Welcome to Navigate Powered by NIDES History 12!

Welcome to Navigate Powered by NIDES History 12! Please note that the First Assignment is a requirement to be registered in the course.

Legal last name: First name:

Other last name: Home phone#:

Middle name: Cell Phone #: Parent or Student Email: guardian email: Other school attending: Instructions: This assignment is intended to take approximately 5 - 10 hours to complete. It is worth 10% of your final grade for the course, so complete it carefully:

1. Read each question carefully before answering 2. Answer all questions to the best of your ability, and in your own words. Plagiarized assignments will not be accepted, and you will not be registered in the course. 3. Take your time and explore all of the resources. You will receive a higher mark on your First Assignment if you include your learning from the readings and resources provided. 4. When you have completed this assignment, return it as an attachment to an email to: [email protected]

Office Use Only Date:

Part A True or False Questions /15 Part B Composition /25

Teacher feedback:

Total Marks /40

What is History? You could say, quite simply, that history is the record of the human past. But there is more to it than this. Traditionally, students of history have studied nations, national leaders, and wars. Indeed, much of this course deals with these three factors. “Facts are sacred, opinions are free” has been a motto for some historians. But how do we decide which facts are important? For example, in 1927, an American named Charles Lindbergh flew from Long Island, New York, to Paris, France, nonstop. He was not the first to fly across the Atlantic: two Englishmen, Alcock and Brown, had done it some years earlier. But Lindbergh was the first to fly across the Atlantic alone, and his flight was much further than Alcock and Brown’s. Lindbergh’s flight is a “fact of history.” Many histories of the twentieth century mention the flight. But if you were to fly to Paris this summer, this would not be a “fact of history,” but would merely be a fact of your personal life. History, then, is a series of facts about the human past that historians agree are important—and that is the way these facts are understood and interpreted. What is a “fact of history” changes over time. Increasingly, however, the subject matter of history is changing. Women, blacks, First Nations people all feel that their story has been largely ignored by historians. As a result of these concerns, the subject matter of history is changing. Today people study the history of the family, the history of technology, and even the history of rats and lice! Just as the “facts of history” change, so the interpretation of those facts changes. During World War I, people looked at the “facts” and decided they meant that World War I was being fought to preserve freedom. Few would so interpret it today.

Topics Covered

● Understanding Causation of Events ● Imperialism, Colonialism & Nationalism in the 20th Century

The First Assignment will look at events that led to the First World War. We will also define and inquire about the topics of Imperialism, Colonialism and Nationalism in this context. These topics are essential for understanding the ‘bigger picture’ in the grand scheme of 20th Century World History and for understanding many topics in History 12. ______

Key Concepts

im·pe·ri·al·ism /imˈpirēəˌlizəm/ noun noun: imperialism 1. a policy of extending a country's power and influence through diplomacy or military force. 2. "the struggle against imperialism" ○ historical rule by an emperor. co·lo·ni·al·ism /kəˈlōnēəˌlizəm/ noun noun: colonialism 1. the policy or practice of acquiring full or partial political control over another country, occupying it with settlers, and exploiting it economically. na·tion·al·ism /ˈnaSH(ə)nəˌlizəm/ noun noun: nationalism 1. patriotic feeling, principles, or efforts. synonyms: patriotism, patriotic sentiment, flag-waving, xenophobia, chauvinism, jingoism "their extreme nationalism was frightening" 2. an extreme form of this, especially marked by a feeling of superiority over other countries. plural noun: nationalisms 3. advocacy of political independence for a particular country.

Part A: Comprehension-Historical Knowledge Questions (15 marks)

Use the links below to answer questions 1 through 15:

Readings & Resources

Feel free to use any outside sources you may find helpful as well as the links below! Check out these sites: http://edtech2.boisestate.edu/lockwoodm/imperialism/age_of_exploration.htm http://www.bbc.co.uk/history/worldwars/wwone/summary_01.shtml http://www.historynet.com/world-war-i

Answer these questions with either a T (True) or F (False) beside each one.

