundred Years of Mao• The Origin and Development of NATO• Rise and Fall of the Soviet Union• Road To Peace• South Africa: After Apartheid• Time Capsule• A Time for Justice• The Torn Iron Curtain• The Truth Shall Make Us Free• Year in Review - 1995


12 • HISTORY 12

HISTORY 12 • Conflict and Challenge: The World of 1919 (I)


• evaluate the significance of nationalism andimperialism in the world of 1919

• identify key issues in the peacemaking processat the end of World War I

As students examine the issues and problems thatfollowed World War I, they encounter some of thedominant influences on 20th-century events, especiallynationalism, imperialism, and the emergence ofcommunism as a global political force.

• Have groups of students examine contemporaryexamples of nationalism (e.g., in the Balkans orQuebec, Aboriginal self-government) andbrainstorm lists of the characteristics of nationalism.Then ask students as a class to compare theirfindings and use the lists of characteristics to definenationalism. In a discussion, invite students to applythis definition to examples of European nationalismin the early 20th century and identify similaritiesand differences.

• Ask teams of students to role-play national delegatesto the Paris Peace Conference. Invite each team toresearch the issues and choose a spokesperson whowill present its case in a two- to three-minutepresentation. Encourage speakers to explain how thewar affected their countries and what they expect toachieve at the peace conference. After the conference,ask the class to decide which country presented thebest case, based on criteria discussed beforehand.

• Have students create news reports (e.g., newspaperarticle, radio broadcast, video) from the point ofview of a journalist from one of the countriesaffected by the Paris Peace Conference. The reportsshould describe the reaction of several differentgroups to the terms of the treaties.


HISTORY 12 • 13

HISTORY 12 • Conflict and Challenge: The World of 1919 (I)

• Use assessment criteria such as the following toevaluate students’ comparisons of contemporaryand early 20th-century nationalism:- organized around key features or aspects- provides thorough, detailed, and complementary

information for both time periods- draws information from credible sources,

corroborating where appropriate- classifies information logically, based on

similarities and differences- includes an overarching thesis or conclusion that

draws on key features of the informationpresented

• Before students speak or write in role (e.g., asdelegates to the Paris Peace Conference or authors ofreports reflecting different countries’ perspectives),discuss assessment criteria such as:- clearly and accurately identifies the interests and

beliefs of the country represented- presents logical, strong arguments based on a

thorough understanding of the issues- shows historical empathy- ensures information is historically accurate- shows clear understanding of other countries’

interests- when in role, draws on understanding of the

issues and others’ needs to negotiate and reactquickly to questions or situations that arise

Print Materials

• Case Studies in the Twentieth-Century WorldHistory

• Causes and Consequences of the Arab-IsraeliConflict

• A Map History of the Modern World• The Twentieth Century• The Twentieth Century World• The World Since 1900• The World This Century


14 • HISTORY 12

HISTORY 12 • Conflict and Challenge: The World of 1919 (II)


• explain the social, economic, and politicaleffects of World War I on the post-war world

• summarize the causes and effects of the 1917Russian revolutions

• Have students work in groups to research andpresent their findings on how people’s lives werechanged by World War I (e.g., effects on women’slives, employment, productivity, living conditions).Then ask each student to write a fictional interviewwith a person from a country involved in World WarI and show how the person’s life was affected by thewar.

• Ask students to work in groups to research thepolitical, economic, social, and military factors inRussia that contributed to the revolution of March,1917. Then moderate a panel discussion in which aspokesperson for each group presents the group’sresearch on one of the factors of the revolution. Leada discussion about which factor was most important,according to the views of current historians, andhow the various factors collectively triggered therevolution.

• In letters or diary entries, have students role-playparticipants in the Russian revolutions of 1917 (e.g.,Bolsheviks, Mensheviks, nobility, clergy, military).Ask students to include their visions of Russia’simmediate future if the communist revolutionsucceeds.


HISTORY 12 • 15

HISTORY 12 • Conflict and Challenge: The World of 1919 (II)

• Before students hand in their fictional interviewswith people involved in World War I, provideopportunities for peer feedback. Assessment criteriamight focus on the extent to which the:- interview questions show an understanding of

what social, economic, and political factors wereat work

- information is relevant and accurate- responses clearly and logically reflect a specific

point of view- interview shows historical empathy- interview includes subtle, sophisticated, or

unusual details that add interest and richness tothe account

• When students discuss their research into factorsthat led to the 1917 Russian revolutions, look forevidence that they:- use a variety of research sources, including

primary sources where possible- base their presentations and discussions on

historically accurate information- avoid projecting today’s thinking, values, and

knowledge onto events of the time- entertain and analyse a number of possibilities,

including both short- and long-term causes andrelationships

- consider the importance of individuals, theinfluence of ideas, and the role of chance

- recognize that different choices could have led todifferent outcomes

- are developing an appreciation of the effects ofthe interplay of individuals and groups thatpromote and resist change

• Check on students’ abilities to summarize the effectsof Lenin’s policies by having them report onconditions that prevailed in Russia after the 1917revolution. Students should include accurateinformation about:- issues of the civil war- how economic changes affected different groups

(e.g., factory workers, peasants)- attitudes of workers- food shortages- corruption

Print Materials


• Causes and Consequences of World War II• A Map History of the Modern World• The Russian Revolution• The Twentieth Century• The Twentieth Century World• The USA: A Divided Union• The World Since 1900• The World This Century

Video

• The Dictators• October 17• Rise and Fall of the Soviet Union


16 • HISTORY 12

HISTORY 12 • Promise and Collapse: 1919-1933 (I)


• summarize the basic features of various politicalideologies, including different forms of:- fascism- communism- democracy

• explain factors that contributed to the rise ofdictators in the period between World War I andWorld War II

• evaluate methods used by Stalin to transformthe USSR into a world power

• describe the relationship between colonial ruleand nationalism in the Middle East and on theIndian subcontinent

This period offers students the opportunity to examinedifferences in major 20th-century political ideologies,the impact of European imperial rule on the colonizedworld, and the growing global influence of theAmerican economy.

• Ask students to research the rise of fascism in Italyand prepare oral presentations that addressquestions such as: How did problems that were leftunresolved by the Paris Peace Conference contributeto the rise of fascism in Italy? What factors favouredthe rise of fascism rather than communism ordemocracy?

• Provide students with data on economic conditions,unemployment, and election results in Germany inthe 1920s and 1930s, supplemented by information(in print and on video) about the rise of Nazism inGermany. Ask students to hypothesize about why asociety might choose dictatorship over democracyand to present their findings.

• Have students use economic production figures forthe USSR between 1924 and 1938 to write reports inwhich they make observations and draw conclusionsabout the developing Soviet economy. Ask them torelate this information to the emergence of the USSRas a world power.

• Have groups of students select and researchparticular aspects of colonial rule in India (e.g.,economic, political, social). Then ask each group toidentify the issues surrounding Gandhi’s program ofcivil disobedience, in terms of both British andIndian interests, and to present its findings to theclass.

• Present information on the commitments made byBritain to Jewish and Arab interests in the MiddleEast during this period. Then ask each student towrite two editorials, each presenting an opposingopinion on these commitments.


HISTORY 12 • 17

HISTORY 12 • Promise and Collapse: 1919-1933 (I)

• Provide students with opportunities to demonstratetheir understanding of political ideologies in thisperiod by asking them to create summaries in avariety of formats (e.g., charts, Venn diagrams,posters, paragraphs, videos). Look for evidence thatthey:- identify key distinguishing features- include accurate explanations of political,

economic, and social beliefs- provide specific and detailed examples from the

years 1919-33, including references to Italy,Germany, the USSR, and Great Britain

- sustain an objective and balanced tone- outline similarities and differences

• Assess the reports that students write using Sovieteconomic production figures for the years 1924-38.Note the extent to which they:- interpret patterns and trends in numeric data

accurately- use production figures to make logical inferences

about changes in the economy- make connections between patterns and trends in

the data and what they know about the contextfrom other sources

- develop tentative conclusions and generalizationsabout economic factors influencing the USSR’semergence as a world power

• Before students write opposing editorials on Britishcommitments to Jewish and Arab interests duringWorld War I, discuss criteria such as the following.

For each editorial:- defines the central question and states a clear

position that is consistent with historical evidence- develops a logical argument through selection of

relevant details, reasons, and examples thatsupport the position

- concludes with a call for action that wouldremedy the problem

- shows historical empathyTaken together:- shows areas of both agreement and disagreement- illustrates how the reliability of a source is

affected by point of view and the backgroundinterests of the author

Print Materials


• Causes and Consequences of the Arab-IsraeliConflict

• Causes and Consequences of World War II• International Co-operation• Longman History Project Resource File• A Map History of the Modern World• Russia and the USSR• The Twentieth Century• The Twentieth Century World• The World Since 1900• The World This Century

Video

• The Dictators• Gandhi• Guernica• October 17

Multimedia

• World War II: Sources and Analysis


18 • HISTORY 12

HISTORY 12 • Promise and Collapse: 1919-1933 (II)


• explain the effects of mass production on theUnited States in the 1920s

• identify factors that led to the GreatDepression

• Ask each student to choose a technologicaldevelopment that was popularized through massproduction during the 1920s (e.g., automobile, radio,vacuum cleaner, refrigerator). Then have studentscreate advertisements, in whatever media theychoose, showing the benefits of the chosen products.Suggest that students highlight the experiences ofspecific groups (e.g., women, workers, students,business people) in relation to the products. Askstudents to view one another’s ads and make noteson the effect of each product on people’s lives.Extend the activity by asking students to compareone product’s effect on society to that of a recenttechnological development.

• Use the experience of a single investor to illustrate tothe class the circumstances that led to the Wall Streetpanic. Begin with the investor buying a certainnumber of shares at a specific value. As share pricesrise, the investor buys more shares, borrowingmoney to finance the purchases. Introduce a fall inprices and ask students what the investor should doat this point (buy or sell?) and what consequenceswould follow each decision. Then lead a discussion,asking questions such as: Why did investors panic?Could the crash have been prevented? How did thecollapse of Wall Street contribute to the worldwidedepression?


HISTORY 12 • 19

HISTORY 12 • Promise and Collapse: 1919-1933 (II)

• After students develop advertisements for productsin the 1920s and note how they changed people’slives, have them independently summarize whatthey have learned by creating Before-and-Aftercharts. Ask them to use the charts to outline changesbrought about by each product. At the bottom of thecharts, they should each draw three generalizationsor conclusions about the overall effect of massproduction. Look for evidence that students are

able to:- consider a variety of perspectives when outlining

each of the changes (e.g., employment, leisure,occupation, social class, gender)

- make logical inferences about the effects ofspecific products

- synthesize the information to reach logicalconclusions or generalizations

• After students discuss the Wall Street panic, havethem prepare research papers explaining the factorsthat led to the Great Depression. Assess the extent towhich they:- state clear, relevant theses- organize ideas to present clear, unified, and

deliberate interpretations or arguments- develop their papers using valid, detailed

information that clarifies the causes of thedepression

- recognize and discuss complexities andambiguities in the course of events

- sustain appropriate objective and expositorypoints of view

- integrate evidence from primary and secondarysources appropriately and accurately

- offer conclusions that are supported by the ideasthey have developed

Print Materials


• Causes and Consequences of World War II• Longman History Project Resource File• A Map History of the Modern World• The Twentieth Century• The Twentieth Century World• The USA: A Divided Union• The World Since 1900• The World This Century

Video

• 1929-1941


20 • HISTORY 12

HISTORY 12 • Turmoil and Tragedy: 1933-1945 (I)


• evaluate the effects of the Great Depression onthe industrialized world

• compare the nature of democratic andtotalitarian states and their impact onindividuals

As students study this period, they encounter the manycauses of World War II, including the role of the GreatDepression in the rise of dictatorships. By studying thesteps leading up to the conflict and the key events ofthe war itself, students develop an awareness of theglobal scale and human cost of the calamity and its rolein shaping events for the remainder of the century. Thisperiod also introduces students to the nature of warfarein the last half of the 20th century and the importantimpact of technology on relations between nations.

• Divide the class into groups. Have each groupresearch the effects of the Great Depression on oneindustrialized country (e.g., the United States,Germany, Great Britain, Canada, Japan). Ask eachgroup to create a file of information (e.g., statistics,speeches, policies, programs, key visuals) and a briefreport on how the government responded to theGreat Depression. After hearing reports from allgroups, each group should then determine whichgovernment developed the most effective programsand policies. Ask students to justify theirconclusions.

• As a class, discuss the impact of the GreatDepression in Europe. Then have students debatethe statement: “Severe economic problems can onlybe solved by strict government control of theeconomy.”

• Ask students to use a matrix to compare the featuresof democratic and totalitarian governments. Matrixheadings might include: Law (Making andEnforcing), Leadership, Individual Freedom,Religion, Education, and Personal Life.

• Provide students with a summary of the CanadianCharter of Rights and Freedoms. Ask them to examineand list the basic rights and freedoms contained inthe Charter, then research and compare individualrights in totalitarian states, including Stalin’s USSR,Hitler’s Germany, and Mussolini’s Italy.


HISTORY 12 • 21

HISTORY 12 • Turmoil and Tragedy: 1933-1945 (I)

• Work with students to develop outlines andassessment criteria for their research work on theeffects of the Great Depression. Criteria mightinclude:- requirements are met (number and type of

entries)- annotations are appropriate and include source,

identification of source as primary or secondary,perspective of the author or source, briefcomment on reliability

- report describes the context, focusses on the keyfeatures of the government’s response, andoutlines the effects of government programs andpolicies

• When students engage in formal or informaldebates, note the extent to which they:- state clear, relevant positions- develop logical arguments that are consistent

with historical evidence- offer specific, valid evidence as support- use details, subtleties, and complexities when

building arguments- make specific references to historical evidence

(including reliability of sources) to rebutarguments

• Encourage students to explore a variety of formatsfor their comparisons (e.g., charts, Venn diagrams,maps, paragraphs, simulated dialogues). Forexample, in comparing the Canadian Charter withrights in totalitarian states, students might developthree-column notes, with Charter rights andfreedoms in the first column, evidence of how thesewere or were not protected in totalitarian states(1933-45) in the second column, and commentary inthe third column. Criteria such as the following canbe used for a variety of topics and formats:- is organized around key features or aspects- provides thorough, detailed, and complementary

information- uses a variety of credible sources- considers both similarities and differences- includes a thesis or conclusion that draws on key

features of the comparison

Print Materials


• Causes and Consequences of the End ofApartheid

• Hitler & National Socialism• Longman History Project Resource File• Russia and the USSR• The Twentieth Century• The Twentieth Century World• The USA: A Divided Union• The World Since 1900• The World This Century

Video

• 1929-1941• The Dictators• The Truth Shall Make Us Free


22 • HISTORY 12

HISTORY 12 • Turmoil and Tragedy: 1933-1945 (II)


• identify causes of the outbreak of World War IIin Europe and the Pacific

• explain the significance of key military eventsin World War II, including the:- Battle of Britain- attack on Pearl Harbor- Battle of Midway- Battle of Stalingrad- Normandy landings- bombing of Hiroshima

• explain how World War II resulted in arealignment of world power

• Have students make posters or computer graphicsentitled: Germany’s Steps to World War II. The stepsshould begin with Germany leaving the GenevaDisarmament Conference and end with the invasionof Poland in 1939. Provide students with extracts ofthe Paris Peace Conference treaties and ask them torelate each step to the terms of the treaties.

