The Development of Western Civilization_Western Civilization Honors

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					The Development of Western
Civilization/Western Civilization
Honors
Course Outcome Summary

Information
Credits                                 0.5



Units and Timelines
    Ancient Egypt 2 wks
    Ancient Rome 2 wks
    Ancient Greece 2 wks
    The Early Medieval Time 1 1/2 wk
    The Late Medieval Time 1 1/2 wk
    The Reformation 2 wks
    The Renaissance 2 wks
    The Age of Exploration 2 wks
    The Rule of Monarchs 2 wks
    The French Revolution 1wk



Mission/Description
Mission Statement: Our mission is to enable students to participate actively and responsibly as
democratic citizens in a complex and changing society through instruction and application of knowledge
of the past, of other cultures and of the social sciences.


Course Description: The purpose of this course is to provide students with a general overview of the
development of Western Civilization. The course stresses a topical approach to cultures, institutions and
movements influencing the position of Western society in the world. Topics to be covered will include:
Egypt, Mesopotamia, Greeks, Romans, Germanic Tribes, Feudalism, the Medieval Church, Renaissance,
Exploration, Reformation, Enlightenment and the Democratic Revolutions in Europe. Student choosing
this course should generally be considering furthering their education beyond high school.
Textbooks
1 Gerson Antell Walter Harris. Western Civilization. Publisher: AMSCO SCHOOL PUBLICATIONS,
INC



Core Abilities
o    Analyze divergent views to resolve conflicts.
o    Assess personal goals, values, and motivations.
o    Assume responsibility for own actions.
o    Balance a lifestyle that is safe and healthy.
o    Demonstrate appropriate communication skills.
o    Devise solutions to complex problems.
o    Initiate positive leadership skills.
o    Integrate self awareness and attitudes appropriate in diverse social situations.
o    Organize data into useable forms.
o    Utilize appropriate behaviors and attitudes in the work environment.
o    Utilize technology to improve efficiency.



Competencies, Linked Standards, Objectives and
Performance Standards
1.   Categorize the contributions of early river civilizations that developed in the Middle East,
     i.e., along the Nile, Tigris and Euphrates River.
     Properties
     Domain: Cognitive
     Level: Synthesis
     Difficulty: Medium
     Importance: Important
     Linked External Standards
              WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the
              physical attributes of a place or region and to describe the human attributes
              WI.SS.A.12.5 Use a variety of geographic information and resources to analyze and
              illustrate the ways in which the unequal global distribution of natural resources
              influences trade and shapes economic patterns
              WI.SS.A.12.8 Identify the world's major ecosystems and analyze how different
              economic, social, political, religious, and cultural systems have adapted to them
              WI.SS.A.12.10 Analyze the effect of cultural ethics and values in various parts of the
              world on scientific and technological development
              WI.SS.A.12.11 Describe scientific and technological development in various regions of
              the world and analyze the ways in which development affects environment and culture
     Performance Standards
     o     learner works with a partner cooperatively to develop a list of specific characteristics of
           one of the various river valley civilizations.
     o        learners make an oral presentation to the class to share this information.
     o        groups of four list the ten most distinctive characteristics of each civilization
     o        groups make a poster of to be placed around the classroom of the characteristics.
     o        class takes notes from lecture using the various posters around the room.
     o        learner produces a either a virtual presentation, a product to be presented or a paper to be
              presented for any of the various units. HONORS
     o        learner works at a higher scale when taking tests or quizzes, i.e., the cut off or D- is at
              75%. HONORS
     Learning objectives
     a.    Summarize how climate and natural resources affect history.
     b.       Recognize that ancient river valley peoples developed the first civilizations,
              characterized by complex governments, a division of labor, advanced technology,
              writing and leisure time.
     c.       Determine what role the Nile River played in the development of ancient Egyptian
              civilization.
     d.       Explain how the geography of Egypt kept it relatively free from invasion.
     e.       Classify the contibutions of the predynastic, old, middle and new kingdom in ancient
              Egypt.
     f.       Appreciate the power of ancient Egyptian religion and government (pharonic state) on
              Egyptian beliefs about afterlife (mummification).
     g.       Examine how a great civilization developed in the valley of the Tigris and Euphrates
              Rivers.
     h.       Trace the accomplishments of the various Mesopotamian empires (Sumerian, Amorite,
              Assyrian, Chaldean, Persian) and kingdoms (Hebrew, Phoenician).
     i.       Compare how the geography of the Fertile Crescent accounted for constant invasion and
              empire building.


