Document Sample
					                                   ANCIENT HISTORY 10: COURSE OUTLINE
Teacher: A. Roughneen                                                                    September 2010


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.)

                       UNIT                                             GUIDING QUESTIONS
1: The Nature of History                         How do history and other related disciplines contribute to our
(The study of history, prehistory,               understanding of the nature of the modern world?
2: The Prehistoric Period                        How did humans evolve and what changes occurred during the
(Human evolution, changes in technology,         prehistoric period (the period for which we have no written record)
the agricultural revolution)                     that would have a lasting impact on human development and history?
3: The Neolithic Revolution                      How did the agricultural revolution (advent of farming) shape social,
(The rise of cities, characteristics of          political and governmental structures in early civilizations? What
civilizations, the impact of farming.)           criteria do societies meet in order to be deemed civilizations?
4: The Near East                                 What were the factors that led to the development of civilizations in
(Mesopotamia, Egypt and Crete geography,         the near east? What were the most significant and lasting
religion, government, writing, art,              contributions of these cultures?
architecture, historical overview, daily life)
5: Early and Classical Greece                    In what ways was Classical Greece the foundation for modern
(Minoan culture, early Greeks, the Trojan        Western civilization?
War, rise of city-states, Athens vs. Sparta,
Persian Wars, Peloponnesian Wars,
Alexander the Great)
6: The Roman Empire                              What contributions to our modern civilization can be traced to the
(The rise of the Republic, daily life,           Roman Empire?
government, art, civil war, Julius Caesar and
the Triumvirate, the Second Triumvirate, the
rise of the empire imperialism, fall of the

 In order to receive a passing grade in History 10, students must demonstrate that they have met the outcomes of the
course. The Sir John A. Macdonald High School Assessment and Evaluation Policy states that term work will comprise
70% of the final grade and the exam will be worth 30%.
                       Term marks will be calculated based upon the following percentages:

    Assessment Type                   Approximate Number of Assessments per         Value on Term
                                      term (subject to change)
    Assignments/ tasks                10-15 (written reports, reflections, etc.                   30%
                                      and additional in class tasks)
    Skills Workshops                  5-10                                                        25%

    Research Projects and             Ongoing weekly research and tasks with                      20%
    Presentations                     one final product
    Tests and Quizzes                 One major test per unit and additional                      25%

Please note: A mark out of 100 will be issued at the end of the first term. That mark represents the curren t standing of
the student. When the final mark is calculated at the end of semester the marks earned from the whole semester will be

LEARNING STATEMENTS articulate what a student is expected to know and be able to do and understand as a result of a
learning experience. The following learning statements may apply in the course:

Upon completion of this course, students should be able to:
    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 evi dence.
    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.

UNIT ONE: The Nature of History                        Upon completion of this course, students should be able to:

       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

UNIT TWO: The Prehistoric Period                      Upon completion of this course, students should be able to:

       Explain the creationist and evolutionist theories of human origins.
       Compare and contrast the features of creation stories from various cultures.
       Apply Darwin's Theory of Natural Selection to the pattern of human evolution.
       Identify the major physical characteristics of human development.
       Examine theories and evidence of the physical and technological adaptations/ accomplishments of various
        predecessors to modern humans.
       Articulate their understanding of the role paleontology plays in the study of human origins.
UNIT THREE: The Neolithic Revolution                    Upon completion of this course, students should be able to:

           Examine the positive and negative aspects of hunting and gathering as a way of life.
           Analyze the factors that led to the Neolithic Revolution.
           Evaluate the impact (positive and negative)of moving from hunter gatherer societies to an agricultural
           Define civilization and apply their understanding of the features of a civilization to several early peoples.

UNIT FOUR: The Near East                              Upon completion of this course, students should be able to:

      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 FIVE: Early and Classical Greece            Upon completion of this course, students should be able to:

       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 SIX: The Roman Empire                          Upon completion of this course, students should be able to:

       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.
Planning For Improvement (Our school plan can be viewed on the SJA website:

In keeping with the initiatives laid out in SJA’s Planning for Improvement document, this course will
 Math initiatives (support students in improvement in the area of fraction concepts and operations, use and
    analyze graphs, tables and statistics applied to social issues and to support a point of view or hypothesis,
 Literacy initiatives (multi-genre writing as a demonstration of student’s learning across the curriculum,
    strategies for communicating, critical thinking & researching, reviewing effective writing styles,
    appropriate use of written conventions, etc.)

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. The school phone number is 826-
 In order to minimize distractions, no cell phones are permitted during class time. There is no eating during class
   time. MP3 players may be used at the teacher’s discretion.
 Please see the school website or student handbook to review the exam exemption policy.
 This course outline is subject to change- any change of a significant nature will be clearly communicated to students
   and parents/guardians

Messages can be left for me at 826-3222 extension 7901123 and my email address is
I also maintain a website (class information, an assignment calendar, useful links etc.)

Students, Parent(s)/Guardian(s):

Please sign and date below stating that you have reviewed the course syllabus. If you have any questions,
please contact me at the number and email address provided above.

Student Name : _____________________ Signature: _________________________________ Date: ________

Parent/ Guardian: ___________________ Signature: __________________________________Date:________

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