• Post a series of political cartoons from the 1930s withtheir captions removed. Ask students to developtheir own captions and then suggest appropriatesequences for the cartoons. Conclude the activity byasking students to design original cartoons thatreflect events of the period. Invite students to discusshow the cartoons reveal their own biasses and pointsof view.

• Divide the class into groups and assign to eachgroup one of the key events of World War II. Haveeach group research the significance of its assignedevent in terms of the progress of the war and presentits findings in an oral presentation, a video, oranother form. Presentations should answer thefollowing question: How did this event change thecourse of the war?

• Ask students to create collages or multimediapresentations depicting the horrors associated withatomic warfare. Material might include copies ofphotos, headlines, students’ own artwork, extractsfrom documents, or quotations. As students view thepresentations, ask them to record their impressions.Then have them debate the morality of the decisionto drop atomic bombs on Japan.


HISTORY 12 • 23

HISTORY 12 • Turmoil and Tragedy: 1933-1945 (II)

• Work with students to develop assessment criteriafor their cartoons about events in the 1930s. Criteriamight include:- shows a sense of historical perspective, taking

into account the historical context- focusses on a relevant and important issue- reflects a particular purpose, perspective, or point

of view- demonstrates historical empathy- is historically accurate

• Before groups present their findings on key events inWorld War II, discuss the importance of includingaccurate information about:- the status of the war before the event occurred- why the event was initiated, and by whom- how the event was initiated- which nations were involved- key actions and reactions, in chronological order- the outcome- the consequences (how this event changed the

course of the war)• After students have studied the causes and key

events of World War II, provide opportunities forreview and self-assessment. For example, theymight:- play “Pass the Chalk,” with each student adding a

new piece of information to a chalkboard conceptmap, web chart, or list of information

- each in turn offer one piece of information about aspecific topic or battle, continuing until no onecan think of another piece of information

- each contribute one question to an impromptuoral or written classroom quiz (each studentprepares two questions in case his or her firstquestion is posed by another student)

- draw cards containing names of people, places,and events and explain their context andimportance

Print Materials


• Causes and Consequences of World War II• International Co-operation• Longman History Project Resource File• A Map History of the Modern World• Russia and the USSR• The Twentieth Century• The Twentieth Century World• The World Since 1900• The World This Century

Video

• 39-45: The Tragedy - Part One• 39-45: The Tragedy - Part Two• 39-45: The Tragedy - Part Three• Gandhi• Guernica• The Origin and Development of NATO• Rise and Fall of the Soviet Union• Time Capsule• Year in Review - 1995

Multimedia

• The American Chronicles: The Darkest Hour• The American Chronicles: The Turning Point• The American Chronicles: End of the Ordeal• World War II: Global Conflict


24 • HISTORY 12

HISTORY 12 • Turmoil and Tragedy: 1933-1945 (III)


• describe the impact of “total war”• describe the significance of technology

developed prior to and during World War II• assess the impact of mass communications on

political and military events prior to andduring World War II

• evaluate the historical significance of theHolocaust

• Discuss the concept of “total war” and its impact oncivilians. Then ask students to generate a list of allthe ways a nation may use its human and materialresources to support a war effort. Have studentsresearch the role of propaganda in involving citizensin the war effort during World War II. As anextension activity, ask students to research andpresent their findings on how propaganda has beenused in recent conflicts. Or, have students inviteguest speakers to describe the effects of war on theirown or their families’ lives. Guests may be recentimmigrants, soldiers, or others whose experiencesreveal the personal consequences of war.

• Ask students to identify technological innovationsfirst used in this period (e.g., the atomic bomb,radar). Invite students to trace the development ofone of these innovations through to the present,including its use in military or civilian life and itspositive and negative aspects.

• Provide students with examples of masscommunications used for political ends in WorldWar II (e.g., recordings or films of Nazi rallies andHitler’s speeches, Roosevelt’s “fireside chats,”Churchill’s wartime speeches) and have themevaluate the effectiveness of each. Then ask studentsto provide examples of politically oriented masscommunications that they have experienced.Encourage them to discuss the effectiveness of eachexample, using criteria established by the classbeforehand.

• Have students research the history of anti-Semitismto find examples of the anti-Semitic policies andpractices of Nazi Germany that culminated in the“final solution.” Discuss with students the attemptsto deal with crimes against humanity at theNuremberg trials. The activity can be extended bydiscussing other historical examples of genocide andthe responses of the international community.


HISTORY 12 • 25

HISTORY 12 • Turmoil and Tragedy: 1933-1945 (III)

• After students have discussed “total war” and therole of propaganda, have them each choose onecountry involved in World War II and summarizethe national efforts to involve citizens. Look forevidence that students accurately:- describe the situations and perspectives of the

countries selected- identify the reasons for involving citizens and

describe how these changed during the course ofthe war

- explain the strategies used to appeal to citizens- use historical detail, including primary sources

(e.g., cartoons, posters, and editorials from avariety of sources)

- consider the strategies involved in appealing tovarious groups within the country

- show a clear understanding of the concept of“total war”

- include references to both material and humanresources

• When students trace the development oftechnological innovations prior to and during WorldWar II, look for evidence that they:- provide accurate information about the

development and use of technology- understand the historical context (including

motives and interests of individuals, groups, andnations)

- logically analyse positive and negative effects interms of ethical implications as well as costs andbenefits

- recognize the complexity of cause-effectrelationships

• In assignments that focus on the historicalsignificance of the Holocaust, ask students to clearlyoutline:- the chronology of related events- the role of individuals- beliefs, values, and interests associated with Nazi

Germany- how different choices could have led to different

consequences- the relevance of the Holocaust to their own time

Print Materials


• Causes and Consequences of World War II• The Twentieth Century• The Twentieth Century World• The World Since 1900• The World This Century

Video

• The Truth Shall Make Us Free

Multimedia

• World War II: Sources and Analysis


26 • HISTORY 12

HISTORY 12 • Transformation and Tension: 1945-1963 (I)


• identify the causes of the Cold War and thevarious forms of superpower competition

• examine critical developments of the ColdWar, including the:- division of Germany- American policy of containment- Korean War- Cuban Missile Crisis

• evaluate the impact on the Cold War of eventsin China and the Middle East after 1945

The post-1945 period, with its dominant theme of ColdWar tension and competition, introduces students tothe emergence of globalism (not just in economicspheres but in new threats to peace and security) andthe importance of international co-operation inresolving competing interests between nations. As well,by studying this period, students are givenopportunities to confront issues of racism and thestruggle for human rights in a historical context and toapply their understanding to the present.

• Provide students with various examples of Cold Warcompetition (e.g., the space race, the arms race,client-state wars, espionage) and relate them to ColdWar events. Using the model of a thermometer, havestudents track the changing “temperature” of theCold War events that led up to the Cuban MissileCrisis.

• Ask students to prepare visual or oral presentationson the significance of one of the following:- the division of Germany- the American policy of containment- the Korean War- the Cuban Missile Crisis

As part of their presentations, ask students to tracethe impact of these events through to the present.

• Have each student create a timeline of significantevents between 1945 and 1963 in China or theMiddle East. The timeline should illustrate theimpact of national events on global geopoliticalevents. Students may extend the activity to includeany region of interest.


HISTORY 12 • 27

HISTORY 12 • Transformation and Tension: 1945-1963 (I)

• As students track the “temperature” of various ColdWar events, provide feedback about the extent towhich they:- demonstrate an awareness of historical

perspective- recognize different points of view- reconstruct the chronology of key events- recognize that events occurred because of

deliberate actions or spontaneous reactions byindividuals and groups to given circumstances

- identify some of the key individuals involved anddescribe their roles and perspectives

- are willing to raise questions and challengeinterpretations

• Assess the timelines that students develop torepresent events in China or the Middle East from1945 to 1963. Note the extent to which they:- create thorough and detailed chronologies- present accurate information about each event,

including who, what, where, why, when, and how- attempt to present objective accounts, indicating

where events could be interpreted from differentperspectives

- make logical connections to global trends andevents, supported by reasons and examples

• When students make presentations on criticaldevelopments of the Cold War, emphasize theimportance of accurately and thoroughly:- identifying the major interests involved and

outlining their motives- describing the consequences of the developments

for each of the major interests- considering the effects in both human and

geopolitical terms• To help students review and self-assess, have them

develop concept maps or web charts showingconnections between events and criticaldevelopments of the Cold War. Ask each student towrite paragraphs about two or three connectionsthat are particularly interesting or important, thenexchange with a partner.

Print Materials




Apartheid• Causes and Consequences of World War II• Europe: Divided and United• Longman History Project Resource File• A Map History of the Modern World• Old Empires, New Nations• Russia and the USSR• The Twentieth Century• The Twentieth Century World• Understanding Global Issues• The USA: A Divided Union• Viewpoints• The World Since 1900• The World This Century

Video

• Budapest: Communism With Tanks• Focus On 1960-1964• Gandhi• Half The Sky• The Korean War• Korean War• One Hundred Years of Mao• The Origin and Development of NATO• Road To Peace• The Torn Iron Curtain

Multimedia

• The American Chronicles: The Fragile Balance


28 • HISTORY 12

HISTORY 12 • Transformation and Tension: 1945-1963 (II)


• explain the role of nationalism in the post-1945decolonization of India and Indochina

• describe the global trend toward economicintegration after 1945

• describe the social and economic consequencesof the nuclear arms race after 1945

• Have students examine imperial rule, both from theperspective of imperial powers and from that ofnationalist independence movements in India andIndochina. Ask them to create lists comparing thetwo points of view. Then have students relate theirfindings to conflicts in these countries thatcontributed to the movement toward decolonization.

• Ask students to shade in on a map the EuropeanCommon Market as it existed in 1963. Then havethem use shading on a separate map to indicatecurrent international trading affiliations or economicblocks (e.g., NAFTA, OAU, Pacific Rim). Askstudents to identify and explain factors (e.g.,geography, trade routes, resources, politicalrelations) that have contributed to each economicnetwork.

• To demonstrate the impact of the nuclear arms racein the 1950s and 1960s, use images covering theperiod 1945-63 from films, books, or CD-ROMs ordescribe people’s concerns about nuclear tests andbomb shelters at the time. Ask students to debate thefollowing question: Is the threat of nuclear wargreater today than it was in the 1950s or 1960s? Toextend the activity, invite a member of thecommunity to describe the emergency preparationspeople made during the Cold War. Examples mightinclude preparing food packs, first-aid equipment,and safe shelters.


HISTORY 12 • 29

HISTORY 12 • Transformation and Tension: 1945-1963 (II)

• When students apply their understanding ofimperialism and decolonization to conflicts in Indiaand Indochina, look for evidence that they:- include accurate information about the economic,

political, and social contexts- consider the situations, motives, intentions, hopes,

and fears of the people involved- demonstrate an awareness of the historical

perspective- interpret the interplay of individuals and groups

promoting and resisting change- raise questions and challenge interpretations

• Check on students’ understanding of the trendtoward globalization between 1945 and 1963. Formsmall groups and ask each group to develop severalopen-ended questions, along with an answer key,about a different organization (e.g., NATO, OAS,Warsaw Pact, SEATO, European Common Market).Each group draws a set of questions, prepares andpresents its responses, and receives feedback from thegroup that designed the questions. Feedback could bebased on a scale such as the following:

A—Focussed, thorough, accurate, relevant. Citesappropriate historical facts and interpretations.May offer more than one interpretation.

B—Accurate; may include minor amounts ofirrelevant material or omit details. Citesappropriate historical facts and interpretations.

C—Accurate; may include some irrelevantmaterial or be somewhat cursory in places.

I—Incomplete, illogical, or inappropriate.

• As students debate or discuss issues related to thenuclear arms race, consider the extent to which they:- include oral thesis statements that focus their

comments- develop logical interpretations that are consistent

with historical details- include specific, relevant, and accurate evidence- refer to details or subtleties that others may not

have noticed- consider the impact on individuals of different

nationalities, genders, social classes, and ages- offer conclusions that follow logically from the

information and arguments

Print Materials




Apartheid• Causes and Consequences of the Vietnam War• Causes and Consequences of World War II• Longman History Project Resource File• A Map History of the Modern World• Old Empires, New Nations• Russia and the USSR• Superpower Rivalry• The Twentieth Century• The Twentieth Century World• The World Since 1900• The World This Century

Video

• Gandhi


30 • HISTORY 12

HISTORY 12 • Transformation and Tension: 1945-1963 (III)


• demonstrate an understanding of the strugglefor human rights, including the civil rightsmovement in the United States and the anti-apartheid movement in South Africa

• evaluate the role of the United Nations inadvancing international co-operation

• Ask students to research background material onspecific human rights struggles of the 20th century.Divide the class into groups representing keyparticipants and ask them to stage a conference toaddress questions such as: What is the historybehind each group’s position? What traditions orstructures was each participant opposing ordefending? What did each group stand to gain byachieving its position? Each group elects aspokesperson to represent its views at theconference. Some possibilities for presenters include:Martin Luther King Jr., Mahatma Gandhi, or RosaParks, or more recent figures such as NelsonMandela, a Tiananmen Square demonstrator, LechWalesa, or an Aboriginal rights activist.

• Have students highlight areas of United Nationspeacekeeping activities on a world map. Then askeach student to prepare a written or an oralpresentation on the effectiveness of peacekeeping inone of these areas. Ask students to come to aconclusion about whether the United Nations hasbeen more successful in this area than the League ofNations and to support their positions withexamples.

• Have each student create a pamphlet describing theprogram and activities of one of the United Nationsagencies working to improve living conditions.Discuss with students why some United Nationsprograms focus on women as the key to improving awhole community.