2.   Enumerate the contributions of the Greeks in art, literature, philosophy, drama,
     mathematics, science, with an emphasis on government to western civilization.
     Properties
     Domain: Affective
     Level: Application
     Difficulty: High
     Importance: Essential
     Linked External Standards
              WI.SS.B.12.2 Analyze primary and secondary sources related to a historical question to
              evaluate their relevance, make comparisons, integrate new information with prior
              knowledge, and come to a reasoned conclusion
              WI.SS.B.12.4 Assess the validity of different interpretations of significant historical
              events
              WI.SS.B.12.5 Gather various types of historical evidence to analyze issues, form a
              reasoned conclusion in the light of other possible conclusions, and develop a coherent
              argument in the light of other possible arguments
              WI.SS.B.12.10 Select instances of scientific, intellectual, and religious change in various
              regions of the world at different times in history and discuss the impact those changes
              had on beliefs and values
              WI.SS.B.12.17 Identify historical and current instances when national interests and
              global interests have seemed to be opposed and analyze the issues involved
              WI.SS.C.12.5 Analyze different theories of how governmental powers might be used to
              help promote or hinder liberty, equality, and justice, and develop a reasoned conclusion
              WI.SS.C.12.8 Locate, organize, analyze, and use information from various sources to
              understand an issue of public concern, take a position, and communicate the position
     Performance Standards
     o     learner develops a flow chart with the following topics at the top: art; literature;
           philosophy; drama; mathematics; science and philosophy.
     o     learner lists the contributions of the Greeks in the topic areas.
     o        learner chooses one area that he/she believes the Greeks have made the most significant
              contributions in and explains why.
     o        learner makes a five minutes presentation to the class defending his/her choice.
     Learning objectives
     a.    Review how geography played a role in the isolative development of ancient Greece.
     b.       Compare the governments of Sparta and Athens.
     c.       Determine how Greek concepts and ideas were preserved throughout ancient Greece's
              conflicts with the Persians.
     d.       Examine the contributions of the Hellenic age to Western Civilization.
     e.       Recognize the importance of the role Athens played during the "golden age" in the
              establishment of limited democracy.
     f.       Appreciate the Greek contributions in the areas of philosophy and architecture.
     g.       Figure out why and how the Greek city-states united and then fell into disunity.
     h.       Explore how cultures were linked together by Alexander the Great and the spread of
              Hellenistic culture.


