The document outlines the history curriculum for key stages 1 and 2 of the English national curriculum. It aims to ensure students develop a coherent understanding of British and world history. Key goals are for students to comprehend historical concepts, critically analyze evidence, and understand diverse perspectives. The curriculum also seeks to provide chronological context and connections between local, national, and global events. It specifies content to be covered at each key stage, including significant people, events, societies, and developments in Britain and other parts of the world from prehistoric times to modern day.
Spring courses from HPU's College of Liberal Arts that make great electives although most also can meet requirements in one or more majors or minors and in gen ed.
Spring courses from HPU's College of Liberal Arts that make great electives although most also can meet requirements in one or more majors or minors and in gen ed.
PhD Students in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor & Faculty Mentor,
PVAMU - The Texas A&M University System
HY 1010, Western Civilization I 1 Course Learning .docxShiraPrater50
HY 1010, Western Civilization I 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
3. Discuss key individuals in Western culture.
3.1 Identify the influence of key leaders in shaping culture during the period 600–1000 C.E.
4. Recognize significant Western cultural practices.
4.1 Compare and contrast the features of Islam and Christianity in the period 600–1000 C.E.
6. Recognize influences that contributed to the development of Western society.
6.1 Trace the influences of Islamic and Carolingian society on developments in Western society in
the Middle Ages from 600–1000 C.E.
7. Contrast attributes of Western societies across different periods and locations.
7.1 Compare the historical attributes of Islamic and Christian societies from 600–1000 C.E.
Course/Unit
Learning Outcomes
Learning Activity
3.1
Unit Lesson
Chapter 8
Unit V Essay
4.1
Unit Lesson
Chapter 8
Unit V Essay
6.1
Unit Lesson
Chapter 8
Unit V Essay
7.1
Unit Lesson
Chapter 8
Unit V Essay
Reading Assignment
Chapter 8: Europe in the Early Middle Ages, 600–1000
Unit Lesson
Castles, marauders, gargoyles, illuminations—the Middle Ages inspire more movies and novels than any
other period in history. The Pillars of the Earth, Game of Thrones, Robin Hood, Vikings, The Secret of Kells,
The Name of the Rose, and even Monty Python’s The Holy Grail reflect an enduring fascination. In fiction, we
can propel ourselves into imaginary futures or steep ourselves in the past, and something about the mystery
of such a different life captures our imaginations.
This can have a downside, however, as the repetition of such familiar stories can lead us to assume that we
already understand this period and, therefore, neglect learning what really happened. Entertainment stories
have to be tested by the practice of ethical historical scholarship if the knowledge that shapes our decisions is
to be sound.
Possibly the greatest lesson to recover from the period 600–1000 C.E. is the variation in beliefs and customs
across regions and among different peoples in the West, from Gibraltar to Iceland, from Russia to Persia,
UNIT V STUDY GUIDE
Europe in the Early Middle Ages, 600–1000:
The Rise of Christianity and Islam
HY 1010, Western Civilization I 2
UNIT x STUDY GUIDE
Title
from North Africa to the land of the Norsemen, and the “Great Lake” of the Mediterranean in the midst. At this
same time, we see the expansion of two religions shaping culture and politics—Christianity and Islam. There
are many questions historians explore.
What beliefs and strategies led still-pagan cultures to convert?
What was different but also similar in the ways that Islam and Christianity shaped societies?
Why did the new governments advance knowledge?
How do we understand the persistence of unique local cultures?
How do we approach the history of faiths and s ...
PhD Students in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor & Faculty Mentor,
PVAMU - The Texas A&M University System
HY 1010, Western Civilization I 1 Course Learning .docxShiraPrater50
HY 1010, Western Civilization I 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
3. Discuss key individuals in Western culture.
3.1 Identify the influence of key leaders in shaping culture during the period 600–1000 C.E.
4. Recognize significant Western cultural practices.
4.1 Compare and contrast the features of Islam and Christianity in the period 600–1000 C.E.
6. Recognize influences that contributed to the development of Western society.
6.1 Trace the influences of Islamic and Carolingian society on developments in Western society in
the Middle Ages from 600–1000 C.E.
7. Contrast attributes of Western societies across different periods and locations.
7.1 Compare the historical attributes of Islamic and Christian societies from 600–1000 C.E.
Course/Unit
Learning Outcomes
Learning Activity
3.1
Unit Lesson
Chapter 8
Unit V Essay
4.1
Unit Lesson
Chapter 8
Unit V Essay
6.1
Unit Lesson
Chapter 8
Unit V Essay
7.1
Unit Lesson
Chapter 8
Unit V Essay
Reading Assignment
Chapter 8: Europe in the Early Middle Ages, 600–1000
Unit Lesson
Castles, marauders, gargoyles, illuminations—the Middle Ages inspire more movies and novels than any
other period in history. The Pillars of the Earth, Game of Thrones, Robin Hood, Vikings, The Secret of Kells,
The Name of the Rose, and even Monty Python’s The Holy Grail reflect an enduring fascination. In fiction, we
can propel ourselves into imaginary futures or steep ourselves in the past, and something about the mystery
of such a different life captures our imaginations.
