ANCIENT HISTORY 10: COURSE OUTLINE



Charles P. Allen High School

200 Innovation Drive

Tel: (902) 832-8964( ext 7551231)

Room 231

Mme. Y. Smith

ysmith@hrsb.ns.ca



Remind 101: Ask students and parents to text @7hg83 to (902) 707-0176

ANCIENT HISTORY 10: COURSE OUTLINE

Welcome to Ancient History 10

Ancient History provides an introduction to the study of history in high school. There are two overall goals: (1) to examine and understand these events and outcomes which are considered to be "foundation stones" of Western civilization, and (2) to explore with students why the story of human experience should lead all people to respect and appreciate others, regardless of location, culture, religion, race or gender. Topics include archaeology, human evolution, and the impact of technological progress on early human development, Cradles of Civilization, religion, Classical Greece and Rome, Sub-Saharan African Kingdoms, among others.

This course allows students to develop an understanding of the concept of civilization. During the semester students will examine the origins of civilization and comparing various civilizations that have contributed to the nature of the modem world. The course will be organized into 6 units as listed in the chart below. Each of these units can be considered from a number of perspectives. As we study each unit students will consider geography, archaeology, society, language, religion and politics. Major themes could be developed spanning the broad chronological period (for example, agriculture, development of government, religion and revolutions

(Adapted from: Nova Scotia Department of Education, Public School Programs S-6 Social Studies 2003.)

Assessment and Evaluation

In order to receive a passing grade in History 10, students must demonstrate that they have met the outcomes of the course. The Charles P.Allen Assessment and Evaluation Policy states that term work will comprise 80% of the final grade and the midterm and final exams will be worth 20%. Marks will be updated on PowerSchool. The mark represents the standing of the student at that point in the course; it is a “snapshot” of his/ her mark. This mark will change as the student continues to work toward the outcomes. When the final mark is calculated at the end of semester the marks earned from the whole semester will be included. Term marks will be calculated based upon the outcomes covered in each unit. Assessment events may include but are not limited to assignments, tests & quizzes, debates, formal papers, multimedia presentations document analysis, artifact analysis, self-evaluations and reflections, and student/teacher conferences. During each unit student will be assessed and evaluated in two ways:

1) Formative assessments are an opportunity for students to submit work for evaluation and to receive feedback to guide his/her learning. Formative assessments will be posted on PowerSchool but will not be calculated in the final grade (examples: homework tasks, small in class activities, entrance and exit cards)

2) Summative assessments will be used at the end of a specific period of learning and give students the opportunity to demonstrate what they know about the topic or skill(s) in question (examples: formal assignments tests, presentations). These are formal assessment events and are calculated as part of the term mark.

|UNITs |Essential QUESTIONS |

|1 Global Historian |How do history and other related disciplines contribute to our understanding of the nature of |

| |the modern world? |

|2: The Near East |What were the factors that led to the development of civilizations in the near east? What were |

|(Mesopotamia, Egypt and Crete geography, religion, government,|the most significant and lasting contributions of these cultures? |

|writing, art, architecture, historical overview, daily life) | |

|3: Early and Classical Greece 30 % |In what ways was Classical Greece the foundation for modern Western civilization? |

|(Minoan culture, early Greeks, the Trojan War, rise of | |

|city-states, Athens vs. Sparta, Persian Wars, Peloponnesian | |

|Wars, Alexander the Great) | |

|4: The Roman Empire 25 % |What contributions to our modern civilization can be traced to the Roman Empire? |

|(The rise of the Republic, daily life, government, art, civil | |

|war, Julius Caesar and the Triumvirate, the Second | |

|Triumvirate, the rise of the empire imperialism, fall of the | |

|empire) | |

HISTORY 10 ASSESSMENT AND EVALUATION

Assessment

Ancient History requires commitment and responsibility to achieve the outcomes. Unit assessments will consist of multiple opportunities for you to demonstrate your understanding of the outcomes including: document analysis, quizzes, tests, essays, guided responses, presentations, & a research paper.

Multiple Opportunities

Throughout the semester, if you feel you have not successfully demonstrated an understanding of particular outcomes and would like another opportunity, it is your responsibility to see me in a timely manner to discuss this option.

Final Mark:

Term Mark 80%

Final Exam 20%

Total 100%

______________________________________________________________________________________________________

Extra Help: Please see me if you need extra help. I will always find time either before or after school.

