History 12

Mr. Weichel
Contact and Availability
School hours until 4PM
Email: weichelj@wrca.ca
Phone extension #123
Website:
waypointweichel.weebly.com

Der Fuhrer: Adolph Hitler led Germany

from 1933-45.

Course Introduction
History is more than a window into the past: it is our key to understanding the
present and predicting what the future might hold. Studying history gives us insight
into who we are as a people it uncovers our collective fingerprint from throughout
the ages of our existence. Our topics will range from the grand scope of global
conflict to personal, individual stories filled with moral dilemma. It is a captivating
pursuit. We are enthralled by stories that draw us inward, telling us of tales laced
with triumph and tragedy, victory and defeat, loyalty and betrayal and good versus
evil. Such stories resonate deeply within our souls as we seek to understand the
capability of humanity, both good and bad.
The objective of History 12 is to develop historically literate learners that will be
equipped to make informed, competent and faith-based judgments about historical
events of the past and social issues of the present day. In this course, students will
be taught foundational historical thinking concepts, providing them with a deep
understanding of the framework that will shape the manner in which they study
history and engage with historical texts and artifacts. The historical thinking
concepts that will be emphasized in the course will include:
Establishment of historical
significance
Identification of continuity and
change
Exploring historical perspectives
and empathy

Use of primary source evidence

Analyzing cause and consequence
Understanding the ethical
dimension of historical
interpretations

Unit Themes
1. Conflict and Challenge: The World of 1919
Nationalism, Imperialism and how the First World War impacted the world; The
Russian Revolutions; The Paris Peace Treaties and post-war global politics
2. Promise and Collapse: 1919-1939
The rise of Fascism and Communism; The Great Depression; Colonial rule in the
Middle East and India; Events leading to the Second World War

3. Turmoil and Tragedy: 1939-1945

Key military events in Europe, North Africa, and in the Asia-Pacific; Impact of total
war on society; Technology and war; Nazi racial policies and the historical
significance of the Holocaust; Post-war realignment of world power
4. Transformation and Tension: 1945-1963
Causes of the Cold War and the various forms of superpower competition; Key
events of the Cold War & the Cuban Missile Crisis; Emergence of the Peoples
Republic of China; Nationalism in the Middle East & India; The global trend toward
economic integration after 1945; The role of the United Nations in advancing
international cooperation
5. Progress and Uncertainty: 1963-1991
The Vietnam War and American counterculture movement; Dtente and reasons for
the decline of communism in the USSR and Eastern Europe; China under Mao and
Deng Xiaoping
6. Contemporary Events
Student exploration of significant current events, possibly including: Canada in
Afghanistan; Russia and the Ukraine; The Arab Spring; The War on Terror and ISIS;
2008 Financial Crisis
Student Workload
History 12 is an academic course, which means that you will have a challenging
workload. A significant amount of reading, writing and research will be required on
an on-going basis.
You can expect daily reading assignments. It is essential that you do not get
behind in your reading or it will be difficult to get caught up.
Assessment
Students must understand the difference between formative and summative
assessment.
Formative Assessment
Think of formative assessment as on-going check-ins to see how you are doing with
the skills and concepts being taught in a particular unit. This can be done in many
ways: blog posts / journal entries / paragraph responses, class discussion, practice
assignments like document questions or mindmaps, quizzes, etc. In short, most of
the day to day work you might do in a class is designed so that both you and your
teacher can gauge your progress and understanding. Its a good thing! Since
formative assessment is about the process of learning, it isnt fair that a large chunk
of your grade comes from this stuff just dont underestimate its value!
Summative Assessment
The bulk of what you might think of as marks comes from summative assessment
pieces. These can be unit tests, projects, essays, presentations, etc. They typically
occur after you have completed the lessons and practice necessary to demonstrate

all that youve learned. Since this means that the majority of your grade comes
from relatively few things, this means that you need to invest significant effort to
prepare yourself for summative pieces as well as complete them within the
accorded timeframe.
Final Exam
The History 12 final exam is worth 30% of the overall grade and will include source
analysis questions and extended written responses.

Historical Thinking Concepts

Student learning will be structured in a way that the study of history, rather than
the study of historical content, will be the focus. Students will be challenged to think
like a historian and, as a result, become more independent in their research and
learning. Each unit of study will be undertaken with one or multiple historical
thinking concepts as a framework. These concepts provide informed entry points or
portals to think about and engage in an interpretive dialogue that lives at the heart
of historical understanding. They are:
Historical Significance
Determining what is historically significant is key to appreciating that judging the
importance of specific facts and events in history are matters of debate and subject
to change.
Evidence
Knowing that the past is accessed through the examination of evidence and
learning to interpret and assess the reliability of primary and secondary sources are
vital understandings for students to develop.
Continuity and Change
Identifying what has changed or stayed the same over periods in history and
between past and contemporary times are important questions when considering
the relationship between past and present.
Cause and Consequence
The concepts of cause and consequence help students explore the contributing
influences in history. Understanding these influences makes it possible for students
to see the structural and individual factors that shape their world and begin to
imagine their own role as citizens in shaping history.
Historical Perspective
Historical perspective taking encourages students to explore how people in the past
saw themselves in time and place as a means to understanding past actions in their
historical contexts and not simply viewing them from the perspective of present
experiences and values.

Moral Judgement
The notion of moral judgement helps students consider the complexities of passing
judgement on historical events and people and of drawing conclusions about the
moral responsibility of contemporary individuals and groups in relation to past
actions.