HISTORY 12 • 31

HISTORY 12 • Transformation and Tension: 1945-1963 (III)

• When students research and discuss human rightsstruggles from the perspectives of key participants,note the extent to which they:- clearly present their positions, including calls for

action that would promote their interests- present logical, compelling arguments based on a

thorough understanding of the issues- select relevant details, reasons, and examples that

support their positions, including historicalbackground

- consider the situations, motives, intentions,hopes, and fears of the participants

- use historically accurate information- draw on a clear understanding of their

opponents’ interests and motivations to buildtheir arguments and to react quickly to questionsor situations that arise during the discussions

• Before students evaluate United Nations peace-keeping actions and assess whether the UnitedNations has been more successful than the League ofNations, establish criteria that will be used to assesstheir work. Criteria might include:- clear and relevant thesis- original work—in student’s own words- applies understanding of fundamental concepts

(e.g., cause-effect relationships, historicalperspective, evaluation of sources)

- clear, logically organized presentation in student’sown words

- accurate, detailed, relevant, and well-documentedinformation

- appropriate and specific examples usedeffectively

- sound evaluation of the relative success of the twoorganizations in light of subsequent events

Print Materials


• Causes and Consequences of World War II• International Co-operation• Longman History Project Resource File• A Map History of the Modern World• Russia and the USSR• The Twentieth Century• The Twentieth Century World• Understanding Global Issues• The World Since 1900• The World This Century

Video

• Focus On 1960-1964• South Africa: After Apartheid• A Time for Justice


32 • HISTORY 12

HISTORY 12 • Progress and Uncertainty: 1963-1991 (I)


• evaluate the role of the superpowers inconflicts in Southeast Asia, Afghanistan, andthe Middle East from 1963 to 1991

• analyse factors contributing to the ending ofthe Cold War

• identify reasons for the decline of communismin the former USSR and Eastern Europe

• explain the impact of nationalism on theevents of the late 20th century

This period introduces students to the events andmovements that form the background to thecontemporary world, including the major sources ofboth conflict and détente as well as worldwide trendsin economics, technology, society, and individual rightsin the late 20th century.

• Provide students with accounts of Sovietinvolvement in Afghanistan and Americaninvolvement in Vietnam. Then ask each student todraw a two-column chart comparing the conflicts.Issues might include: Why They Became Involved,How They Became Involved, Military Success orFailure, World Opinion, How the Conflict Ended,Effects on the Superpower Society, Effects on PeopleLiving in the War Zone.

• Following an assigned reading or video screening,ask the class to list examples of co-operationbetween the USSR and the United States in the 1970sand 1980s (e.g., nuclear arms control, spaceexploration, cultural and trade relations). Askstudents to speculate on the reasons for the dramaticshift in relations between the two superpowers.

• Have students read, view, or listen to accounts of the1956 Hungarian Uprising and the 1968 PragueSpring. Ask them to list the common factors in theseevents. Then have students draw conclusions aboutwhy people in Eastern Europe opposed communistrule. Ask each student to choose a former communistcountry and prepare a formal research paperdescribing the reasons for the end of communist rulein the country.

• Have students prepare presentations in which theyspeculate on the future of international relations inthe absence of superpower domination and in lightof the resurgence of nationalist aspirations.


HISTORY 12 • 33

HISTORY 12 • Progress and Uncertainty: 1963-1991 (I)

• Ask students to create diagrams showing the variouscauses and consequences of conflicts involvingsuperpowers and showing the connections betweenthem. Look for evidence that they have included:- key political, economic, and social events and

interests- logical connections showing the relationships

between the various causes and consequences- attention to subtleties and complexities in the

relationships between the causes and the effects- theses or conclusions that synthesize information

presented in the diagrams• When students compare Soviet involvement in

Afghanistan with American involvement in Vietnam,assess the extent to which they:- provide detailed, relevant, and accurate

information for each issue- select significant information- attempt to take objective positions- consider more than one view or interpretation

where appropriate• Before students develop research papers on topics

such as the end of communist rule, discuss criteriasuch as:- thesis statement is clear and relevant- presents relevant, accurate, and detailed evidence

to develop the thesis- considers more than one interpretation or

perspective- draws historically accurate material from a

variety of appropriate resources- integrates material from other sources and cites it

appropriately- organization is clear and logical- conclusion follows logically from the thesis

statement and the evidence presented• When students speculate on past or future events,

note and encourage their efforts to:- take tentative positions- consider multiple causes and possibilities- draw on historically accurate information to

develop their ideas- view issues and events from several perspectives- speculate on how different choices could have

changed or will change events

Print Materials



Conflict• Causes and Consequences of the Vietnam War• Causes and Consequences of World War II• Europe: Divided and United• A Map History of the Modern World• Old Empires, New Nations• Russia and the USSR• Superpower Rivalry• The Twentieth Century• The Twentieth Century World• Understanding Global Issues• Viewpoints• The World Since 1900• The World This Century

Video

• Children of Perestroika• Europe: The Road to Unity• From Here to Democracy• One Hundred Years of Mao• The Origin and Development of NATO• Rise and Fall of the Soviet Union• Road To Peace• Shadow Government• South Africa: After Apartheid• The Torn Iron Curtain• Year in Review - 1995


34 • HISTORY 12

HISTORY 12 • Progress and Uncertainty: 1963-1991 (II)


• analyse the influence of public opinion,including direct action by individuals orgroups, on national policy

• assess the influence of women in political andeconomic affairs in the late 20th century

• Assign students a group project (e.g., report, oralpresentation, multimedia presentation) on the topic:“To what extent did the movement you have chosenachieve its goals?” Each group should select adifferent movement. Possibilities include:- women’s movement- opposition to the Vietnam War- anti-nuclear campaign- civil rights movement of the 1960s- anti-apartheid movement- pro-democracy movement in China- specific environmental movement- dissident movement in the USSR- Palestinian independence movement- movement for Aboriginal self-government

The project should cover historical context, forces forand against the movement, and tactics or strategiesused. After students present their projects, ask theclass to identify common elements in the variousmovements and to reach a conclusion on the mosteffective ways to influence public opinion.

• Divide the class into small groups. Provide eachgroup with a key visual of an influential woman.Ask students to research and summarize the rolesplayed by the individuals, then post the visuals andsummaries around the room. In a Gallery Walk, havestudents record information about these women,including:- their roles in historic events- their ideologies- how they achieved their positions of influence

Provide a forum for students to draw conclusionsabout the characteristics of influential women.


HISTORY 12 • 35

HISTORY 12 • Progress and Uncertainty: 1963-1991 (II)

• Work with students to establish requirements andassessment criteria for their group projects. Criteriamight include:- thesis is clear and relevant- presentation is clear, logical, and unified around

the thesis- argument or interpretation is logically developed- information is detailed, relevant, and historically

accurateinformation is drawn from a variety of sources,

including primary ones- details and subtleties add interest and depth to

the interpretation- conclusion is supported by the ideas that are

developed• Collaborate to develop a format that students can

use to record key ideas while observing present-ations and an outline for synthesizing what theyhave learned. For example, students might use theinformation they have recorded to develop two orthree key ideas about the goals and successes of themovements or campaigns described by theirclassmates. Look for evidence that they are able to:- recognize similarities across contexts- record and organize key information from the

presentations- develop logical generalizations based on the data

presented• When students write summaries about influential

women, ensure that assessment criteria are clear sothat students understand that the focus is on content,rather than on writing ability. Criteria might includethe extent to which each summary presents:- accurate historical detail- sufficient information to make the context clear- interpretation of subtle details and complexities

that show a thorough understanding of the topic

Print Materials


• Causes and Consequences of the End ofApartheid

• Causes and Consequences of World War II• International Co-operation• A Map History of the Modern World• Old Empires, New Nations• The Twentieth Century• The Twentieth Century World• Understanding Global Issues• Viewpoints• The World Since 1900• The World This Century

Video

• Focus on 1965-1969• Half The Sky• The Origin and Development of NATO• Shadow Government• A Time for Justice• The Truth Shall Make Us Free• Year in Review - 1995


36 • HISTORY 12

HISTORY 12 • Progress and Uncertainty: 1963-1991 (III)


• evaluate the impact of economic change inChina

• identify the ways in which competition forresources affects relations between nations

• describe the effects of computer technology onsociety

• Ask students to research the major economic policiesof the Chinese government since 1949 (the GreatLeap Forward, the commune system, the CulturalRevolution, and the move toward industrialcapitalism). Have students assess the impact of eachof these policies on China and illustrate thesedevelopments on a timeline, linking them to changesin China’s relations with the superpowers.

• Using the example of Middle East oil, explain tostudents how competition for resources can affectrelations between nations. Challenge students towork in groups to identify other natural resourcesthat have been the source of competition (e.g., fish,water, agricultural land). Then have each groupprepare a profile of one resource conflict to presentto the class. As a class, ask students to speculate onhow these conflicts can best be managed.

• Have students brainstorm the effects of computertechnology on a particular aspect of society over thepast 20 years. Possible topics include communi-cations, transportation, education, armaments,science, employment, the economy, entertainment,and legal issues (e.g., copyright law, censorship,freedom of information). Then ask students toresearch the topic on the Internet, identify the typesof information available, and make predictions aboutnew developments that will occur over the next fiveyears. Lead a discussion of how technology mightaffect relations between nations in the future.


HISTORY 12 • 37

HISTORY 12 • Progress and Uncertainty: 1963-1991 (III)

• As students summarize economic developments inChina, look for evidence that they:- interpret information logically and objectively- apply basic economic terms and concepts

accurately- explicitly identify their assumptions- provide specific information to support their

interpretations- consider a variety of perspectives- reach logical conclusions

• To check on students’ understanding of the effects ofresource competition on relations between nations,have them create diagrams or web charts that shownational interests and international connections forthe resources they research. Look for:- accuracy- relevant detail- accurate and logical links- effective use of examples

• When students discuss the role of resources ortechnology in future international relations, note theextent to which they:- draw on historically accurate and relevant

information- include inferences and speculations that can be

supported by research- consider a variety of possibilities and perspectives- raise new questions- challenge interpretations (one another’s or those

of authorities)- address the complexity of the issues, rather than

oversimplify- revise and extend their ideas as they acquire new

information or hear different views• Prompt students to consider the potential effects of

computer technology and electronic communicationon the study of history and the use of historicalsources. Have them work in small groups to developcriteria and guidelines for using Internet resourcesand evaluating their reliability. Compile theirsuggestions to make a class chart or handout. Note:Competence of the author is a particularly importantcriterion when using Internet sources and is oftenignored by inexperienced researchers.

Print Materials

• Causes and Consequences of World War II• A Map History of the Modern World• Russia and the USSR• Superpower Rivalry• The Twentieth Century• The Twentieth Century World• Understanding Global Issues• Viewpoints• The World Since 1900• The World This Century

Video

• Europe: The Road to Unity• From Here to Democracy• Rise and Fall of the Soviet Union

APPENDICESHistory 12


APPENDIX A

A-2

APPENDIX A: PRESCRIBED LEARNING OUTCOMES • History 12

A-3


¨̈¨̈¨ THE STUDY OF

HISTORY


• analyse historical evidence to:

- assess reliability

- distinguish between primary and secondary sources

- identify bias and point of view

- corroborate evidence• demonstrate the ability to conduct research using print, non-print, and

electronic sources• evaluate the significance of cause-effect relationships• develop and present logical arguments• evaluate the significance of economic and geographical influences on

history• draw conclusions about the influence of individuals and mass

movements on historical developments• demonstrate historical empathy (the ability to understand the motives,

intentions, hopes, and fears of people in other times and situations)• apply knowledge of history to current issues• demonstrate an awareness of career opportunities related to the study

of history

¨̈¨̈¨ CONFLICT AND

CHALLENGE: THE

WORLD OF 1919 (I)


• evaluate the significance of nationalism and imperialism in the world of1919

• identify key issues in the peacemaking process at the end of World War I

¨̈¨̈¨ CONFLICT AND

CHALLENGE: THE

WORLD OF 1919 (II)


• explain the social, economic, and political effects of World War I on thepost-war world

• summarize the causes and effects of the 1917 Russian revolutions

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¨̈¨̈¨ PROMISE AND

COLLAPSE: 1919-1933 (I)


• summarize the basic features of various political ideologies, includingdifferent forms of:- fascism- communism- democracy

• explain factors that contributed to the rise of dictators in the periodbetween World War I and World War II

• evaluate methods used by Stalin to transform the USSR into a worldpower

• describe the relationship between colonial rule and nationalism in theMiddle East and on the Indian subcontinent

¨̈¨̈¨ PROMISE AND

COLLAPSE: 1919-1933 (II)


• explain the effects of mass production on the United States in the 1920s• identify factors that led to the Great Depression

¨̈¨̈¨ TURMOIL AND

TRAGEDY: 1933-1945 (I)


• evaluate the effects of the Great Depression on the industrialized world• compare the nature of democratic and totalitarian states and their

impact on individuals


TRAGEDY: 1933-1945 (II)


• identify causes of the outbreak of World War II in Europe and thePacific

• explain the significance of key military events in World War II,including the:- Battle of Britain- attack on Pearl Harbor- Battle of Midway- Battle of Stalingrad- Normandy landings- bombing of Hiroshima

• explain how World War II resulted in a realignment of world power

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TRAGEDY: 1933-1945 (III)


• describe the impact of “total war”• describe the significance of technology developed prior to and during

World War II• assess the impact of mass communications on political and military

events prior to and during World War II• evaluate the historical significance of the Holocaust

¨̈¨̈¨ TRANSFORMATION

AND TENSION:1945-1963 (I)


• identify the causes of the Cold War and the various forms ofsuperpower competition

• examine critical developments of the Cold War, including the:- division of Germany- American policy of containment- Korean War- Cuban Missile Crisis

• evaluate the impact on the Cold War of events in China and the MiddleEast after 1945


AND TENSION:1945-1963 (II)


• explain the role of nationalism in the post-1945 decolonization of Indiaand Indochina

• describe the global trend toward economic integration after 1945• describe the social and economic consequences of the nuclear arms race

after 1945


AND TENSION:1945-1963 (III)


• demonstrate an understanding of the struggle for human rights,including the civil rights movement in the United States and the anti-apartheid movement in South Africa

• evaluate the role of the United Nations in advancing international co-operation

A-6


¨̈¨̈¨ PROGRESS AND

UNCERTAINTY:1963-1991 (I)


• evaluate the role of the superpowers in conflicts in Southeast Asia,Afghanistan, and the Middle East from 1963 to 1991

• analyse factors contributing to the ending of the Cold War• identify reasons for the decline of communism in the former USSR and

Eastern Europe• explain the impact of nationalism on the events of the late 20th century


UNCERTAINTY:1963-1991 (II)


• analyse the influence of public opinion, including direct action byindividuals or groups, on national policy

• assess the influence of women in political and economic affairs in the late20th century


UNCERTAINTY:1963-1991 (III)


• evaluate the impact of economic change in China• identify the ways in which competition for resources affects relations

between nations• describe the effects of computer technology on society

APPENDIX BLearning Resources

General Information

B-2

APPENDIX B: LEARNING RESOURCES • GENERAL INFORMATION

B-3


WHAT IS APPENDIX B?