3.   Assess the accomplishments of the Romans from the early Etruscan, Latins and Greeks to
     through the republic to the end of the empire.
     Properties
     Domain: Cognitive
     Level: Evaluation
     Difficulty: Medium
     Importance: Important
     Linked External Standards
              WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the
              physical attributes of a place or region and to describe the human attributes
              WI.SS.A.12.5 Use a variety of geographic information and resources to analyze and
        illustrate the ways in which the unequal global distribution of natural resources
        influences trade and shapes economic patterns
        WI.SS.A.12.10 Analyze the effect of cultural ethics and values in various parts of the
        world on scientific and technological development
        WI.SS.B.12.1 Explain different points of view on the same historical event, using data
        gathered from various sources, such as letters, journals, diaries, newspapers, government
        documents, and speeches
        WI.SS.E.12.8 Analyze issues of cultural assimilation and cultural preservation among
        ethnic and racial groups in Wisconsin, the United States, and the world
        WI.SS.E.12.10 Describe a particular culture as an integrated whole and use that
        understanding to explain its language, literature, arts, traditions, beliefs, values, and
        behaviors
        WI.SS.E.12.11 Illustrate and evaluate ways in which cultures resolve conflicting beliefs
        and practices
        WI.SS.E.12.14 Use the research procedures and skills of the behavioral sciences (such as
        gathering, organizing, and interpreting data from several sources) to develop an
        informed position on an issue
        WI.SS.E.12.15 Identify the skills needed to work effectively alone, in groups, and in
        institutions
        WI.SS.E.12.17 Examine and describe various belief systems that exist in the world, such
        as democracy, socialism, and capitalism
Performance Standards
o     learner makes a journal as though they were Marcus Aurelius looking back on Roman
      civilization. The journal will be divided into the following chronological sections: 2000
      - 1000 BC, 1000 - 500 BC, 500 - 0, 1 - 500 AD.
o       learner lists accomplishments of the Roman empire under each of the time periods.
o       learner writes an essay on the most significant contributions of the Romans to Western
        Civilization using Marcus Aurelius as the first person.
Learning objectives
a.    Differentiate between Latin and Etruscan tribal contributions to the foundation of
      Roman civilization.
b.      Explain how the city of Rome developed into a vast empire.
c.      Assess the factors that contributed to Rome's success as an empire builder.
d.      Analyze the importance of Roman life and the Roman family to Western Civilization.
e.      Identify the general contributions of the Romans to other civilizations.
f.      Detect the causes of the internal decline and fall of the Roman empire.
g.      Discover the impact of the Germanic tribes on the break down of Roman law and order
        both at home and in the provinces.
4.   Critique the immediate and long term effects of the fall of the Roman empire on the
     development of feudalism and the power of the Roman Catholic Church in Western
     Europe.
     Properties
     Domain: Cognitive
     Level: Evaluation
     Difficulty: Medium
     Importance: Important
     Linked External Standards
              WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the
              physical attributes of a place or region and to describe the human attributes
              WI.SS.C.12.8 Locate, organize, analyze, and use information from various sources to
              understand an issue of public concern, take a position, and communicate the position
              WI.SS.C.12.11 Evaluate the ways in which public opinion can be used to influence and
              shape public policy
              WI.SS.C.12.13 Develop/evaluate ideas of how society should be organized and political
              power should be exercised; compare these ideas to those of representative democracy;
              and assess how such ideas have worked in practice
              WI.SS.C.12.15 Describe and analyze the origins and consequences of slavery, genocide,
              and other forms of persecution, including the Holocaust
              WI.SS.E.12.6 Analyze the means by which and extent to which groups and institutions
              can influence people, events, and cultures in both historical and contemporary settings
              WI.SS.E.12.9 Defend a point of view related to an ethical issue such as genetic
              engineering, declaring conscientious objector status, or restricting immigration
              WI.SS.E.12.11 Illustrate and evaluate ways in which cultures resolve conflicting beliefs
              and practices
              WI.SS.E.12.14 Use the research procedures and skills of the behavioral sciences (such as
              gathering, organizing, and interpreting data from several sources) to develop an
              informed position on an issue
     Performance Standards
     o     learner takes notes from a lecture on the structure of feudalism and the power of the
           Catholic Church during the Dark Ages of Europe.
     o        learner works cooperatively with two other students to develop a television commercial
              representing persons from the Medieval time.
     o        students work together in groups of three to produce the commercial. One will be the
              moderator, one will be from feudalistic society, one will be from the clergy.
     o        students show the various different views and ideas held by various peoples during the
              Middle Ages by relating information in the television production about the Middle Ages.
     o        students will be evaluated on the amount of correct information presented during the TV
              production.
     Learning objectives
     a.    Assess the effect of the fall of the Western Roman empire on the Dark Ages of Europe.
     b.    Examine how different classes of people lived in Western Europe during the Middle
           Ages.
     c.       Discover the political, economic, and social systems of feudalism and monorialism.
     d.       Determine the role of Charlemagne and Franks in restoring order to the Holy Roman
              Empire.
     e.       Analyze how the Catholic Church became extremely important in the lives of Europeans
              and gained power over rulers during the Middle Ages.
     f.       Describe the impact and importance of the Crusades on Europe.
     g.       Detect how the rise of towns in Europe resulted in greater industry and trade.
     h.       Ascertain how Europe's desire for trade with East led to greater knowledge of the world.


5.   Trace the development of the Italian Renaissance its origins, ideas and impact on attitudes,
     inventions and religion in the early development of nationalism in Western Europe.
     Properties
     Domain: Affective
     Level: Application
     Difficulty: High
     Importance: Essential
     Linked External Standards
              WI.SS.D.12.2 Use basic economic concepts to compare and contrast local, regional, and
              national economies across time and at the present time
              WI.SS.D.12.6 Use economic concepts to analyze historical and contemporary questions
              about economic development in the United States and the world
              WI.SS.D.12.8 Explain the basic characteristics of international trade, including absolute
              and comparative advantage, barriers to trade, exchange rates, and balance of trade
              WI.SS.D.12.12 Compare and contrast how values and beliefs, such as economic
              freedom, economic efficiency, equity, full employment, price stability, security, and
              growth, influence decisions in different economic systems
              WI.SS.E.12.5 Describe the ways cultural and social groups are defined and how they
              have changed over time
              WI.SS.E.12.7 Use scientific methods to assess the influence of media on people's
              behavior and decisions
              WI.SS.E.12.10 Describe a particular culture as an integrated whole and use that
              understanding to explain its language, literature, arts, traditions, beliefs, values, and
              behaviors
              WI.SS.E.12.13 Compare the ways in which a universal theme is expressed artistically in
              three different world cultures
              WI.SS.E.12.15 Identify the skills needed to work effectively alone, in groups, and in
              institutions
     Performance Standards
     o     learner develops a map of the various routes of the Crusaders to regain the Holy Land.
     o     learner develops a second map to show the overland trade routes developed with India
           and China after the exploits of Marco Polo.
     o        learner develops a third map to show the trade routes through Italy after the failure of the
              Crusades.
     o        learner develops a fourth map to show political Europe at the start of the Renaissance
              and how it spread in a northerly direction.
     Learning objectives
     a.    Determine the role the Italian city-states played in the spread of culture and art before
           and during the Renaissance.
     b.       Explain how Renaissance writers and literature interacted with and affected society.
     c.       Describe how painting changed during the renaissance.
     d.       Describe the changes in architecture and music that occurred during the Renaissance.
     e.       Identify the importance of printing to the growth of literacy during the Renaissance.
     f.       Describe the advances in the applied and life sciences during the Renaissance.


