ࡱ> @ \[bjbj uu\S*******4^$ |^%$ۿR-ʾ*ʾ**߾պպպ**պպպ0**X ` u#H0%PA~X^^****X*l$պdʾʾ^^^"`Q^^"`THE WEST AND THE WORLD [CHY4U] Part 1 Seminars OCT. 2007 Historical Figures 1715-1815 Debate Topics 1. Catherine the Great 1762-1796 The purpose and structure of government: Maximilien de Robespierre 1758-1794 absolutism or republicanism? 2. Edmund Burke 1729-1797 Evolution or revolution? Thomas Paine 1737-1809 3. Napoleon Bonaparte 1769-1821 Nationalism, war & international order Toussaint L'Overture 1743-1803 4. John Wesley 1703-1791 On human perfection Marquis de Condorcet 1743-1794 5. Mary Wollstonecraft 1759-1797 Women and the social order Jean Jacques Rousseau 1712-1778 6. George III 1738-1820 On empire and foreign trade Emperor Qianlong 1711-1799? 7. Czar Peter I 1689-1725 European civilization: positive Simn Bolvar 1783-1830 or negative impact? 8. Prince von Metternich 1773-1859 Conservatism or liberalism? Jeremy Bentham 1748-1832 9. Wolfgang A. Mozart 1756-1791 Why art: Art for art's sake? Jacques-Louis David 1748-1825 THE WEST AND THE WORLD [CHY4U] Part 1 Seminars FEB. 2007 Historical Figures 1715-1815 Debate Topics 1. Louis XVI 1754-1793 The purpose and structure of government: Maximilien de Robespierre 1758-1794 absolutism or republicanism? 2. Edmund Burke 1729-1797 Evolution or revolution? Thomas Paine 1737-1809 3. Napoleon Bonaparte 1769-1821 Nationalism, war & international order Toussaint L'Overture 1743-1803 4. John Wesley 1703-1791 On human perfection Marquis de Condorcet 1743-1794 5. Mary Wollstonecraft 1759-1797 Women and social order Catherine the Great 1762-1796 6. George III 1738-1820 On wealth and foreign trade Emperor Qianlong 1711-1799? 7. Czar Peter I 1689-1725 European civilization: positive Simn Bolvar 1783-1830 or negative impact? 8. Prince von Metternich 1773-1859 Conservatism or liberalism? Jeremy Bentham 1748-1832 9. Wolfgang A. Mozart 1756-1791 Art for art's sake? Jacques-Louis David 1748-1825 WORLD HISTORY: THE WEST AND THE WORLD Part 1 Essay Topics Oct. 2007 To 1815 1. Art and the scientific revolution 2. Spanish treatment of the new worlds people 3. The importance of Britain in Europe to 1815 The impact of Caravaggio on the art world Napoleon: Power is my mistress? The role of the French army during the French Revolution 7. China and the West pre 1815 8. Women and children in 1700 France or England 9. Marie Antoinette: culprit or victim? 10. The impact of the Jesuits on the West and the world to 1815 Part 2 Jan. 2008 Post 1815 1. The role of newspapers and political cartoons in 1800s Europe 2. The use and impact of International Expositions [World Fairs] to World War 1 3. Women and the arts in 19th century Europe 4. The industrial revolution and Scotland 5. Stalins Russia 6. The Irish Republican Army: positive or negative impact? Chinas Great Leap Forward The Japanese rise to power by 1940 Dictatorship in 20th century Africa 10. Buddhist monks as a social / political force in Asia Dr. John M. Denison S. S. History Department World History: The West and the World [CHY4U] ISU STAGE 1 Formative Assessment Student Name____________________________________ CategoryLevel 4 80 -100 %Level 3 70-79 %Level 2 60-69 %Level 1 50-59% NOTES Knowledge and Understanding Formative / 10  *more than 6 sources, including books, internet, encyclopediae *sources with all notes *excellent number & selection of primary and secondary quotations *quotations are documented *In own words, categorized by topics used in the summary *thorough knowledge 10 9 8 *5-6 sources, including books, internet, and encyclopediae *sources with all notes *very good number and selection of primary and secondary quotations *quotations are documented *In own words, categorized by topic used in the summary *considerable knowledge 7 *3-4 sources do not provide full coverage of the topic *most notes are sourced *some quotations & stats are not documented *some good primary and secondary quotations given *some notes are not in your own words and show only some topic understanding and knowledge of content 6 *superficial in places as too few sources used * all notes are not sourced *quotations & stats are not documented or are too few *few or no primary or secondary quotations used *limited knowledge and understanding of the topic is shown as too much is not in your words 5NOTES Thinking Formative / 10  *excellent depth & selection of resources illustrates exceptional research and planning skills *excellent selection of historians/writers found so far on the topic *excellent theses questions suggested for the essay OR seminar concepts identified show effective critical thinking processes 10 9 8 *good