Appendix B consists of general informationon learning resources, as well as GradeCollection information and alphabeticalannotations of the provincially recommendedresources.

WHAT IS A GRADE COLLECTION?

A Grade Collection is the format used toorganize the provincially recommendedlearning resources by grade and bycurriculum organizer. It can be regarded as a‘starter set’ of basic resources to deliver thecurriculum. In many cases, the GradeCollection provides a choice of more than oneresource to support curriculum organizers,enabling teachers to select resources that bestsuit different teaching and learning styles.There may be prescribed learning outcomeseither partially or not at all supported bylearning resources at this time. Many of theseare best met by teacher-developed activities.Teachers may also wish to supplement GradeCollection resources with locally selectedmaterials.

WHAT KINDS OF RESOURCES ARE FOUND IN AGRADE COLLECTION?

Learning resources in a Grade Collection arecategorized as either comprehensive oradditional. Comprehensive resources provide abroad coverage of the learning outcomes formost curriculum organizers. Additionalresources are more topic specific and supportindividual curriculum organizers or clustersof outcomes. They provide valuable supportfor or extension to specific topics and aretypically used to supplement or fill in theareas not covered by the comprehensiveresources.

HOW ARE GRADE COLLECTIONS KEPT CURRENT?

Under the provincial continuous submissionsprocess, suppliers advise the ministry aboutnewly developed resources as soon as theyare released. Resources judged to have apotentially significant match to the learningoutcomes for individual IRPs are evaluatedby practising classroom teachers who aretrained by ministry staff to use provincialevaluation criteria. Resources selected forprovincial recommendation receiveMinisterial Order and are added to theexisting Grade Collections. The ministryupdates the Grade Collections on a regularbasis on the ministry web site athttp://www.bced.gov.bc.ca/irp_resources/lr/resource/gradcoll.htm. Please check thissite for the most current and up-to-dateversion of Appendix B.

HOW LONG DO LEARNING RESOURCES KEEP

THEIR RECOMMENDED STATUS?

Learning resources will retain theirrecommended status for a minimum of fiveyears after which time they may bewithdrawn from the Grade Collections,thereby terminating their provinciallyrecommended status. Decisions regarding thewithdrawal of learning resources will bebased on, but not limited to, considerations ofcurriculum support, currency, andavailability. Schools may continue to use alearning resource after withdrawal providedlocal school board approval is obtained.

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HOW CAN TEACHERS CHOOSE LEARNING RE-SOURCES TO MEET THEIR CLASSROOM NEEDS?

As outlined in Evaluating, Selecting andManaging Learning Resources: A Guide (Revised2000), there are a number of approaches toselecting learning resources.

Teachers may choose to use:• provincially recommended resources to

support provincial or locally developedcurricula

• resources that are not on the ministry’sprovincially recommended list(resources that are not on the provinciallyrecommended list must be evaluatedthrough a local, board-approved process).

The Ministry of Education has developed avariety of tools and guidelines to assistteachers with the selection of learningresources. These include:• Evaluating, Selecting and Managing Learning

Resources: A Guide (Revised 2000) withaccompanying CD-ROM tutorial andevaluation instruments

• Grade Collection(s) in each IRP. Each GradeCollection begins with a chart which listsboth comprehensive and additionalresources for each curriculum organizer.The chart is followed by an annotatedbibliography with supplier and orderinginformation. (Price and supplierinformation should be confirmed at thetime of ordering). There is also a chart thatlists Grade Collection titles alphabeticallyand a blank planning template that can beused by teachers to record their individualchoices

• Resource databases on CD-ROM or on-line• Sets of recommended learning resources are

available in a number of host districtsthroughout the province to allow teachersto examine the materials first hand atregional displays.

• Catalogue of Recommended Learning Resources

WHAT ARE THE CRITERIA TO CONSIDER WHEN

SELECTING LEARNING RESOURCES?

There are a number of factors to considerwhen selecting learning resources.

Content

The foremost consideration for selection is thecurriculum to be taught. Prospectiveresources must adequately support theparticular learning objectives that the teacherwants to address. Teachers will determinewhether a resource will effectively supportany given learning outcomes within acurriculum organizer. This can only be doneby examining descriptive informationregarding that resource; acquiring additionalinformation about the material from thesupplier, published reviews, or colleagues;and by examining the resource first-hand.

Instructional Design

When selecting learning resources, teachersmust keep in mind the individual learningstyles and abilities of their students, as well asanticipate the students they may have in thefuture. Resources should support a variety ofspecial audiences, including gifted, learningdisabled, mildly intellectually disabled, andESL students. The instructional design of aresource includes the organization andpresentation techniques; the methods used tointroduce, develop, and summarize concepts;and the vocabulary level. The suitability of allof these should be considered for theintended audience.

Teachers should also consider their ownteaching styles and select resources that willcomplement them. The list of recommendedresources contains materials that range fromprescriptive or self-contained resources, toopen-ended resources that require

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considerable teacher preparation. There arerecommended materials for teachers withvarying levels and experience with aparticular subject, as well as those thatstrongly support particular teaching styles.

Technical Design

While the instructional design of a packagewill determine the conceptual organization, itis the technical design that brings thatstructure into reality. Good technical designenhances student access and understanding.Poor technical quality creates barriers tolearning. Teachers should consider the qualityof photographs and illustrations, font size andpage layout, and durability. In the case ofvideo, audible and age appropriate narrationand variation in presentation style should beconsidered. When selecting digital resources,interactivity, feedback, constructiveengagement, usability, and functionality areimportant.

Social Considerations

An examination of a resource for socialconsiderations helps to identify potentiallycontroversial or offensive elements whichmay exist in the content or presentation. Sucha review also highlights where resourcesmight support pro-social attitudes andpromote diversity and human rights issues.

The intent of any Social Considerationsscreening process, be it at the local orprovincial level, is not to remove controversy,but to ensure that controversial views andopinions are presented in a contextualframework.

All resources on the ministry’s recommendedlist have been thoroughly screened for socialconcerns from a provincial perspective.However, teachers must consider theappropriateness of any resource from theperspective of the local community.

Media

When selecting resources, teachers shouldconsider the advantages of various media.Some topics may be best taught using aspecific medium. For example, video may bethe most appropriate medium when teachinga particular, observable skill, since it providesa visual model that can be played over andover or viewed in slow motion for detailedanalysis. Video can also bring otherwiseunavailable experiences into the classroomand reveal “unseen worlds” to students.Software may be particularly useful whenstudents are expected to developcritical-thinking skills through themanipulation of a simulation, or where safetyor repetition are factors. Print or CD-ROMresources can best be used to provideextensive background information on a giventopic. Once again, teachers must consider theneeds of their individual students, some ofwhom may learn better from the use of onemedium than another.

USE OF INFORMATION TECHNOLOGY

Teachers are encouraged to embrace a varietyof educational technologies in theirclassrooms. To do so, they will need to ensurethe availability of the necessary equipmentand familiarize themselves with its operation.If the equipment is not currently available,then the need must be incorporated into theschool or district technology plan.

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WHAT FUNDING IS AVAILABLE FOR PURCHASING

LEARNING RESOURCES?

As part of the selection process, teachersshould be aware of school and districtfunding policies and procedures to determinehow much money is available for their needs.Funding for various purposes, including thepurchase of learning resources, is provided toschool districts.

Learning resource selection should be viewedas an ongoing process that requires adetermination of needs, as well as long-termplanning to co-ordinate individual goals andlocal priorities.

EXISTING MATERIALS

Prior to selecting and purchasing newlearning resources, an inventory of thoseresources that are already available should beestablished through consultation with theschool and district resource centres. In somedistricts, this can be facilitated through theuse of district and school resourcemanagement and tracking systems. Suchsystems usually involve a computer databaseprogram (and possibly bar-coding) to helpkeep track of a multitude of titles. If such asystem is put on-line, then teachers can checkthe availability of a particular resource viacomputer.

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APPENDIX B: HISTORY 12 • Grade Collections

APPENDIX BHistory 12

Grade Collections

B-8


B-9


HISTORY 12 : GRADE COLLECTIONS

This section begins with an overview of thecomprehensive resources for this curriculum,then presents Grade Collection charts for eachgrade. These charts list both comprehensiveand additional resources for each curriculumorganizer for the grade. The charts arefollowed by an annotated bibliography.Teachers should check with suppliers forcomplete and up-to-date orderinginformation. Most suppliers maintain websites that are easy to access.

Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Record

Slides

Software

Video

MEDIA ICONS KEY

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HISTORY 12 GRADE COLLECTION

OVERVIEW OF COMPREHENSIVE RESOURCES

• Global Forces of the Twentieth Century,Second Edition

Student text provides information about themajor historical events of the 20th centuryfrom the First World War to 1995 using fourmajor themes: international confrontationand cooperation, global interactions duringthe interwar period and the Second WorldWar, the rise and interaction of thesuperpowers and contemporary globalinteractions. Positive features of this visuallyengaging resource include chapter overviews,timelines, biographies and case studies. Theaccompanying teachers’ guide includessuggestions intended for skills development,content review and follow-up activities aswell as blackline masters and an appendix ofInternet sites. Also available is a set ofblackline masters and an answer key, withboth knowledge- and skill-based reviewquestions. Curriculum areas that will needadditional support are the significance ofnationalism and imperialism, the Treaty ofVersailles, Indian independence, SouthAfrican apartheid and civil rights in the U.S.

• The World This Century: Working withEvidence

Student text provides a good generaloverview of the twentieth century, up to 1986.Narrative is integrated with numerousexercises based on a wide variety of primaryand secondary source material. Theseexercises encourage students to thinkcritically about the evidence presented, anddevelop empathic skills. There is no teachersupport material, nor are answers provided tothe exercises. Some of the terms and politicalfigures in the cartoons and some of the

terminology will require teacher mediation.Curriculum areas that will need additionalsupport are the ending of the cold war, thedecline of Communism in the USSR andEastern Europe, the influence of women inthe late 20th century, the influence of publicopinion and the application of a knowledge ofhistory to current issues.

History 12 Grade Collection

For the comprehensive resources, indicates satisfactory to good support for the majority of the learning outcomes within the curriculum organizer.! For the additional resources, indicates support for one or more learning outcomes within the curriculum organizer.

Indicates minimal or no support for the prescribed learning outcomes within the curriculum organizer.

The

Study of

History

Conflict and Challenge:

The World of 1919

Promise and Collapse: 1919-1933

Turmoil and Tragedy:

1933-1945

Transformation and Tension:

1945-1963

Progress and Uncertainty: 1963-1991

I II I II I II III I II III I II III Comprehensive Resources Global Forces of the Twentieth Century, Second Edition

The World This Century: Working with Evidence

Additional Resources - Print A Map History of the Modern World, Second Canadian Edition ! ! ! ! ! ! ! ! ! ! ! ! !

Old Empires, New Nations ! ! ! ! !

Russia and the USSR: Empire of Revolution ! ! ! ! ! ! ! !

The Twentieth Century ! ! ! ! ! ! ! ! ! ! !

Additional Resources - Video 1929-1941: The Great Depression ! ! ! ! !

♦ The Darkest Hour (1939-1941) ! ! !

♦ The Turning Point (1941-1944) ! ! !

♦ End of the Ordeal (1943-1945) ! ! !

From Marx to McDonalds ! ! ! !

Korean War: The Untold Story ! !

The Party's Over ! ! !

Rise and Fall of the Soviet Union ! ! !

A Time for Justice: America's Civil Rights Movement ! ! !

♦ The titles from this series, �The American Chronicles,� are available as either video or CD-ROM.

Adi

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12 •

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APPENDIX B: HISTORY 12 • GRADE COLLECTIONS

1929-1941: The Great Depression

General

Student, Teacher Resource

#4 - 8755 Ash StreetVancouver, BC V6P 6T3

B.C. Learning Connection Inc.Supplier:

Price:

Audience:

Category:

$26.00

SS0284ISBN/Order No:

(604) 324-7752Tel: (604) 324-1844Fax:

1990Copyright:

1-800-884-2366Toll Free:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Twenty-five-minute video focusses on the political and economic situation in the U.S.during the 1920s, the economic crash at the end of the decade and the Americanresponse to the Great Depression. Pays particular attention to the changing role ofgovernment during the 1930s. Includes a teacher’s guide with activities.

General Description:

The Darkest Hour (1939 - 1941)

General




Price:

Audience:

Category:

$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

1986Copyright:

1-800-884-2366Toll Free:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999This 25-minute resource, also available as an interactive CD-ROM for Macintosh orWindows, provides archival black and white footage that deals with the period of WorldWar II from its beginnings in Europe to the Japanese attack on Pearl Harbour on Dec.7, 1941.


The Darkest Hour (1939 - 1941)

General


95 Vansittart AvenueWoodstock, ON N4S 6E3

Canadian Learning Company Inc.Supplier:

Price:

Audience:

Category:

$49.95

8B20-CDPISBN/Order No:

(519) 537-2360Tel: (519) 537-1035Fax:

1986Copyright:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Interactive CD-ROM for Macintosh or Windows, provides archival black and whitefootage that deals with the period of World War II from the Tehran Conference to thesurrender of Japan. Also available as a video.

System Requirements:Macintosh: System 7 or later; 8 Mb RAM; CD-ROM drive; printer recommended.Windows: 3.1 or later; 8 Mb RAM; CD-ROM drive; mouse required; printerrecommended.


End of the Ordeal (1943 - 1945)

General




Price:

Audience:

Category:

$49.95


(519) 537-2360Tel: (519) 537-1035Fax:

1986Copyright:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Interactive CD-ROM for Macintosh or Windows, provides archival black and whitefootage that deals with the period of World War II from the Tehran Conference to thesurrender of Japan. Also available as a video.




End of the Ordeal (1943 - 1945)

General




Price:

Audience:

Category:

$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

1986Copyright:

1-800-884-2366Toll Free:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999This 26-minute video, also available as an interactive CD-ROM for Macintosh orWindows, provides archival black and white footage that deals with the period of WorldWar II from the Tehran Conference to the surrender of Japan.


From Marx to McDonalds

General




Price:

Audience:

Category:

$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

1995Copyright:

1-800-884-2366Toll Free:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Twenty-minute video provides a good overview of the change from a command to amarket economy experienced by the former U.S.S.R. since its break-up. It employs acombination of archival footage, documentary narration and contemporary interviews.The presentation is crisp and engaging.


Global Forces of the Twentieth Century,Second Edition

General


1120 Birchmount RoadScarborough, ON M1K 5G4

Nelson Thomson LearningSupplier:

Price: Audience:

Category:Text: $40.95Teacher’s Resource: $42.44

Text: 1-8905073-53-7Teacher’s Resource: 1-895073-95-2

ISBN/Order No:

Mitchener, E.; Tuffs, J.