6.   Appraise the origins and results of the Reformation and the Counter Reformation on
     Western Europe and the development of the United States.
     Properties
     Domain: Affective
     Level: Evaluation
     Difficulty: High
     Importance: Essential
     Linked External Standards
              WI.SS.D.12.8 Explain the basic characteristics of international trade, including absolute
              and comparative advantage, barriers to trade, exchange rates, and balance of trade
              WI.SS.D.12.10 Analyze the ways in which supply and demand, competition, prices,
              incentives, and profits influence what is produced and distributed in a competitive
              market system
              WI.SS.D.12.13 Describe and explain global economic interdependence and competition,
              using examples to illustrate their influence on national and international policies
              WI.SS.E.12.5 Describe the ways cultural and social groups are defined and how they
              have changed over time
              WI.SS.E.12.11 Illustrate and evaluate ways in which cultures resolve conflicting beliefs
              and practices
              WI.SS.E.12.14 Use the research procedures and skills of the behavioral sciences (such as
              gathering, organizing, and interpreting data from several sources) to develop an
              informed position on an issue
     Performance Standards
     o     learner takes notes on Luther's reformation, Calvin's reformation and Henry VIII's
           reformation in England.
     o        learner takes notes on a the film "Anne of the Thousand Days."
     o        learner makes a poster chart with two columns; one column will have as the title at the
              top" REFORMATION in CONTINENTAL EUROPE;" one column will have the title "
              REFORMATION in ENGLAND." Various causes will be listed under each.
     o        learner evaluates which reformation took place for purely religious purposes and writes
              an essay to explain his/her choice.
     Learning objectives
     a.    Plot the factors and events that led up to the Reformation.
     b.    Identify Martin Luter's importance in the Reformation.
     c.       Describe the contributions of Calvinism to the Protestant movement.
     d.       Determine the rise of the Church of England.
     e.       Summarize the effects of the Reformation on the country of Spain and led to the Spanish
              Inquisition.
     f.       Group the consequences of the Reformation on Western Civilization.


7.   Analyze the effects of the Age of Exploration on the development of trade, inventions, and
     the rise of nationalism and imperialism.
     Properties
     Domain: Affective
     Level: Analysis
     Difficulty: High
     Importance: Essential
     Linked External Standards
              WI.SS.A.12.10 Analyze the effect of cultural ethics and values in various parts of the
              world on scientific and technological development
              WI.SS.B.12.2 Analyze primary and secondary sources related to a historical question to
              evaluate their relevance, make comparisons, integrate new information with prior
              knowledge, and come to a reasoned conclusion
              WI.SS.B.12.4 Assess the validity of different interpretations of significant historical
              events
              WI.SS.D.12.7 Compare, contrast, and evaluate different types of economies (traditional,
              command, market, and mixed) and analyze how they have been affected in the past by
              specific social and political systems and important historical events
              WI.SS.D.12.10 Analyze the ways in which supply and demand, competition, prices,
              incentives, and profits influence what is produced and distributed in a competitive
              market system
              WI.SS.D.12.13 Describe and explain global economic interdependence and competition,
              using examples to illustrate their influence on national and international policies
              WI.SS.E.12.5 Describe the ways cultural and social groups are defined and how they
              have changed over time
              WI.SS.E.12.11 Illustrate and evaluate ways in which cultures resolve conflicting beliefs
              and practices
              WI.SS.E.12.17 Examine and describe various belief systems that exist in the world, such
              as democracy, socialism, and capitalism
     Performance Standards
     o     learner draws several of the navigational inventions on a poster and writes there function
           underneath, to be displayed.
     o        learner lists new technological nautical advancements made at the Portuguese school of
              navigation by Prince Henry and his students
     o        1/2 of the learners will write a letter from Christopher Columbus to monarchs of Italy,
              Spain, France and England to convince them to finance his voyages of exploration.
     o        1/2 of the learners will be broken into the four representative countries appealed to by
              Columbus and will write a return letter explaining why or why not they will finance his
              proposed voyages of exploration based on their countries' finances.
     o        learner makes a map of the exploration routes of explorers of the 15th and 16th century,
              indicating the various countries for which they sailed.
     Learning objectives
     a.    Describe the European custom of claiming the inhabitants as well as the lands they
           explored.
     b.       Compare Portuguese, Spanish, Dutch, English, and French reasons for exploration.
     c.       Analyze the long term effects of mercantilism on Western European nations and their
              countries.
     d.       Determine how the competition for power between European nations became the cause
              of global conflicts in the future