depth & selection of resources show effective research & planning skills *very good selection of historians/writers found so far on .the topic *very good theses questions suggested for the essay OR seminar concepts identified show considerable critical thinking processes 7 *adequate depth & selection of resources show some research & planning skills *good selection of historians/writers found so far on the topic *good theses questions are suggested for the essay OR seminar concepts identified show some moderate critical thinking processes 6 *lack of depth & good selection of resources show limited research skills *limited selection of historians/writers found does not clearly explain the topic *theses questions suggested for the essay OR seminar concepts identified show limited critical thinking processes 5SUMMARY Knowledge and Understanding Formative / 10  *Precise, detailed and accurate information *terms and concepts defined already show thorough topic knowledge * knowledge of the topic and relevant writers illustrate thorough understanding of content - excellent ability to apply historical terms, ideas, etc. *an excellent foundation 10 9 8 *Precise, and accurate information *terms and concepts defined already show considerable topic knowledge *knowledge of the topic and relevant writers illustrate considerable understanding - considerable ability to apply historical terms, ideas, *a very good foundation for the topic 7 *good, accurate information *terms and concepts defined show some topic knowledge *knowledge of the topic and relevant writers illustrate some understanding of content - some ability to apply historical terms, ideas, etc. *a good foundation 6 *limited information *inaccuracies present *terms and concepts defined show limited topic knowledge *knowledge of the topic and relevant writers illustrate limited understanding - limited ability to apply historical terms, ideas, etc. *a weak foundation for the topic 5 BIBLIOGRAPHY Application Formative / 10  *Exceptional variety of sources selected *more than 6 sources, including books, internet, encyclopediae *All formats are correct *transfers skills with a high degree of effectiveness 10 9 8 *5-6 sources, including books, internet, and encyclopediae *Very good variety of sources *Most formats are correct, but minor errors may exist *transfers skills with considerable effectiveness 7 *3-4 sources do not provide full coverage of the topic *Good sources found thus far *dependent on encyclopedia *Some errors in format *transfers skills with some effectiveness 6 *superficial as too few sources used *Sources show lack of proper historical research *dependent on encyclopedia *dependent on websites *Errors in format illustrate lack of understanding of the bibliographic format 5 Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment Dr. John M. Denison S. S. History Department CHY4U Student Name____________________________________ / 80 ESSAY ISU STAGE 2 CategoryLevel 4 80 -100 %Level 3 70-79 %Level 2 60-69 %Level 1 50-59% NOTES Knowledge and Understanding Formative / 20 Final Mark / 2020 - 16 *more than 8 sources, including books, internet, encyclopediae *research completes the necessary topic knowledge *excellent selection of writers found on the topic *sources with all notes *excellent number & selection of secondary quotations *quotations are documented *In your own words15 14 *7-8 sources, including books, internet, and encyclopediae *research provides the necessary topic knowledge *very good selection of writers found on the topic *sources with all notes *very good number and selection of secondary quotations *quotations are documented *In your own words13 12 *6-7 sources do not provide full coverage of the topic *some useful research is evident but lacks depth *most notes are sourced *some quotations & stats are not documented *some good secondary quotations *some notes are not in your own words and show only some topic understanding11 10 *superficial as too few sources have been used *lacks historical perspective * all notes are not sourced *quotations & stats are not documented or are too few *few or no secondary quotations *limited understanding of the topic is shown as too much is not in your words *key concepts are missingPRIMARY SOURCE Thinking Formative / 10 Final Mark / 1010 - 8 *excellent depth & selection of primary source illustrates exceptional research strategies *highly effective critical thinking illustrates sound historical approach to the topic7 *good depth & selection of primary source shows effective research strategies *considerable critical thinking illustrates a very good historical