(416) 752-9448Tel: (416) 752-8101Fax:

1997Copyright:

1-800-268-2222

www.nelson.com

Toll Free:

Web Address:

Author(s):

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999

Student text provides a detailed survey of the major historical events of the 20th centuryfrom the First World War to 1995. It makes effective use of biographies of famoushistorical figures and provides a wide variety of case studies dealing with events, socialissues, technology, political ideologies and economic and environmental issues. Theaccompanying teacher’s guide includes suggestions for skills development, contentreview and follow-up activities as well as blackline masters and an appendix of Internetsites.


Korean War: The Untold Story

General




Price:

Audience:

Category:$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

1994Copyright:

1-800-884-2366Toll Free:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Thirty-eight-minute video narrated by Loretta Swit examines the American involvementin the Korean War and attempts to draw attention to the experiences of individualservicemen in what the film suggests may become the "forgotten war" of the post-warperiod. It uses maps, personal interviews and archival film to explore the Americanand U.N. roles in Korea. Maps and diagrams are used to illustrate military strategy.



A Map History of the Modern World,Second Canadian Edition

General


325 Humber College Blvd.Toronto, ON M9W 7C3

Irwin PublishingSupplier:

Price:

Audience:

Category:

$23.37

7725-21107ISBN/Order No:

Catchpole

(416) 798-0424Tel: (416) 798-1384Fax:

1995Copyright:

1-800-263-7824Toll Free:

Author(s):

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:


Book covers topics in 20th century history (1900-1994) in two-page spreads, eachconsisting of a brief textual overview and a page of supportive annotated maps. Depthof coverage varies with the topic and occasionally includes Canadian content.


Old Empires, New Nations

General


26 Prince Andrew PlaceDon Mills, ON M3C 2T8

Pearson Education CanadaSupplier:

Price:

Audience:

Category:

$11.65

05822-2666-XISBN/Order No:

(416) 447-5101Tel: (416) 447-4816Fax:

1994Copyright:

1-800-361-6128

www.personed.com

Toll Free:

Web Address:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Magazine-style British text introduces de-colonization and covers independencemovements in India, Pakistan and Indo-China; the U.N. and the superpowers;non-alignment, U.N.-mediated conflicts; and the developing world. Includes questionsand tasks useful in a range of learning situations.


The Party’s Over

General




Price:

Audience:

Category:

$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

195Copyright:

1-800-884-2366Toll Free:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Twenty-minute video concentrates on the collapse of the Communist Party in theformer U.S.S.R. and the political and economic implications. It employs a combinationof archival footage, documentary narration and contemporary interviews and thepresentation is crisp and engaging.


Rise and Fall of the Soviet Union

General




Price:

Audience:

Category:

$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

1994Copyright:

1-800-884-2366Toll Free:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Twenty-five-minute video is an analytical summary of the history of the Soviet Union.It profiles each of the seven leaders of the U.S.S.R., tracing the creation andconsolidation of communist power and its gradual disintegration. Also discusses theCold War. Includes a teacher’s guide with activities.



Russia and the USSR: Empire ofRevolution

General


26 Prince Andrew PlaceDon Mills, ON M3C 2T8

Pearson Education CanadaSupplier:

Price:

Audience:

Category:

$15.55

05822-2672-4ISBN/Order No:

(416) 447-5101Tel: (416) 447-4816Fax:

1994Copyright:

1-800-361-6128

www.personed.com

Toll Free:

Web Address:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Magazine-style British text introduces the geopolitical and social transformations thatoccurred in Russia from the mid-1880s up to the mid-1970s, with a brief follow-up tothe 1991 demise of the Communist Party. Includes questions and tasks useful in arange of learning situations.


A Time for Justice: America’s CivilRights Movement

General




Price:

Audience:

Category:

$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

1994Copyright:

1-800-884-2366Toll Free:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Thirty-eight-minute video on the American civil rights movement up to 1965 focusseson the struggle to gain the right to vote. It contains archival footage of attempts at blackvoter registration, school desegregation and the crises at Montgomery, Little Rock,Birmingham and Selma. Features reminiscences of participants.


The Turning Point (1941 - 1944)

General




Price:

Audience:

Category:

$49.95


(519) 537-2360Tel: (519) 537-1035Fax:

1986Copyright:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999Interactive CD-ROM for Macintosh or Windows, provides archival black and whitefootage that deals with the period of World War II from the entry of the U.S. after PearlHarbour to the Battle of Midway. Also available as a video.



The Turning Point (1941 - 1944)

General




Price:

Audience:

Category:

$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

1986Copyright:

1-800-884-2366Toll Free:

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:

Year Recommended in Grade Collection: 1999This 26-minute video, also available as an interactive CD-ROM for Macintosh orWindows, provides archival black and white footage that deals with the period of WorldWar II from the Tehran Conference to the surrender of Japan.



The Twentieth Century

General




Price: Audience:

Category:

$16.02


Shuter, Paul; Lewis, Terry

(416) 798-0424Tel: (416) 798-1384Fax:

1988Copyright:

1-800-263-7824Toll Free:

Author(s):

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:


Book is a collection of 20th century historical documents organized as two-pagehistorical vignettes with an introduction as well as questions and discussion topics.Various visuals enhance text. Categorized both chronologically and by key historicalconcepts such as evidence, causation, and the role of the individual. Events and issuesfrom the late 1980s are not covered as comprehensively as those from other decades.Accompanying teacher’s guidebook has not been evaluated.


The World This Century: Working withEvidence

General




Price:

Audience:

Category:$38.88


De Marco, Neil

(416) 798-0424Tel: (416) 798-1384Fax:

1987Copyright:

1-800-263-7824Toll Free:

Author(s):

K/1 2/3 4 5 6 7 8 9 10 11

�

11A 12

Grade Level:


Book covers the main historical events of the 20th century (1900-1984), focussing onEurope and the emergence of the superpowers. It includes over 170 exercises based onprimary and secondary sources as well as assignments that emphasize the developmentof empathetic skills.


Cross-Curricular Interests

APPENDIX C

APPENDIX C: CROSS-CURRICULAR INTERESTS

C-2

C-3


The three principles of learning statedin the introduction of this IntegratedResource Package (IRP) support

the foundation of The Kindergarten to Grade12 Education Plan. They have guided allaspects of the development of this document,including the curriculum outcomes,instructional strategies, assessment strategies,and learning resource evaluations.

In addition to these three principles, theMinistry of Education, Skills and Trainingwants to ensure that education in BritishColumbia is relevant, equitable, andaccessible to all learners. In order to meet theneeds of all learners, the development of eachcomponent of this document has been guidedby a series of cross-curricular reviews. Thisappendix outlines the key aspects of each ofthese reviews. The information here isintended to guide the users of this documentas they engage in school and classroomorganization and instructional planning andpractice.

The areas of cross-curricular interest are:

• Applied Focus in Curriculum• Career Development• English as a Second Language (ESL)• Environment and Sustainability• Aboriginal Studies• Gender Equity• Information Technology• Media Education• Multiculturalism and Anti-Racism• Science-Technology-Society• Special Needs

APPLIED FOCUS IN CURRICULUM

An applied focus combines the followingcomponents in curriculum development,consistent with the nature of each subjectarea:

Learning Outcomes—expressed asobservable, measurable, and reportableabilities or skills

Employability Skills—inclusion ofoutcomes or strategies that promote skillsthat will enable students to be successfulin the workplace (e.g., literacy, numeracy,critical and creative thinking, problemsolving, technology, and informationmanagement)

Contextual Learning—an emphasis onlearning by doing; the use of abstract ideasand concepts, including theories, laws,principles, formulae, rules, or proofs in apractical context (e.g., home, workplace,community)

Interpersonal Skills—inclusion of strategiesthat promote co-operative activities andteamwork

Career Development—inclusion ofappropriate connections to careers,occupations, entrepreneurship, or theworkplace

An applied focus in all subjects and coursespromotes the use of practical applications todemonstrate theoretical knowledge. Usingreal-world and workplace problems andsituations as a context for the applicationof theory makes school more relevant tostudents’ needs and goals. An applied focusstrengthens the link between what studentsneed to know to function effectively in theworkplace or in postsecondary educationand what they learn in Kindergartenthrough Grade 12.

Some examples of an applied focus indifferent subjects are:

English Language Arts—increasingemphasis on language used in everydaysituations and in the workplace, such as forjob interviews, memo and letter writing, wordprocessing, and technical communications(including the ability to interpret technicalreports, manuals, tables, charts, andgraphics)


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Mathematics—more emphasis on skillsneeded in the workplace, includingknowledge of probability and statistics, logic,measurement theory, and problem solving

Science—more practical applications andhands-on experience of science, such asreducing energy waste in school or at home,caring for a plant or animal in the classroom,and using computers to produce tables andgraphs and for spreadsheets

Business Education—more emphasis onreal-world applications such as preparingrésumés and personal portfolios, participatingin groups to solve business communicationproblems, using computer software to keeprecords, and using technology to create andprint marketing material

Visual Arts—applying visual arts skillsto real-world design, problem solving, andcommunications; exploring careerapplications of visual arts skills;experimenting with a variety of newtechnologies to create images; and a newemphasis on creating and understandingimages of social significance to the community

This summary is derived fromThe Kindergarten toGrade 12 Education Plan (September 1994), and curriculumdocuments from British Columbia and other jurisdictions.

CAREER DEVELOPMENT

Career development is an ongoing processthrough which learners integrate theirpersonal, family, school, work, andcommunity experiences to facilitatecareer and lifestyle choices.

Students develop:

• an open attitude toward a variety ofoccupations and types of work

• an understanding of the relationshipbetween work and leisure, work and thefamily, and work and one’s interests andabilities

• an understanding of the role of technologyin the workplace and in daily life

• an understanding of the relationshipbetween work and learning

• an understanding of the changes takingplace in the economy, society, and the jobmarket

• an ability to construct learning plans andreflect on the importance of lifelong learning

• an ability to prepare for multiple rolesthroughout life

The main emphases of career developmentare career awareness, career exploration,career preparation, career planning, andcareer work experience.

In the Primary Years

Career awareness promotes an open attitudetoward a variety of career roles and types ofwork. Topics include:

• the role of work and leisure• relationships among work, the family,

one’s personal interests, and one’s abilities

A variety of careers can be highlightedthrough the use of in-class learning activitiesthat focus on the students themselves andon a range of role models, including non-traditional role models.

In Grades 4 to 8

The emphasis on self-awareness and careerawareness is continued. Topics include:

• interests, aptitudes, and possible futuregoals

• technology in the workplace and in ourdaily lives

• social, family, and economic changes• future education options• career clusters (careers that are related to

one another)• lifestyles• external influences on decision making

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Games, role-playing, drama, and appropriatecommunity volunteer experience can be usedto help students actively explore the world ofwork. Field experiences in which studentsobserve and interview workers in theiroccupational environments may alsobe appropriate. These learning activities willfacilitate the development of interpersonalcommunications and group problem-solvingskills needed in the workplace and in otherlife situations.

In Grades 9 and 10

The emphasis is on providing studentswith opportunities to prepare for and makeappropriate and realistic decisions. Indeveloping their student learning plans, theywill relate self-awareness to their goals andaspirations. They will also learn many basicskills and attitudes that are required for aneffective transition into adulthood. This willassist in preparing them to be responsibleand self-directed throughout their lives.Topics include:

• entrepreneurial education• employability skills (e.g., how to find and

keep a job)• the importance of lifelong education and

career planning• involvement in the community• the many different roles that an individual

can play throughout life• the dynamics of the working world (e.g.,

unions, unemployment, supply anddemand, Pacific Rim, free trade)

The examination of personal interests andskills through a variety of career explorationopportunities (e.g., job shadowing) isemphasized at this level. Group discussionand individual consultation can be used tohelp students examine and confirm theirpersonal values and beliefs.

In Grades 11 and 12

Career development in these grades isfocussed more specifically on issues relatedto the world of work. These include:

• dynamics of the changing work force andchanging influences on the job market(e.g., developing technology and economictrends)

• job-keeping and advancement skills(interpersonal skills needed in theworkplace, employment standards)

• occupational health issues and accessinghealth support services

• funding for further education• alternative learning strategies and

environments for different life stages• mandatory work experience (minimum

30 hours)

Work Experience

Work experience provides students withopportunities to participate in a variety ofworkplace situations to help prepare themfor the transition to a work environment.Work experience also provides students withopportunities to:

• connect what they learn in school with theskills and knowledge needed in theworkplace and society in general

• experience both theoretical and appliedlearning, which is part of a broad liberaleducation

• explore career directions identified in theirStudent Learning Plans

Descriptions of career development are drawnfrom the ministry's Career Developer’s Handbook,Guidelines for the Kindergarten to Grade 12 EducationPlan, Implementation Resource, Part 1, and the Career andPersonal Planning 8 to 12 IRP (1997).


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ENGLISH AS A SECOND LANGUAGE (ESL)

ESL assistance is provided to students whoseuse of English is sufficiently different fromstandard English to prevent them fromreaching their potential. Many studentslearning English speak it quite fluently andseem to be proficient. School, however,demands a more sophisticated version ofEnglish, both in reading and writing. Thuseven fluent speakers might require ESL toprovide them with an appropriate languageexperience that is unavailable outside theclassroom. ESL is a transitional service ratherthan a subject. Students are in the process oflearning the language of instruction and, inmany cases, the content matter of subjectsappropriate to their grade level. Thus ESLdoes not have a specific curriculum. Theprovincial curriculum is the basis of much ofthe instruction and is used to teach Englishas well as individual subject areas. It is themethodology, the focus, and the level ofengagement with the curriculum thatdifferentiates ESL services from otherschool activities.

Students in ESL

Nearly 10% of the British Columbia schoolpopulation is designated as ESL students.These students come from a diversity ofbackgrounds. Most are recent immigrants toBritish Columbia. Some are Canadian-bornbut have not had the opportunity to learnEnglish before entering the primary grades.The majority of ESL students have a well-developed language system and have hadsimilar schooling to that of British Columbia-educated students. A small number, becauseof previous experiences, are in need of basicsupport such as literacy training, academicupgrading, and trauma counselling.

Teachers may have ESL students at any levelin their classes. Many ESL students areplaced in subject-area classes primarily forthe purpose of contact with English-speakingpeers and experience with the subject andlanguage. Other ESL students are whollyintegrated into subject areas. A successfulintegration takes place when the student hasreached a level of English proficiency andbackground knowledge in a subject to besuccessful with a minimum of extra support.

Optimum Learning Environment

The guiding principle for ESL support is theprovision of a learning environment wherethe language and concepts can beunderstood by students.