1. The three members of the original Triple Entendre were Great Britain, France and Italy. 2. The “Schlieffen Plan” was a strategy used by the German and called for a lightning attack. 3. Poison gas was first used at Vimy Ridge. 4. At Vimy Ridge the Canadians were commanded by General George Patton. 5. The US entered the war in 1915. 6. The Russian Revolution allowed the Germans to initiate the 1918 Spring offensive. 7. Canadian casualties in the war were less than 50,000. 8. The last Canadian casualty was a soldier named George Price. 9. The war ended exactly on Nov.11- 1918 @ 11:00 pm. 10. The Battle of Ypres was fought in France. 11. The kidnapping of Archduke Ferdinand was a major cause of WWI. 12. The last major battle Canadians were involved in was The Battle of Somme. 13. Russia supported Serbia in their conflict with Austria and Hungary. 14. Vimy Ridge battle began April 9, 1917 15. The “Peace Treaty” took place in 1919. Part B: Composition-Why do I want to study history? (25 marks)

How Do We Decide What to Believe? In this lesson, you are going to learn about some of the reasons people study history, and give thought to what you hope to gain from studying it. You will also be learning some of the skills necessary for studying history. The skills you learn in this lesson will be useful to you throughout the course (and throughout life). The task with Part B is to write a multi-paragraph composition that details in specific the reasons important to you for studying history. Your writing will be assessed according to the rubric below:

Writing is fully imagined and well-crafted. Accomplishes the purpose with originality and maturity. Uses effective vocabulary and sentence variety. Voice and tone engage the audience 6 throughout. Structure is effective and the writing as a whole appears effortless. Errors are not distracting.

Writing is clearly imagined and crafted. Has a clear sense of purpose. Appropriate word choice 5 and sentence variety. Voice and tone generally engage the audience. Structure is effective and the writing demonstrates control. Errors are not distracting.

Writing is generally straightforward and clear, with some imagination and sense of purpose. 4 Basic vocabulary, some sentence variety. Attempts to engage the audience, but lacks a consistent voice. Structure may be formulaic. Errors generally do not impede meaning.

Writing is formulaic or undeveloped, with little imagination or sense of purpose. Limited 3 vocabulary and sentence variety. Lacks a sense of audience and voice. Structure may be weak. Errors may distract and impede meaning.

Writing is hard to fathom with no clear purpose. Colloquial vocabulary, weak sentence structure. Writing reflects little understanding of language conventions. Inappropriate tone or 2 language for audience. Structure may seem illogical. Frequent noticeable errors interfere with meaning.

Writing is not developed. Has no discernible purpose. May be too brief to accomplish the task. 1 Lacks structure. Frequent serious errors.

Why Do We Study History? Different people study history for different reasons. Let’s look at some typical responses below: "I studied history in college because I believe that we cannot understand the present without understanding the past. Look at a map of Africa. Why are the countries’ boundaries where they are? It has nothing to do with African cultural groups or language groups, and little to do with geography. The Europeans divided up Africa among themselves a century or so ago, and the boundaries today come from agreements among Europeans. They have nothing to do with Africans. I studied history in college because when I graduated from secondary school I thought that I wanted to go into the Ministry of External Affairs—become a diplomat. So I studied history to prepare myself for my career. While I was at college I became a feminist and simple living advocate. So I chucked the idea of becoming a diplomat and became a personal counsellor—after years of additional study. But I don’t regret my time studying history. Knowledge of history is important whatever you do for a living, I believe. Some of my clients are First Nations’ people, and if I didn’t understand the history of white settlement in Canada, I wouldn’t know what they were upset about. Everyone lives in a cultural context, and every culture has a history. Often it is only by knowing the historical background that I can understand my clients." -Paul, Diplomat "I became interested in history when I was a child, reading stories of great heroes. Most of the girls I knew wanted to read about romance, but I loved to read about Charles XII of Sweden. He was only fifteen when he became King and only eighteen when Russia, Poland, and Denmark decided to attack Sweden. He led the Swedish army in the Great Northern War, winning victory after victory, until his final defeat. This was Sweden’s one attempt to conquer Europe, and we did pretty well, I think. For a while, anyway. For me, history is always a story. Remember that most European languages have the same word for “story” and “history.” In French, it is histoire, in German, Geschichte, and in Swedish, it is historia. I know that historians have higher goals than story-telling these days. They analyze past societies, provide lessons about the present, and so on. But always there is a story, always we want to know “and then what happened?” So I still read history— because when it’s well written, it’s as exciting as any novel. So I study history for the pleasure it gives me." -Josephine, Professor "I studied history because I wanted to understand the world around me. As a Muslim, I like being reminded that in the Middle Ages, we Muslims had a much higher level of civilization than the Europeans. We taught them a lot about mathematics, medicine, astronomy. History helps us all realize that things weren’t always the way they are today, and that they will change again in the future.In my native country—Cyprus—I studied to be a history teacher. But when I moved to London, I found that my Islamic certificate wasn’t acceptable. I intended to go to an English university and qualify once again, but never got around to it. The need to earn a living got in the way! Some someday I hope to get back to university and requalify." -Amir, Teacher Now it’s your turn! Please complete your multi-paragraph composition in the space below INSERT YOUR COMPOSITION HERE

When you have completed this assignment, return it as an attachment to an email to: [email protected]