Term marks will be calculated based upon the following percentages:

Unit 1 Global Historian 20 %

Unit 2 The Near East 30 %

Unit 3 Early and Classical Greece 30 %

Unit 4 The Roman Empire 20 %

|UNIT ONE: Global Historian Value on the Term 20 % |

|Discuss and evaluate the ideas, events and accomplishments of past civilizations within historical context. |

|•Become familiar with different regions of the ancient world and the contribution that each has made to the development of civilizations. |

|•Understand the interaction of ancient cultures. |

|•Make inferences and predictions based on prior knowledge, events, and evidence. |

|•Use a variety of printed, artistic and media texts to gather information to prepare written and oral reports. |

|•Examine and interpret primary and secondary sources about historical figures civilizations, geographic regions, or specific periods in history.• |

|Think and write analytically and critically using historical data. |

| |

|Define history and discuss the reasons for studying history. |

|Demonstrate awareness and understanding of the human past. |

|Demonstrate an understanding of the different disciplines involved in the study of History |

|Summarize the methods used by those professionals who study history |

|Demonstrate awareness and understanding of the chronology of human development/history |

|Identify, understand, and apply terms/ methods associated with the measurement of time in the study of history. |

| |

|UNIT Two: The Near East Value on the Term 30 % |

|Explain the impact of geography on early societies in the near east with reference to social and political features  |

|Judge why some societies lasted much longer than others. |

|Evaluate the major features and accomplishments of Mesopotamian civilizations |

|(Sumer, Babylon etc). |

|Examine the role of geography in the development of Egyptian society. |

|Identify the leaders in the development of the Egyptian empire. |

|Explore daily life for Egyptians. |

|Evaluate the importance of religion/ afterlife in ancient Egypt. |

|Analyze the technological advancements made in Egyptian society.   |

|Demonstrate geographic knowledge of the Aegean area and its relations with areas already studied. |

|Evaluate the major features and accomplishments of Crete. |

|Discuss the role of archaeology in our understanding of early Greek civilization. |

|UNIT Three: Early and Classical Greece Value on the Term 30 % |

|Explain the major features and accomplishments of Minoan civilization. |

|Compare and contrast the various theories associated with the fall of Minoan civilization. |

|Demonstrate an understanding of the diverse and contrasting nature of the Greek city states using Athens and Sparta as an example. |

|Explain the concept of democracy and how it developed in ancient Athens. |

|Trace the development of Athenian democracy to present day institutions and practices. |

|Explain the causes, main events and outcome of the Greek - Persian wars. |

|Explain the causes of the Peloponnesian War. |

|Explain the difference between foreign and civil war. |

|Explain what is meant by the period known as " Classical Greece" |

|Outline those aspects of this period, which have been passed on to modern civilization such as philosophy, science, art, literature, architecture and religion. |

|Discuss the conditions, which made the rise to power of Alexander the Great possible. |

|UNIT Four The Roman Empire Value on the Term 20 % |

|Discuss their impact of geography on the development of Rome. |

|Explain the reasons for the rise to power of Rome. |

|Summarize the main events, which led to the transition of Roman leadership from a monarchy to democracy and ultimately to dictatorship. |

|Discuss the role of the military in Roman government. |

|Explain the rise to power of the Roman emperors, using Caesar as an example. |

|Evaluate the consequences of Roman Imperialism. |

|Summarize the causes and effects of the Punic Wars. |

|Discuss whether Hannibal was a great leader. |

|Analyze the causes for the decline of the Roman Empire. |

|Understand why a civilization may not last forever.  |

Communication and Contact Information

• It is the responsibility of the student to see the teacher if any class-work, tests or assignments are missed. Students who miss a class have access to folders with handouts and copies of assignments.

• Students are expected to pass in assignments at the beginning of class on the due date. Parent contact will be made if assignments, projects or tests are missed. Incomplete work can impact the student’s summative evaluation. Please refer to the HRSB Assessment and Evaluation Policy.

• If a student misses a test he or she will be expected to write the test the next day during lunch or at an alternative time arranged in advance with the teacher.

• If a class is missed, a call from a parent or guardian is required within 3 days of the absence. If a call is not received the absence will be recorded as unexcused and parents/guardians will be notified.

• This course outline is subject to change- any change of a significant nature will be clearly communicated to students and parents/guardians

• Feel free to email me at ysmith@hrsb.ns.ca or telephone me at 832-8964 ext .7551231

• Please join me in on Remind 101 and my website

Curriculum Night September ,20

Parent Teacher Interviews November ,24

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To Contact Ms. Roughneen:

Phone : 876-7203

Email: anner@staff.ednet.ns.ca

Webpage: hrsbstaff.ednet.ns.ca/anner

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