8.   Assess the impact of the democratic revolutions in Europe on the colonization of North
     American and specifically the United States.
     Properties
     Domain: Affective
     Level: Evaluation
     Difficulty: High
     Importance: Essential
     Linked External Standards
              WI.SS.A.12.2 Analyze information generated from a computer about a place, including
              statistical sources, aerial and satellite images, and three-dimensional models
              WI.SS.C.12.1 Identify the sources, evaluate the justification, and analyze the
              implications of certain rights and responsibilities of citizens
              WI.SS.C.12.2 Describe how different political systems define and protect individual
              human rights
              WI.SS.C.12.4 Explain the multiple purposes of democratic government, analyze
              historical and contemporary examples of the tensions between those purposes, and
              illustrate how governmental powers can be acquired, used, abused, or legitimized
              WI.SS.C.12.8 Locate, organize, analyze, and use information from various sources to
              understand an issue of public concern, take a position, and communicate the position
              WI.SS.C.12.9 Identify and evaluate the means through which advocates influence
              public policy
              WI.SS.C.12.14 Explain and analyze how different political and social movements have
              sought to mobilize public opinion and obtain governmental support in order to achieve
              their goals
              WI.SS.C.12.16 Describe the evolution of movements to assert rights by people with
              disabilities, ethnic and racial groups, minorities, and women
              WI.SS.D.12.2 Use basic economic concepts to compare and contrast local, regional, and
              national economies across time and at the present time
        WI.SS.D.12.4 Explain and evaluate the effects of new technology, global economic
        interdependence, and competition on the development of national policies and on the
        lives of individuals and families in the United States and the world
        WI.SS.D.12.14 Analyze the economic roles of institutions, such as corporations and
        businesses, banks, labor unions, and the Federal Reserve System
        WI.SS.E.12.5 Describe the ways cultural and social groups are defined and how they
        have changed over time
        WI.SS.E.12.9 Defend a point of view related to an ethical issue such as genetic
        engineering, declaring conscientious objector status, or restricting immigration
        WI.SS.E.12.13 Compare the ways in which a universal theme is expressed artistically in
        three different world cultures
Performance Standards
o     learner traces the various stages of the Revolution of Ideas in Europe during the 18th
      century in several endeavors of knowledge; i.e., science, mathematics, religion,
      philosophy, literature and art.
o     learner identifies the conditions of religious intolerance in Europe during this time, and
      give examples of deadly conflicts caused by it.
o       learner makes a chart of the various segments of society in France in 1778 to the Three
        Estates and describe the economic and social condition of each. Percentage of how
        these persons were represented in society will also be shown.
o       learner takes notes on the film, "A Tale of Two Cities," from a study guide sheet,
        describing characters, situations and historical events.
o       learner compares and contrasts the elements of the French and American revolution with
        an emphasis on the French revolution.
o       learner writes a letter to relatives living in the Americas explaining why conditions in
        Europe are making them want to immigrate to the U.S.
Learning objectives
a.    Compare and contrast the goals and accomplishments of the monarchs of the 1600s and
      the 1700s.
b.    Determine why European alliances shifted as the power of nations shifted.
c.      Explain the effects of the theory of divine right monarchy on the centralization of
        European governments.
d.      Detect how a war fought in their colonies could affect the balance of power among
        Europeans.
e.      Describe how the development of scientific inquiry led to the Enlightenment and the
        questioning of previously accepted ideas.

				
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