Good practices to enhance learning include:

• using real objects and simple language atthe beginning level

• taking into consideration other culturalbackgrounds and learning styles at anylevel

• providing adapted (language-reduced)learning materials

• respecting a student’s “silent period”when expression does not reflect the levelof comprehension

• allowing students to practise andinternalize information before givingdetailed answers

• differentiating between form and contentin student writing

• keeping in mind the level of demandplaced on students

This summary is drawn from Supporting Learnersof English: Information for School and DistrictAdministrators, RB0032, 1993, and ESL Policy DiscussionPaper (Draft), Social Equity Branch, December 1994.

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ENVIRONMENT AND SUSTAINABILITY

Environmental education is defined as a wayof understanding how humans are part ofand influence the environment. It involves:

• students learning about their connections tothe natural environment through all subjects

• students having direct experiences inthe environment, both natural andhuman-built

• students making decisions about andacting for the environment

The term sustainability helps to describesocieties that “promote diversity and do notcompromise the natural world for anyspecies in the future.”

Value of Integrating Environmentand Sustainability Themes

Integrating “environment and sustainability”themes into the curriculum helps studentsdevelop a responsible attitude toward caringfor the earth. Students are provided withopportunities to identify their beliefs andopinions, reflect on a range of views, andultimately make informed and responsiblechoices.

Some guiding principles that supportthe integration of “environment andsustainability” themes in subjects fromKindergarten to Grade 12 include:

• Direct experience is the basis of learning.• Responsible action is integral to, and a

consequence of, environmental education.• Life on Earth depends on, and is part of,

complex systems.• Human decisions and actions have

environmental consequences.• Environmental awareness enables students

to develop an aesthetic appreciation of theenvironment.

• The study of the environment enablesstudents to develop an environmentalethic.

This summary is derived from Environmental Conceptsin the Classroom: A Guide for Teachers, Ministry ofEducation, 1995.

ABORIGINAL STUDIES

Aboriginal studies focus on the richnessand diversity of Aboriginal cultures andlanguages. These cultures and languages areexamined within their own unique contextsand within historical, contemporary, andfuture realities. Aboriginal studies are basedon a holistic perspective that integrates thepast, present, and future. Aboriginal peoplesare the original inhabitants of NorthAmerica and live in sophisticated,organized, and self-sufficient societies. TheFirst Nations constitute a cultural mosaic asrich and diverse as that of Western Europe,including different cultural groups (e.g.,Nisga’a, KwaKwaka’Wakw, Nlaka’pamux,Secwepemc, Skomish, Tsimshian). Each isunique and has a reason to be featured in theschool system. The First Nations of BritishColumbia constitute an important part of thehistorical and contemporary fabric of theprovince.

Value of Integrating Aboriginal Studies

• First Nations values and beliefs aredurable and relevant today.

• There is a need to validate andsubstantiate First Nations identity.

• First Nations peoples have strong, dynamic,and evolving cultures that have adapted tochanging world events and trends.

• There is a need to understand similaritiesand differences among cultures to createtolerance, acceptance, and mutual respect.


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• There is a need for informed, reasonablediscussion and decision making regardingFirst Nations issues, based on accurateinformation (for example, as moderntreaties are negotiated by Canada, BritishColumbia, and First Nations).

In studying First Nations, it is expected thatstudents will:

• demonstrate an understanding andappreciation for the values, customs, andtraditions of First Nations peoples

• demonstrate an understanding of andappreciation for unique First Nationscommunications systems

• demonstrate a recognition of the importanceof the relationship between First Nationspeoples and the natural world

• recognize dimensions of First Nations artas a total cultural expression

• give examples of the diversity andfunctioning of the social, economic, andpolitical systems of First Nations peoplesin traditional and contemporary contexts

• describe the evolution of human rightsand freedoms as they pertain to FirstNations peoples

Some examples of curriculum integrationinclude:

Visual Arts—comparing the artistic stylesof two or more First Nations cultures

English Language Arts—analysingportrayals and images of First Nationspeoples in various works of literature

Home Economics—identifying forms offood, clothing, and shelter in past andcontemporary First Nations cultures

Technology Education—describing thesophistication of traditional First Nationstechnologies (e.g., bentwood or kerfed boxes,weaving, fishing gear)

Physical Education—participating in anddeveloping an appreciation for First Nationsgames and dances

This summary is derived from First Nations Studies:Curriculum Assessment Framework (Primary ThroughGraduation), Aboriginal Education Branch, 1992, andB.C. First Nations Studies 12 Curriculum, AboriginalEducation Branch, 1994.

GENDER EQUITY

Gender-equitable education involves theinclusion of the experiences, perceptions,and perspectives of girls and women, as wellas boys and men, in all aspects of education.It will initially focus on girls in order toredress historical inequities. Generally, theinclusive strategies, which promote theparticipation of girls, also reach boys whoare excluded by more traditional teachingstyles and curriculum content.

Principles of Gender Equity in Education

• All students have the right to a learningenvironment that is gender equitable.

• All education programs and careerdecisions should be based on a student’sinterest and ability, regardless of gender.

• Gender equity incorporates aconsideration of social class, culture,ethnicity, religion, sexual orientation,and age.

• Gender equity requires sensitivity,determination, commitment, and vigilanceover time.

• The foundation of gender equity isco-operation and collaboration amongstudents, educators, educationorganizations, families, and membersof communities.

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• Watch for biasses (e.g., in behaviour orlearning resources) and teach studentsstrategies to recognize and work toeliminate inequities they observe.

• Be aware of accepted gender-bias practicesin physical activity (e.g., in team sport,funding for athletes, and choices inphysical education programs).

• Do not assume that all students areheterosexual.

• Share information and build a network ofcolleagues with a strong commitment toequity.

• Model non-biassed behaviour: useinclusive, parallel, or gender-sensitivelanguage; question and coach male andfemale students with the same frequency,specificity, and depth; allow quiet studentssufficient time to respond to questions.

• Have colleagues familiar with commongender biasses observe your teaching anddiscuss any potential bias they mayobserve.

• Be consistent over time.

This summary is derived from the preliminary Reportof the Gender Equity Advisory Committee, received by theMinistry of Education in February 1994, and from areview of related material.

INFORMATION TECHNOLOGY

Information technology is the use of toolsand electronic devices that allow us to create,explore, transform, and express information.

Value of Integrating Information Technology

As Canada moves from an agricultural andindustrial economy to the information age,students must develop new knowledge,skills, and attitudes. The informationtechnology curriculum has been developedto be integrated into all new curricula toensure that students know how to usecomputers and gain the technologicalliteracy demanded in the workplace.

General Strategies forGender-Equitable Teaching

• Be committed to learning about andpractising equitable teaching.

• Use gender-specific terms to marketopportunities—for example, if atechnology fair has been designed toappeal to girls, mention girls clearly andspecifically. Many girls assume thatgender-neutral language in non-traditionalfields means boys.

• Modify content, teaching style, andassessment practices to make non-traditional subjects more relevant andinteresting for female and male students.

• Highlight the social aspects and usefulnessof activities, skills, and knowledge.

• Comments received from female studentssuggest that they particularly enjoyintegrative thinking; understandingcontext as well as facts; and exploringsocial, moral, and environmental impactsof decisions.

• When establishing relevance of material,consider the different interests and lifeexperiences that girls and boys may have.

• Choose a variety of instructional strategiessuch as co-operative and collaborativework in small groups, opportunities forsafe risk taking, hands-on work, andopportunities to integrate knowledge andskills (e.g., science and communication).

• Provide specific strategies, specialopportunities, and resources to encouragestudents to excel in areas of study inwhich they are typically under-represented.

• Design lessons to explore manyperspectives and to use different sourcesof information; refer to female and maleexperts.

• Manage competitiveness in the classroom,particularly in areas where male studentstypically excel.


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In learning about information technology,students acquire skills in informationanalysis and evaluation, word processing,database analysis, information management,graphics, and multimedia applications.Students also identify ethical and socialissues arising from the use of informationtechnology.

With information technology integrated intothe curriculum, students will be expected to:

• demonstrate basic skills in handlinginformation technology tools

• demonstrate an understanding ofinformation technology structure andconcepts

• relate information technology to personaland social issues

• define a problem and develop strategiesfor solving it

• apply search criteria to locate or sendinformation

• transfer information from external sources• evaluate information for authenticity and

relevance• arrange information in different patterns

to create new meaning• modify, revise, and transform information• apply principles of design affecting the

appearance of information• deliver a message to an audience using

information technology

The curriculum organizers are:

• Foundations—provides the basic physicalskills and intellectual and personalunderstanding required to use informationtechnology, as well as self-directedlearning skills and socially responsibleattitudes

• Process—allows students to select,organize, and modify information to solveproblems

• Presentation—provides students with anunderstanding of how to communicateideas effectively using a variety ofinformation technology tools

This information is derived from the InformationTechnology K to 12 curriculum.

MEDIA EDUCATION

Media education is a multidisciplinary andinterdisciplinary approach to the study ofmedia. Media education deals with keymedia concepts and focusses on broadissues such as the history and role of mediain different societies and the social, political,economic, and cultural issues related to themedia. Instead of addressing the concepts indepth, as one would in media studies, mediaeducation deals with most of the centralmedia concepts as they relate to a varietyof subjects.

Value of Integrating Media Education

Popular music, TV, film, radio, magazines,computer games, and information services—all supplying media messages—arepervasive in the lives of students today.Media education develops students’ abilitiesto think critically and independently aboutissues that affect them. Media educationencourages students to identify and examinethe values contained in media messages. Italso cultivates the understanding that thesemessages are produced by others to inform,persuade, and entertain for a variety ofpurposes. Media education helps studentsunderstand the distortions that may resultfrom the use of particular media practicesand techniques.

All curriculum areas provide learningopportunities for media education. It isnot taught as a separate curriculum.

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The key themes of media education are:

• media products (purpose, values,representation, codes, conventions,characteristics, production)

• audience interpretation and influence(interpretation, influence of media onaudience, influence of audience on media)

• media and society (control, scope)

Examples of curriculum integration include:

English Language Arts—critiquingadvertising and examining viewpoints

Visual Arts—analysing the appeal of animage by age, gender, status, and othercharacteristics of the target audience

Personal Planning—examining the influenceof the media on body concepts and healthylifestyle choices

Drama—critically viewing professional andamateur theatre productions, dramatic films,and television programs to identify purpose

Social Studies—comparing the depiction ofFirst Nations in the media over time

This summary is derived from A Cross-CurricularPlanning Guide for Media Education, prepared by theCanadian Association for Media Education for theCurriculum Branch in 1994.

MULTICULTURALISM AND ANTI-RACISM

EDUCATION

Multiculturalism Education

Multiculturalism education stresses thepromotion of understanding, respect, andacceptance of cultural diversity within oursociety.

Multiculturalism education involves:

• recognizing that everyone belongs to acultural group

• accepting and appreciating culturaldiversity as a positive feature of our society

• affirming that all ethnocultural groups areequal within our society

• understanding that multiculturalismeducation is for all students

• recognizing that similarities acrosscultures are much greater than differencesand that cultural pluralism is a positiveaspect in our society

• affirming and enhancing self-esteemthrough pride in heritage, and providingopportunities for individuals to appreciatethe cultural heritage of others

• promoting cross-cultural understanding,citizenship, and racial harmony

Anti-Racism Education

Anti-racism education promotes theelimination of racism through identifying andchanging institutional policies and practicesas well as identifying individual attitudes andbehaviours that contribute to racism.

Anti-racism education involves:

• proposing the need to reflect on one’s ownattitudes about race and anti-racism

• understanding what causes racism in orderto achieve equality

• identifying and addressing racism at boththe personal and institutional level

• acknowledging the need to take individualresponsibility for eliminating racism

• working toward removing systemicbarriers that marginalize groups of people

• providing opportunities for individuals totake action to eliminate all forms of racism,including stereotypes, prejudice, anddiscrimination

Value of Integrating Multiculturalismand Anti-Racism Education

Multiculturalism and anti-racism educationprovides learning experiences that promotestrength through diversity and social,


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economic, political, and cultural equity.Multiculturalism and anti-racism educationgives students learning experiences that areintended to enhance their social, emotional,aesthetic, artistic, physical, and intellectualdevelopment. It provides learners with thetools of social literacy and skills for effectivecross-cultural interaction with diversecultures. It also recognizes the importanceof collaboration between students, parents,educators, and communities working towardsocial justice in the education system.

The key goals of multiculturalism andanti-racism education are:

• to enhance understanding of and respectfor cultural diversity

• to increase creative interculturalcommunication in a pluralistic society

• to provide equal opportunities foreducational achievement by all learners,regardless of culture, national origin,religion, or social class

• to develop self-worth, respect for oneselfand others, and social responsibility

• to combat and eliminate stereotyping,prejudice, discrimination, and other formsof racism

• to include the experiences of all studentsin school curricula


Fine Arts—identifying ways in which thefine arts portray cultural experiences

Humanities—identifying similarities anddifferences within cultural groups’ lifestyles,histories, values, and beliefs

Mathematics or Science—recognizing thatindividuals and cultural groups have usedboth diverse and common methods tocompute, to record numerical facts, andto measure

Physical Education—developing anappreciation of games and dances from diversecultural groups

This summary is derived from Multicultural and Anti-Racism Education—Planning Guide (Draft), developed bythe Social Equity Branch in 1994.

SCIENCE-TECHNOLOGY-SOCIETY

Science-Technology-Society (STS) addresses ourunderstanding of inventions and discoveries andof how science and technology affect the well-being of individuals and our global society.

The study of STS includes:

• the contributions of technology toscientific knowledge and vice versa

• the notion that science and technologyare expressions of history, culture, anda range of personal factors

• the processes of science and technology suchas experimentation, innovation, and invention

• the development of a conscious awareness ofethics, choices, and participation in scienceand technology

Value of Integrating STS

The aim of STS is to enable learners to investigate,analyse, understand, and experience thedynamic interconnection of science,technology, and human and natural systems.

The study of STS in a variety of subjects givesstudents opportunities to:

• discover knowledge and develop skills tofoster critical and responsive attitudestoward innovation

• apply tools, processes, and strategies foractively challenging emerging issues

• identify and consider the evolution ofscientific discovery, technological change,and human understanding over time, in thecontext of many societal and individualfactors

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• develop a conscious awareness of personalvalues, decisions, and responsible actionsabout science and technology

• explore scientific processes andtechnological solutions

• contribute to responsible and creativesolutions using science and technology

The organizing principles of STS are: Humanand Natural Systems, Inventions andDiscoveries, Tools and Processes, Society andChange. Each organizer may be developedthrough a variety of contexts, such as theeconomy, the environment, ethics, socialstructures, culture, politics, and education.Each context provides a unique perspectivefor exploring the critical relationships thatexist and the challenges we face as individualsand as a global society.