approach to the topic6 *adequate depth & selection of primary source shows some research skill *good selection of writers found on the topic *some moderate critical thinking illustrated5 *lack of depth & good selection of primary source shows limited research skills *limited selection of writers found on the topic *limited critical thinking illustratedAnnotated Bibliography Application /10 Final / 10 Communication /10 Final / 10 *Exceptional variety of sources described and analyzed for usefulness *All formats are correct *Clear, insightful comments show excellent command of the topic *Very good variety of sources described, analyzed *Most formats are correct, minor errors may exist *Clear, well written comments show very good command of the topic *Good sources with some description and analysis *Some errors in format *Comments show good command of the topic *May lack sufficient analysis of your sources*Weak sources used *Limited description and analysis of usefulness *Errors in format *Comments show some command of the topic *Lacks sufficient analysis of your sourcesEssay Outline Thinking Formative / 10 Final Mark / 10 Application Formative / 10 Final Mark / 10 Communication Formative / 10 Final Mark / 10 *selection of topics used for organization show excellent topic insight & point of view *argument provides an excellent analysis of topic *uses processing skills with high degree of effectiveness *precisely follows the format suggested *highly effective connections of historical concepts to the topic *excellent, precise and documented examples *applies & transfers skills *Precise, detailed and accurate information *thesis is precise, arguable * uses historical conventions vocabulary & terminology with a high degree of effectiveness *expresses & organizes ideas with a high degree of effectiveness *selection of topics used for organization show very good topic insight *a very good argument is made that provides a strong analysis of the topic *uses processing skills with considerable effectiveness *effectively follows the format suggested * very good connection of historical concepts to topic *used very good, precise examples, well documented within the outline *Precise, and accurate information *thesis is precise, arguable * uses historical conventions vocabulary & terminology with considerable effectiveness *expresses & organizes ideas with considerable effectiveness * selection of topics used for organization show some topic insight *a good argument is made that provides some analysis of the topic *lapses in logic exist *uses processing skills with some effectiveness *some ability to follow the format suggested *some connections made to historical concepts *moderately effective use of examples & documentation within the outline *good, accurate information *thesis needs refinement * uses historical conventions vocabulary & terminology with some effectiveness *expresses & organizes ideas with some effectiveness *selection of topics used for organization show limited topic insight *a weak argument is made that provides a limited analysis of the topic *uses processing skills with limited effectiveness *limited ability to follow the format suggested *limited connections made to historical concepts *lack of examples, primary source and proper documentation in the outline *limited information *inaccuracies present *thesis needs refinement * uses historical conventions vocabulary & terminology with limited effectiveness *expresses & organizes ideas with limited effectivenessNote: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment CHY4U Dr. John M. Denison S. S. History Department Student Name____________________________________ / 80 SEMINAR ISU STAGE 2 CategoryLevel 4 80 -100 %Level 3 70-79 %Level 2 60-69 %Level 1 50-59% NOTES Knowledge and Understanding Formative / 20 Final Mark / 2020 - 16 *more than 8 sources, including books, internet, encyclopediae *research completes the necessary topic knowledge *excellent selection of writers found on the topic *sources with all notes *excellent number & selection of secondary quotations *quotations are documented *In your own words15 14 *7-8 sources, including books, internet, and encyclopediae *research provides the necessary topic knowledge *very good selection of writers found on the topic *sources with all notes *very good number and selection of secondary quotations *quotations are documented *In your own words13 12 *6-7 sources do not provide full coverage of the topic *some useful research is evident but lacks depth *most notes are sourced *some quotations & stats are not documented *some good secondary quotations *some notes are not in your own words and show only some topic understanding11 10 *superficial as too few sources have been used *lacks historical perspective * all notes are not sourced *quotations & stats are not documented or are too few *few or no secondary quotations *limited understanding of the topic is shown as too much is not in your words *key concepts are missingPRIMARY SOURCE Thinking Formative / 10 Final Mark / 1010 - 8 *excellent depth & selection of primary source illustrates exceptional research strategies *highly effective critical thinking is illustrated *illustrates a clear analysis of the person's position 7 *good depth & selection of primary source shows effective research strategies *considerable critical thinking has been shown *illustrates a very good analysis of the person's position on the topic6 *adequate depth & selection of primary source shows some research skill *some moderate critical thinking has been shown *illustrates a good analysis of the person's position on the topic5 *lack of depth & good selection of primary source shows limited research skills *limited critical thinking has been shown *illustrates limited analysis of the person's position on the topicAnnotated Bibliography Application /10 Final / 10 Communication /10 Final / 10 *Exceptional variety of sources described and analyzed for usefulness *All formats are correct *Clear, insightful comments show excellent command of the topic *Very good variety of sources described, analyzed *Most formats are correct, minor errors may exist *Clear, well written comments show very good command of the topic *Good sources with some description and analysis *Some errors in format *Comments show good command of the topic *May lack sufficient analysis of your sources*Weak sources used *Limited description and analysis of usefulness *Errors in format *Comments show some command of the topic *Lacks sufficient analysis of your sourcesOutline Thinking Formative / 10 Final Mark / 10 Application Formative / 10 Final Mark / 10 Communication Formative / 10 Final Mark / 1010 9 8 *selection of topics used for organization show excellent insight and critical thinking *an exceptional argument is made that provides an excellent analysis of the person's position/point of view with evidence *precisely follows the format suggested *highly effective connections of historical concepts to the topic *excellent, precise and documented examples *applies & transfers skills *Precise, detailed and accurate information *thesis is precise, arguable * uses historical conventions vocabulary & terminology with a high degree of effectiveness *expresses & organizes ideas with a high degree of effectiveness7 *selection of topics used for organization show very good insight and critical thinking *a very good argument is made that provides a strong analysis of the person's position with evidence *effectively follows the format suggested * very good connection of historical concepts to topic *used very good, precise examples, well documented within the outline *Precise, and accurate information *thesis is precise, arguable * uses historical conventions vocabulary & terminology with considerable effectiveness *expresses & organizes ideas with considerable effectiveness6 * selection of topics used for organization show some topic insight and critical thinking *a good argument is made that provides some analysis of the person's position with evidence, lapses in logic *some ability to follow the format suggested *some connections made to historical concepts *moderately effective use of examples & documentation within the outline *good, accurate information *thesis needs refinement * uses historical conventions vocabulary & terminology with some effectiveness *expresses & organizes ideas with some effectiveness5 *selection of topics used for organization show limited topic insight or critical thinking *a weak argument is made that provides a limited analysis of the person's position with evidence *limited ability to follow the format suggested *limited connections made to historical concepts *lack of examples, primary source and proper documentation in the outline *limited information *inaccuracies present *thesis needs refinement * uses historical conventions vocabulary & terminology with limited effectiveness *expresses & organizes ideas with limited effectivenessNote: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment Pmy +,/BCDJ.]gho245;Tq ¹ȟȟ h{CJh{56CJ h{6CJh{mH nH sH tH  h{5CJh{h{CJ h{CJ h{5CJ h{5h{h VhCJH* h>*CJ hCJh5>*CJ h5CJ8 !"#OPP Q o : !!!!!!!!!!!!!!!!!!!!!! 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