This can have a downside, however, as the repetition of such familiar stories can lead us to assume that we
already understand this period and, therefore, neglect learning what really happened. Entertainment stories
have to be tested by the practice of ethical historical scholarship if the knowledge that shapes our decisions is
to be sound.
Possibly the greatest lesson to recover from the period 600–1000 C.E. is the variation in beliefs and customs
across regions and among different peoples in the West, from Gibraltar to Iceland, from Russia to Persia,
UNIT V STUDY GUIDE
Europe in the Early Middle Ages, 600–1000:
The Rise of Christianity and Islam
HY 1010, Western Civilization I 2
UNIT x STUDY GUIDE
Title
from North Africa to the land of the Norsemen, and the “Great Lake” of the Mediterranean in the midst. At this
same time, we see the expansion of two religions shaping culture and politics—Christianity and Islam. There
are many questions historians explore.
What beliefs and strategies led still-pagan cultures to convert?
What was different but also similar in the ways that Islam and Christianity shaped societies?
Why did the new governments advance knowledge?
How do we understand the persistence of unique local cultures?
How do we approach the history of faiths and s ...
Integrated History / Literacy Program: 1850'sMahriAutumn
What was life like in the 1800’s ? What impact did The Gold Rush and Eureka Stockade have on the development of the colonies? How did the landscape around Albany, WA change as a result of the new British migrants?
HY 1010, Western Civilization I 1 Course Learning .docxadkinspaige22
HY 1010, Western Civilization I 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
3. Discuss key individuals in Western culture.
3.1 Identify key figures instrumental in the establishment of early civilization.
3.2 Identify actions, innovations, and/or events by influential individuals.
3.3 Discuss how notable individuals through 510 B.C.E. influenced the modern world.
Course/Unit Learning
Outcomes
Learning Activity
3.1
Unit Lesson
Chapter 1
Chapter 2
Unit I Assessment
3.2
Unit Lesson
Chapter 1
Chapter 2
Unit I Assessment
3.3
Unit Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Origins to 1200 B.C.E.
Chapter 2: Small Kingdoms and Mighty Empires in the Near East, 1200–510 B.C.E.
Unit Lesson
Today, when we refer to the West, its meaning can vary greatly depending on context, location, and
familiarity of an individual. Looking at a globe, west may appropriately refer to the left of any specific point for
some people; for others, it can serve as a reminder of a specific time and place, such as the American
Western frontier. In the context of world history, the West is a shorthand reference to not just a location but a
people, a socioeconomic tradition, and a common ancestry that traces its lineage to the earliest examples of
life and society.
In Unit I, we will focus on these earliest traces of world culture and witness the emergence of the organization
of national, cultural, and societal segregation from a time when they did not exist. To start, when looking at
the earliest evidence of culture, it is necessary to understand why periods of time are labeled.
Starting in the 19th century, science and the humanities worked together to distinguish and divide periods for
ease of reference. This division is central to geology and archaeology being able to classify millions of years
of undocumented history into an understandable form. Historians primarily focus on periods with proven
inhabitants, whether the proof is in terms of written, artistic, or artifactual evidence. The terms Old Stone and
Paleolithic refer to the period from as early as 3.4 million years ago up to 9000 Before Common Era (B.C.E.),
while New Stone and Neolithic refer to the period directly following (McKay et al., 2017).
UNIT I STUDY GUIDE
Pre-Civilization
HY 1010, Western Civilization I 2
UNIT x STUDY GUIDE
Title
Old and New Stone Eras
There is argument concerning how long ago the earliest hominid (i.e., erect two-legged mammal) began to
resemble what we today call human. Looking at the Old Stone era, the years it encompasses reflect a period
in which there is evidence of use of weapons and simple tools, such as hooks, traps, leather coverings, and
flint for fire. For modern researchers, the mention of stone is a reference to the materials primarily found in
artifacts from the era.
Scientists and a.
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Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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This will be used as part of your Personal Professional Portfolio once graded.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
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students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Primary national curriculum_-_history
1. Published: September 2013
History programmes of study:
key stages 1 and 2
National curriculum in England
Purpose of study
A high-quality history education will help pupils gain a coherent knowledge and
understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity
to know more about the past. Teaching should equip pupils to ask perceptive questions,
think critically, weigh evidence, sift arguments, and develop perspective and judgement.