Visual Arts—recognizing that demandsgenerated by visual artists have led to thedevelopment of new technologies andprocesses (e.g., new permanent pigments,fritted glazes, drawing instruments)

English Language Arts—analysing therecent influence of technologies on listening,speaking, and writing (e.g., CDs, voice mail,computer-generated speech)

Physical Education—studying howtechnology has affected our understandingof the relationship between activity andwell-being

This summary is derived from Science-Technology-Society—A Conceptual Framework, Curriculum Branch, 1994.

SPECIAL NEEDS

Students with special needs have disabilitiesof an intellectual, physical, sensory, emotional,or behavioural nature; or have learningdisabilities; or have exceptional gifts or talents.

All students can benefit from an inclusivelearning environment that is enriched by thediversity of the people within it. Opportunitiesfor success are enhanced when provinciallearning outcomes and resources aredeveloped with regard for a wide range ofstudent needs, learning styles, and modesof expression.

Educators can assist in creating moreinclusive learning environments byintroducing the following:

• activities that focus on developmentand mastery of foundational skills (basicliteracy)

• a range of co-operative learning activitiesand experiences in the school andcommunity, including the application ofpractical, hands-on skills in a variety ofsettings

• references to specialized learningresources, equipment, and technology

• ways to accommodate special needs (e.g.,incorporating adaptations and extensionsto content, process, product, pacing, andlearning environment; suggestingalternative methodologies or strategies;making references to special services)

• a variety of ways, other than throughpaper-and-pencil tasks, for students todemonstrate learning (e.g., dramatizingevents to demonstrate understanding ofa poem, recording observations in scienceby drawing or by composing andperforming a music piece)

• promotion of the capabilities andcontributions of children and adultswith special needs

• participation in physical activity

All students can work toward achievementof the provincial learning outcomes. Manystudents with special needs learn what allstudents are expected to learn. In some cases


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the student’s needs and abilities require thateducation programs be adapted or modified.A student’s program may include regularinstruction in some subjects, modifiedinstruction in others, and adaptedinstruction in still others. Adaptations andmodifications are specified in the student’sIndividual Education Plan (IEP).

Adapted Programs

An adapted program addresses the learningoutcomes of the prescribed curriculum butprovides adaptations so the student canparticipate in the program. Theseadaptations may include alternative formatsfor resources (e.g., braille, books-on-tape),instructional strategies (e.g., use ofinterpreters, visual cues, learning aids), andassessment procedures (e.g., oral exams,additional time). Adaptations may also bemade in areas such as skill sequence, pacing,methodology, materials, technology,equipment, services, and setting. Studentson adapted programs are assessed using thecurriculum standards and can receive fullcredit.

Modified Programs

A modified program has learning outcomesthat are substantially different from theprescribed curriculum and specificallyselected to meet the student’s special needs.For example, a Grade 5 student in languagearts may be working on recognizing commonsigns and using the telephone, or a secondarystudent could be mapping the key features ofthe main street between school and home. Astudent on a modified program is assessed inrelation to the goals and objectivesestablished in the student’s IEP.

Assessment and Evaluation

APPENDIX D

D-2

APPENDIX D: ASSESSMENT AND EVALUATION • Introduction

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Prescribed learning outcomes, expressed in observable terms, provide the basis for the developmentof learning activities, and assessment andevaluation strategies. After a generaldiscussion of assessment and evaluation, thisappendix uses sample evaluation plans toshow how activities, assessment, andevaluation might come together in aparticular history program.

ASSESSMENT AND EVALUATION

Assessment is the systematic gathering ofinformation about what students know, areable to do, and are working toward.Assessment methods and tools include:observation, student self-assessments, dailypractice assignments, quizzes, samples ofstudent work, pencil-and-paper tests, holisticrating scales, projects, oral and writtenreports, performance reviews, and portfolioassessments.

Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight,knowledge about learning, and experiencewith students, along with the specific criteriathey establish, to make judgments aboutstudent performance in relation to prescribedlearning outcomes.

Students benefit most when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgment, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

Evaluation may take different forms,depending on the purpose.

• Criterion-referenced evaluation should beused to evaluate student performance inclassrooms. It is referenced to criteriabased on learning outcomes described inthe provincial curriculum. The criteriareflect a student’s performance based onspecific learning activities. When astudent’s program is substantiallymodified, evaluation may be referenced toindividual goals. These modifications arerecorded in an Individual Education Plan(IEP).

• Norm-referenced evaluation is used forlarge-scale system assessments; it is not tobe used for classroom assessment. Aclassroom does not provide a large enoughreference group for a norm-referencedevaluation system. Norm-referencedevaluation compares student achievementto that of others rather than comparinghow well a student meets the criteria of aspecified set of learning outcomes.

CRITERION-REFERENCED EVALUATION

In criterion-referenced evaluation, astudent’s performance is compared toestablished criteria rather than to theperformance of other students. Evaluationreferenced to prescribed curriculum requiresthat criteria are established based on thelearning outcomes listed under eachcurriculum organizer for History 12.

Criteria are the basis of evaluating studentprogress; they identify the critical aspects ofa performance or a product that describe inspecific terms what is involved in meetingthe learning outcomes. Criteria can be usedto evaluate student performance in relationto learning outcomes. For example,weighting criteria, using rating scales, orperformance rubrics (reference sets) are threeways that student performance can beevaluated using criteria.

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Criterion-referenced evaluation may be based on these steps:

Step 1 Identify the expected learning outcomes (as stated in this Integrated ResourcePackage).

Step 2 Identify the key learning objectives for instruction and learning.

Step 3 Establish and set criteria. Involve students, when appropriate, in establishingcriteria.

Step 4 Plan learning activities that will help students gain the knowledge or skillsoutlined in the criteria.

Step 5 Prior to the learning activity, inform students of the criteria against which theirwork will be evaluated.

Step 6 Provide examples of the desired levels of performance.

Step 7 Implement the learning activities.

Step 8 Use various assessment methods based on the particular assignment and student.

Step 9 Review the assessment data and evaluate each student’s level of performance orquality of work in relation to criteria.

Step 10 Where appropriate or necessary, assign a letter grade that indicates how well thecriteria are met.

Step 11 Report the results of the evaluations to students and parents.

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Samples of student performance shouldreflect learning outcomes and identifiedcriteria. The samples clarify and makeexplicit the link between evaluation andlearning outcomes, criteria, and assessment.

Where a student’s performance is not aproduct, and therefore not reproducible, adescription of the performance sampleshould be provided.

APPENDIX DAssessment and Evaluation Samples

D-6

APPENDIX D: ASSESSMENT AND EVALUATION • Samples

D-7


T he samples in this section show how a teacher might link criteria to learning outcomes. Each sample isbased on prescribed learning outcomes takenfrom one or more organizers. The samplesprovide background information to explainthe classroom context; suggestedinstructional tasks and strategies; the toolsand methods used to gather assessmentinformation; and the criteria used to evaluatestudent performance.

HOW THE SAMPLES ARE ORGANIZED

There are five parts to each sample:• identification of the prescribed learning

outcomes• overview• planning for assessment and evaluation• defining the criteria• assessing and evaluating student

performance


This part identifies the organizer ororganizers and the specific prescribedlearning outcomes selected for the sample.

Overview

This is a summary of the key features of thesample.

Planning for Assessment and Evaluation

This part outlines:• background information to explain the

classroom context• instructional tasks• the opportunities that students were given

to practise learning• the feedback and support that was offered

students by the teacher• the ways in which the teacher prepared

students for the assessment

Defining the Criteria

This part illustrates the specific criteria,which are based on prescribed learningoutcomes, the assessment task, and variousreference sets.

Assessing and Evaluating StudentPerformance

This part includes:• assessment tasks or activities• the support that the teacher offered

students• tools and methods used to gather assessment information• the way the criteria were used to evaluate

student performance

EVALUATION SAMPLES

The samples on the following pages illustratehow a teacher might apply criterion-referenced evaluation in History 12.

• Sample 1 The Holocaust (Page D-8)

• Sample 2 Vietnam—The My Lai Incident (Page D-14)

D-8


▼ SAMPLE 1

Topic: The Holocaust

Prescribed Learning Outcomes:



• analyse historical evidence to:- assess reliability- distinguish between primary and

secondary sources- identify bias and point of view- corroborate evidence

• demonstrate the ability to conductresearch using print, non-print, andelectronic sources


• develop and present logical arguments• draw conclusions about the influence of

individuals and mass movements onhistorical developments

• demonstrate historical empathy (theability to understand the motives,intentions, hopes, and fears of people inother times and situations)

• apply knowledge of history to currentissues

Turmoil and Tragedy: 1933-1945 (III)


• evaluate the historical significance of theHolocaust

OVERVIEW

The teacher developed a six-hour unit on theHolocaust. The activities were designed toachieve the prescribed learning outcomes infive incremental stages. The unit waspresented over a two-week period to allow

for intensive instruction and assessmentactivities in the classroom and for out-of-classtime for study, research, and preparation.Students received a summary of expectationsat each stage in the unit. Evaluation wasbased on several short assignments and afinal essay.

PLANNING FOR ASSESSMENT AND EVALUATION

Before this unit was introduced, students hadalready gained an understanding of thebackground material required to follow theprogression of events leading up to theHolocaust. These events include the:

• terms of the Treaty of Versailles• economic and political problems of the

Weimar Republic• rise of Nazism; nature of totalitarian

regimes• events leading up to World War II• main events of World War II

Stage 1: Chronology of Events

• Students were expected to demonstrateknowledge of events leading up to andincluding the Holocaust. The teacher hadpreviously given them a readingassignment from relevant sections of thetextbook. A short, locally approved videoon the Holocaust was shown at thebeginning of the class.

• Students discussed a number offundamental terms in class, including anti-Semitism, Aryan supremacy, “the big lie,” andpropaganda. Students then summarized themeaning and significance of these terms ina written assignment. The teacher checkedthe assignments to ensure that students:- clearly understood the terms- related the terms and events to the

background information

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Stage 2: Motives of the Participants

• Students were expected to demonstrate anunderstanding of the motives ofparticipants in the events leading up to theHolocaust. Several questions weredistributed during the class and assignedfor homework. (e.g., Was anti-Semitisminvented by Hitler? Why did the Weimarpoliticians allow Hitler to gain power in1933? Why was there little officialcondemnation of Nazi racial policies by theinternational community in the 1930s?) Atthe next class, students read their preparedanswers aloud and were encouraged tochallenge or rebut others’ statements.

Stage 3: Significance of the Holocaust

• Students had previously been divided intofive groups and assigned to gather

information on examples of genocide inthe 20th century (e.g., the Armenianmassacres, the Ukrainian famine, ethniccleansing in Bosnia, the massacre ofCambodians by the Pol Pot regime). Eachmember of the group gathered theinformation individually. After reviewingand discussing the information, eachgroup then attempted to achieve aconsensus on key issues using guidelinesprovided by the teacher. Each group wasasked to complete the following:- The people suffered because

––––––––––––– .- The event was similar to the Holocaust

because ––––––––––––– .- The event was different from the

Holocaust because ––––––––––––– .

• The teacher recorded the group findingson a chart on the board.

ArmenianMassacres

UkrainianFamine

Bosnia:Ethnic Cleansing

Cambodia:Pol Pot

Event Reason for Event Similar toHolocaust

Different fromHolocaust

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• Students recorded information from theclass chart. For the next class, studentswere asked to use the chart and othersources to respond to the question: Towhat extent was the Holocaust a uniqueevent in the 20th century? Studentshanded in their responses for marking.

Stage 4: Moral and Ethical Judgments

• As a class, students reviewed what theyhad previously learned about workingwith historical evidence. They considereda number of approved resources as well asdocuments reproduced in their textbooksthat dealt with the views andresponsibilities of various groups andindividuals involved in events leading upto and including the Holocaust. Thedocuments included:- excerpts from Mein Kampf, giving

Hitler’s views on anti-Semitism andAryan supremacy

- an excerpt from the minutes of theWansee Conference referring to the“final solution”

- a personal recollection of a Germancitizen who voted for the Nazis in earlyelections (from They Thought They WereFree, by Milton Mayer)

- an excerpt from the novel Judgment atNuremberg, in which the former Nazijustice minister admits his guilt

• Students then individually assessed thereliability of the documents as evidence ofthe Holocaust and analysed the documentsto respond to various questions (e.g., Whatfactors contributed to the participation ofvarious individuals? Were those whofollowed orders or acted under threat ofdeath less guilty than those whovolunteered?)

• As a class, students discussed theirresponses and then handed in their workfor assessment.

Stage 5: Personal Response

• At this stage students were expected todraw personal and individual conclusionsfrom their study of the Holocaust.Through discussion and questions, theteacher prompted them to:- look at racism, intolerance, and

prejudice and at where they can lead- recognize the importance of ensuring

basic human rights for all people- consider the extent to which the

potential for such evil still exists in theirown or other societies

• Students were given 5 to 10 minutes toconsider responses to following questions:- In view of the overwhelming

documentary evidence, why do somegroups and individuals persist inquestioning the facts of the Holocaust?

- What should be done to deal with theseindividuals and groups?

- What can be done?- What are your individual responsi-

bilities? They then discussed their answers as a

class.

• As a final assignment, the teacher askedeach student to write an essay evaluatingthe following statement: Because of itsprofound effects on the world, theHolocaust must be considered the mostsignificant event of the 20th century.Students had previously receivedinstruction in writing essays on the studyof history and had completed similarassignments during previous units. Theteacher provided copies of a rating scaleand reviewed expectations with students.Students were given one week to completethe assignment.

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DEFINING THE CRITERIA

Short Assignments

The teacher assessed students’ work basedon separate criteria for each stage.

Stage 1: Class Discussion and Definition ofTerms

• clearly identifies and defines the issuesand terms surrounding the Holocaust

• relates the terms and events to thebackground

Stage 2: Discussion and Prepared Answers

• provides accurate and detailedinformation about the motives of theparticipants in the events leading up to theHolocaust

• raises questions and challengesinterpretations

Stage 3: Paragraph Responses

• provides a clear and relevant thesisstatement about the significance of theHolocaust

• focusses on comparisons with other events• provides accurate and relevant reasons

and examples

Stage 4: Document Study and Analysis

• checks for corroboration or contradictionamong sources

• compares evidence from documents withwhat she or he already knows about thetopic

• considers the reliability of the source interms of:- degree of proximity to the event- competence of the author- objectivity of the author (point of view,

background interests)• distinguishes between primary and

secondary sources

• makes moral and ethical judgments• provides reasons and historical evidence

to support judgments• demonstrates an empathetic under-

standing of the aims and motives of bothvictims and perpetrators

Stage 5: Contributions to Discussion and GroupWork

• offers insights on racism and genocide andapplies these concepts to other situations

• draws logical conclusions about thepossible implications of racialdiscrimination and human rightsviolations in his or her own life

• considers individual and state responsi-bilities with regard to racism and humanrights violations

Essay

To what extent does the student:

• provide a clear and relevant thesisstatement about the significance of theHolocaust

• clearly identify and explain fundamentalconcepts and events surrounding theHolocaust

• demonstrate the skills of the historian:evaluate or judge past events in light ofsubsequent events; analyse documentaryevidence for reliability and appropri-ateness

• express and defend personal views on theissues

• present logical arguments based on athorough understanding of the issues

• provide relevant, accurate, and detailedreasons and examples as support

• offer an explicit conclusion that followslogically from the thesis statement and theevidence presented

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ASSESSING AND EVALUATING STUDENT

PERFORMANCE

The teacher used a five-point scale to assessstudents’ short assignments at each stage.Prior to assessment, criteria for the

assignments were reviewed with students.The essay was marked using a rating scale,which was given to students with theassignment.

Criteria demonstrated at an excellent level.

Criteria demonstrated at a proficient level.

Criteria demonstrated at an acceptable level.

Criteria partially demonstrated.

Criteria not demonstrated.

Short Assignments

Rating Criteria

5

4

3

2

1

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• insightful and comprehensive understanding of the fundamental conceptssurrounding the Holocaust

• shows mature personal evaluation of the issues surrounding theHolocaust; judgment is exemplary

• develops insightful and compelling arguments through relevant, accurate,and detailed supporting reasons and examples

• excellent organization, with a valid thesis and conclusion• demonstrates excellent skills of the historian and understanding of the

concepts of history

• clear and accurate understanding of the fundamental conceptssurrounding the Holocaust

• sound personal evaluation of the issues surrounding the Holocaust;judgment is sound

• develops logical arguments through relevant, accurate, and detailedreasons and examples

• clear organization, with an appropriate thesis and conclusion• demonstrates adequate skills of the historian and understanding of the

concepts of history

• demonstrates basic understanding of the fundamental conceptssurrounding the Holocaust

• offers a personal evaluation of the issues surrounding the Holocaust; maybe very general

• provides accurate information, but may have difficulty developing anargument or relating details to the thesis; may include some irrelevantinformation

• organization may be confusing in places; may offer an unclear thesis;relationship between thesis, development, and conclusion may be unclear

• demonstrates limited skills of the historian and understanding of theconcepts of history

• deficient understanding of the events surrounding the Holocaust• personal evaluation or judgment of the issues surrounding the Holocaust

is omitted or inappropriate; judgment is poor• no discernible thesis and few if any supporting details• demonstrates few skills of the historian and little understanding of the

concepts of history

Rating Criteria

Essay

ExcellentA

ProficientB/C+

AcceptableC/C-

UnsatisfactoryI/F

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▼ SAMPLE 2

Topic: Vietnam—The My Lai Incident

Prescribed Learning Outcomes:



• analyse historical evidence to:- assess reliability- distinguish between primary and

secondary sources- identify bias and point of view- corroborate evidence

• demonstrate the ability to conductresearch using print, non-print, andelectronic sources


• develop and present logical arguments• draw conclusions about the influence of

individuals and mass movements onhistorical developments

• demonstrate historical empathy (theability to understand the motives,intentions, hopes, and fears of people inother times and situations)

• apply knowledge of history to currentissues

Progress and Uncertainty: 1963-1991 (I)


• evaluate the role of the superpowers inconflicts in Southeast Asia, Afghanistan,and the Middle East from 1963 to 1991

OVERVIEW

At the completion of a unit on the VietnamWar, students worked in groups to studydocuments related to the My Lai incident.While the case study focussed on the conflictin Southeast Asia, it also provided

connections to the Nuremberg trials at the endof World War II and the wider issues ofconflict in the 20th century (e.g., thebehaviour of soldiers in combat, the rules ofwar). The instructional activities requiredstudents to practise and demonstrate many ofthe skills of the historian. Evaluation wasbased on:

• individual contributions to group activities• group analyses of historical evidence• a quiz on cause-effect relationships• group presentations• individual reports presenting balanced

accounts of the My Lai incident

PLANNING FOR ASSESSMENT AND EVALUATION

Note: Students worked in the same groups ofthree or four throughout the unit.

• Students worked in groups to define theterm war crime and to draw up a list ofwartime actions that they would categorizeas war crimes. The teacher then assignedeach group a particular report topic relatedto war crimes and the rules of war. Topicsincluded: “the Nuremberg war crimestribunal,” “the Canadian inquiry into theSomalia affair,” and “the Bosnia trials.” Thegroups reported their findings on thecharges, defence claims, rulings, andpunishments, and presented theirdefinitions of war crime.

• Students reviewed what they knew aboutthe causes, events, and results of theVietnam War and brainstormed a list ofprimary and secondary sources that theycould consult to find out more aboutspecific topics. Then they followed up withindependent research.

• The teacher referred the groups to aphotograph taken in the Vietnamese villageof My Lai in March, 1968, and reproduced

D-15


in a locally approved resource. Eachstudent was asked to write down animmediate impression of the photograph.Each group then put its members’impressions together in a generalstatement that it shared with the class.

• The teacher asked the groups to considerwhether or not the statement “the cameranever lies” is true in all situations, andhow photographic evidence can bedistorted. They then reexamined thephotograph and assessed its reliability ashistorical evidence by considering thefollowing questions:- Who took the photograph?- What was the subject matter or event?- Who were the people in the

photograph?- Why was the photograph taken?- What evidence could be used to

corroborate the photograph? Each group presented its assessment of the

photograph to the class.

• The teacher provided a selection ofmagazine excerpts and cartoons, locallyapproved for use in History 12, that werewritten at the time of Lieutenant WilliamCalley’s military trial in 1971. Studentscontinued to work in groups, reading thearticles and responding to questions suchas:- In what way are the magazine articles

both a primary and a secondaryhistorical source?

- What was the purpose of and intendedaudience for the articles?

- Are all points of view presented? Groups presented their conclusions to the

class. The teacher collected their notes tocheck on their abilities to analysedocuments.

• Each group listed the points on whichwitnesses at the trial agreed and those onwhich they disagreed. They consideredquestions such as: How would it bepossible to decide which is fact? Whatmain arguments could be made inLieutenant Calley’s defence?

• The class reviewed cause-effectrelationships. In a quiz, students thenindividually designated variousstatements as a cause or an effect. Forexample:- Captain Medina told the men that all

My Lai villagers were Vietcong orVietcong sympathizers.

- Lieutenant Calley participated in themassacre on explicit orders.

- Lieutenant Calley was charged withseizing a child by the arm, throwing himinto a ditch, and shooting him.

After students handed in their responsesand had them marked, they discussed anddefended their choices as a class.

• The class discussed the skill of historicalempathy—the ability to understandsituations, motives, intentions, hopes, andfears in other contexts. Each group thenchose someone involved in the My Laiincident or subsequent trial (e.g.,Lieutenant Calley, Captain Medina, otherUS soldiers, Vietnamese villagers, seniormilitary officers, journalists, politicians,prosecutors, defence attorneys, the judge)and analysed how the incident could beviewed from that person’s perspective.They presented their analyses to the class.

• Each student was asked to prepare abalanced account of the My Lai incident,placing it in the context of the VietnamWar and relating it to the wider moralissues that emerged. The class discussed

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the requirements and criteria, and theteacher provided copies of the rating scalethat would be used to assess their work.The teacher asked students to use theinformation and analyses they hadcompleted in class as well as additionalresearch information from a variety ofprint and electronic sources.

DEFINING THE CRITERIA

Contribution to Group Activities

To what extent does the student:

• offer accurate and relevant informationfrom individual reading and research tasks

• locate relevant research information• contribute to analysis of the reliability of

sources• present logical arguments that further the

group’s tasks• demonstrate open-mindedness; consider

others’ views• show historical empathy

Group Analysis of Historical Evidence

To what extent does the group:

• distinguish between primary andsecondary sources

• place the material in the correct time frame• identify the author’s or document’s

background and intended audience• select any words or phrases that indicate

the writer’s opinion• distinguish between fact and opinion• identify the various viewpoints presented• assess the extent to which bias affected the

sources

Group Presentation

To what extent does the group’s analysis:

• make the individual’s character andsituation stand out clearly; show depth

• show understanding of the motives,intentions, hopes, and fears of theindividual

• present events from a consistent point ofview

• create an emotional association with theindividual

• display a familiarity with the eventsdescribed

• avoid present-mindedness—discussevents in the context in which theyoccurred

Individual Account of the My Lai Incident

To what extent does the student present:

• a clear and valid thesis statement• logical and reasonable statements and

arguments• relevant and adequate details to support

statements• a balanced perspective:

- indicates which opposing points of viewwere presented

- avoids overly emotional language• a logical description of the relationship

between the particular events describedand the wider issues and overall events

• a summary of the main points of view andissues; generalizations that are applicableand insightful

• a clear, easy-to-follow account with fewcommunication flaws

ASSESSING AND EVALUATING STUDENT

PERFORMANCE

The teacher and students used rating scalesto assess the assignments and activities inthis unit. Before each assignment, the teacherdistributed copies of the criteria and ratingscales and discussed the requirements of thetask.

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Each student completed an assessment of thecontributions of the other members of thegroup. The teacher collated the ratings andassigned a consensus rating to each student(usually the rating most often assigned bythe group members; in some cases, themiddle rating was assigned).


The teacher used a rating scale to evaluateeach group’s analysis of the documents.After assigning a rating to each criterion, theteacher decided on one overall rating for theassignment.

Group Presentation

Prior to assessment using a rating scale,criteria for the group presentations werereviewed with students.


Students had copies of the rating scale asthey prepared their accounts. Theycompleted the self-assessments and handedthem in with their assignments. The teachertook students’ ratings into account whenassigning a final score. The teacher discussedwith students individually any serious orconsistent discrepancies in their ratings.

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• contributes accurate and relevant informationfrom individual reading tasks

• locates relevant research information

• contributes to analysis of the reliability ofsources

• presents logical arguments that further thegroup’s tasks

• demonstrates open-mindedness; considersothers’ views

• shows historical empathy

Overall Rating

Comments:


Name of Student: ––––––––––––––––––––––––––––––––––––––––––––

1. ––––––––– 2. ––––––––– 3. –––––––––

Criteria Ratings for OtherGroup Members’ Contributions

Key: 4—Excellent3—Good2—Marginal1—Unsatisfactory

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• distinguishes between primary and secondary sources

• places the material in the correct time frame

• identifies the author’s or document’s background and intended audience

• selects any words or phrases that indicate the writer’s opinion

• distinguishes between fact and opinion

• identifies the various viewpoints presented

• assesses the extent to which bias affected the sources

Overall Rating

Comments:


Names of Students in Group:

1. –––––––––––––––––––––––––––––––––– 2. ––––––––––––––––––––––––––––––––––

3. –––––––––––––––––––––––––––––––––– 4. ––––––––––––––––––––––––––––––––––

Criteria Rating

Key: 4—Excellent3—Good2—Fair1—Unsatisfactory

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Exceeds requirements. Criteria are demonstrated at an outstandinglevel. Shows insights and promotes new or deeper understanding inthose who read or hear the presentation.

Meets requirements. All criteria are demonstrated at a satisfactorylevel.

Addresses all requirements. Most criteria are demonstrated at asatisfactory level but may be dealt with in a rather cursory way. May beinconsistent or confusing in places, or include some irrelevant material.

Addresses some requirements. Several criteria are not demonstrated ata satisfactory level. May be very brief or confusing. Does not show asound grasp of events and the perspective of the individual.

Group Presentation

Rating Criteria

4Excellent

3Good

2Fair

1Weak

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• a clear and valid thesisstatement

• logical and reasonablestatements and arguments

• relevant and adequatedetails to supportstatements

• a balanced perspective:- indicates which

opposing points of viewwere presented

- avoids overly emotionallanguage

• logical relationshipsbetween the particularevents described and thewider issues and overallevents

• a summary of the mainpoints of view and issues;generalizations that areapplicable and insightful

• a clear, easy-to-followaccount with fewcommunication flaws

Overall Rating


Teacher AssessmentCriteria

Self-Assessment

Rating Comment Rating Comment

Key: 4—Excellent3—Good2—Marginal1—Unsatisfactory

Acknowledgments

APPENDIX E

APPENDIX E: ACKNOWLEDGMENTS

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E-3


Many people contributed their expertise to this document. The project co-ordinators wereRichard Lord and Ron Basarab of the Curriculum and Resources Branch, working withevaluators and reviewers, Ministry of Education, Skills and Training personnel, and ourpartners in education. Additional reviews of this Integrated Resource Package were carried outby school districts, teacher organizations, and others. We would like to thank all whoparticipated in this process.

HISTORY 12 LEARNING OUTCOMES TEAM

Dr. Perry BiddiscombeUniversity of Victoria

Frank FrketichSchool District No. 71 (Courtenay)

Sandra KapralSchool District No. 57 (Prince George)

Ed NercessianSchool District No. 35 (Langley)

Joseph VaresiSchool District No. 27 (Cariboo-Chilcotin)

Josh WilliamsSchool District No. 27 (Cariboo-Chilcotin)

HISTORY 12 INTEGRATED RESOURCE PACKAGE TEAM

Frank FrketichSchool District No. 71 (Courtenay)

Sandra KapralSchool District No. 57 (Prince George)

Ed NercessianSchool District No. 35 (Langley)

Joseph VaresiSchool District No. 27 (Cariboo-Chilcotin)

Josh WilliamsSchool District No. 27 (Cariboo-Chilcotin)


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SOCIAL STUDIES OVERVIEW TEAM

Wayne AxfordBC Teachers’ Federation

Penny J. BainLegal Services Society of British Columbia

Sheila BormanBC Principals’ and Vice Principals’Association

Lee BoykoBC Museums’ Association

Karen ChadwickBC Confederation of Parent AdvisoryCouncils

Greg EvansBC Museums’ Association

Dr. Robert FowlerUniversity of Victoria

Brian FoxBC School Superintendents’ Association

Bonnie G. JestenBC Teachers’ Federation

Odie KaplanBC Teachers’ Federation

Deborah LouvierBusiness Council of BC

Vigil OverstallBC Federation of Labour

Don PepperBC Institute of Technology

Bill ReeseUniversity of British Columbia

Barry WeaverCamosun College

June WhitmoreWestern Canadian Association ofGeographers

Eric D. WongBC Multicultural Education Society

Graeme WynnUniversity of British Columbia

h 12 the ministry endeavours to negotiate 5-year duplication … · 2007-12-17 · integrated...

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