History helps pupils to understand the complexity of people’s lives, the process of change,
the diversity of societies and relationships between different groups, as well as their own
identity and the challenges of their time.
Aims
The national curriculum for history aims to ensure that all pupils:
know and understand the history of these islands as a coherent, chronological
narrative, from the earliest times to the present day: how people’s lives have shaped
this nation and how Britain has influenced and been influenced by the wider world
know and understand significant aspects of the history of the wider world: the nature of
ancient civilisations; the expansion and dissolution of empires; characteristic features
of past non-European societies; achievements and follies of mankind
gain and deploy a historically grounded understanding of abstract terms such as
‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
understand historical concepts such as continuity and change, cause and
consequence, similarity, difference and significance, and use them to make
connections, draw contrasts, analyse trends, frame historically-valid questions and
create their own structured accounts, including written narratives and analyses
understand the methods of historical enquiry, including how evidence is used rigorously
to make historical claims, and discern how and why contrasting arguments and
interpretations of the past have been constructed
2. History – key stages 1 and 2
2
gain historical perspective by placing their growing knowledge into different contexts,
understanding the connections between local, regional, national and international
history; between cultural, economic, military, political, religious and social history; and
between short- and long-term timescales.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets]
or the content indicated as being ‘non-statutory’.
Subject content
Key stage 1
Pupils should develop an awareness of the past, using common words and phrases
relating to the passing of time. They should know where the people and events they study
fit within a chronological framework and identify similarities and differences between ways
of life in different periods. They should use a wide vocabulary of everyday historical terms.
They should ask and answer questions, choosing and using parts of stories and other
sources to show that they know and understand key features of events. They should
understand some of the ways in which we find out about the past and identify different
ways in which it is represented.
In planning to ensure the progression described above through teaching about the people,
events and changes outlined below, teachers are often introducing pupils to historical
periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
changes within living memory. Where appropriate, these should be used to reveal
aspects of change in national life
events beyond living memory that are significant nationally or globally [for example, the
Great Fire of London, the first aeroplane flight or events commemorated through
festivals or anniversaries]
the lives of significant individuals in the past who have contributed to national and
international achievements. Some should be used to compare aspects of life in
different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus
and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and
LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale
and Edith Cavell]
significant historical events, people and places in their own locality.
3. History – key stages 1 and 2
3
Key stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding
of British, local and world history, establishing clear narratives within and across the
periods they study. They should note connections, contrasts and trends over time and
develop the appropriate use of historical terms. They should regularly address and
sometimes devise historically valid questions about change, cause, similarity and
difference, and significance. They should construct informed responses that involve
thoughtful selection and organisation of relevant historical information. They should
understand how our knowledge of the past is constructed from a range of sources.
In planning to ensure the progression described above through teaching the British, local
and world history outlined below, teachers should combine overview and depth studies to
help pupils understand both the long arc of development and the complexity of specific
aspects of the content.
Pupils should be taught about:
changes in Britain from the Stone Age to the Iron Age
Examples (non-statutory)
This could include:
late Neolithic hunter-gatherers and early farmers, for example, Skara Brae
Bronze Age religion, technology and travel, for example, Stonehenge
Iron Age hill forts: tribal kingdoms, farming, art and culture
the Roman Empire and its impact on Britain
Examples (non-statutory)
This could include:
Julius Caesar’s attempted invasion in 55-54 BC
the Roman Empire by AD 42 and the power of its army
successful invasion by Claudius and conquest, including Hadrian’s Wall
British resistance, for example, Boudica
‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology,
culture and beliefs, including early Christianity
4. History – key stages 1 and 2
4
Britain’s settlement by Anglo-Saxons and Scots
Examples (non-statutory)
This could include:
Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman
Empire
Scots invasions from Ireland to north Britain (now Scotland)
Anglo-Saxon invasions, settlements and kingdoms: place names and village life
Anglo-Saxon art and culture
Christian conversion – Canterbury, Iona and Lindisfarne
the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward
the Confessor
Examples (non-statutory)
This could include:
Viking raids and invasion
resistance by Alfred the Great and Athelstan, first king of England
further Viking invasions and Danegeld
Anglo-Saxon laws and justice
Edward the Confessor and his death in 1066
a local history study
Examples (non-statutory)
a depth study linked to one of the British areas of study listed above
a study over time tracing how several aspects of national history are reflected in
the locality (this can go beyond 1066)
a study of an aspect of history or a site dating from a period beyond 1066 that is
significant in the locality.