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The heritage from the early c i v i l i z a t i o n s , with emphasis on the developmental nature of society over a long period. The Greeks 6 weeks History of the Greeks from the formative period to the r i s e of Macedonia. The heritage from Greece, with emphasis on the importance of ideas and the worth of man. The Romans 6 weeks History of Rome from early times to the decline of the Empire. In Unit I each geographic background may be taken as an example of a way or ways i n which the s o c i a l and economic development of a people has been or i s influenced by physical surroundings.
Everyday l i f e i n Rome, at the end of the Republic, and at the height of the Empire. Natural resources and resultant standards of l i v i n g are related to the student's impressions from contemporary and current events studies.
A programme of historical study known as "world history" is part of the social studies offerings of almost all the Canadian provinces.
The purpose of this inquiry is to examine and evaluate the conceptions of world history embodied in these programmes.
Unit Four (Elective A), " L i f e i n the Middle Ages," (suggested time four weeks) i s recommended f o r students who anticipate taking Social Studies 20. The Cultural Pattern of L i f e i n the Middle Ages 5 I b i d . In Unit I I an economic viewpoint pre-v a i l s as the narrative accounts i n the several reference books concerning trade, commerce and t r a v e l are examined.The Application to a Modern Situation of the Concepts Learned i n t h i s Unit I I . The D i s t i n c t i v e I n d u s t r i a l Character of Modern C i v i l i z a t i o n 2 . The Economic P r i n c i p l e s of Modern Production and D i s t r i b u t i o n 4. The influence of the Church on European civilization is particularly emphasized by the detailed treatment given to the lives of the saints, the organization of the Church, the influence of the Church on kings and emperors, and l i f e in the monasteries. There have been times when people held that might was r i g h t . They were i n time overthrown by the n o b i l i t y , and government was i n the form of an o l i g a r c h y — r u l e by the few. As with most h i s t o r i e s which "look back from our vantage point i n the twentieth century," there i s a tendency to judge the past i n terms of present values. There i s no protection for the i n d i v i d u a l or f o r minority groups. Unit XIV (China and Japan) occupies twelve pages of the text.Application to a Modern Situation of the Concepts Learned i n t h i s Unit 39 I I I . The history i s further coloured by the way in which i t incorporates as historical fact items which are not universally accepted as such. History and dogma are fused as the following description of man's early development clearly shows: Man also drew pictures on the cave walls, and many of these may s t i l l be seen today. Later, pictures were used as an early form of writing. 127 stories of the r e l i g i o u s devotion of saints, missionaries, and martyrs. F i n a l l y the concept became acceptable to a growing number of men that there are human ri g h t s such as ' l i f e , l i b e r t y and the pursuit of happiness, which are inalienable or God-given r i g h t s which one man may not take from another. "One who wishes to understand history," says the text 5 5 I b i d . The w i l l of the people represented i n the House of Commons i s supreme. India, Canada, Au s t r a l i a and South A f r i c a are a l l dealt with b r i e f l y i n 59 a chapter on the B r i t i s h Empire.The unit-topics for Grade XI, "Modern Background of C i v i l i z a t i o n s , " are: I . This part of human a c t i v i t y i s treated separately from the p o l i t i c a l . 137 i t s e l f , "must develop h i s t o r i c a l mindedness: the a b i l i t y to understand the inner nature of an e v e n t — a l l the factors that caused i t to happen." Yet t h i s i s what t h i s history s i g n a l l y f a i l s to do.
The Expansion of Habitable and Productive Areas since the Beginning of the Modern Age 1. 135 l i b e r t i e s by an increasing number of people. The l a s t section of the history of each nation, with the ex-ception of China and Japan, i s devoted to a summary of the nation's con-t r i b u t i o n i n science, or culture, or both. The commitment to the use of the idea of "human r i g h t s " i n the treatment of events i n a l l periods and places d i s t o r t s and misleads.The Development of Parliamentary Government i n B r i t a i n and i n Canada: A Comparison with the Constitution of the United States V. Social Problems i n England P r i o r to the I n d u s t r i a l Revolution: Remedies Attempted 2. Features of Cultural and Religious L i f e i n B r i t a i n and Other Countries 5. This i s perhaps in e v i t a b l e , given the point of view on which the programme i s based which aims to explain the contemporary world and which finds the h i s t o r i c a l approach, by i t s e l f , unable to achieve t h i s aim. 97 which have retarded or blocked progress are twofold: f i r s t l y , inter-national r i v a l r i e s which have l e d to wars; and, secondly, forces of re-action and oppression which have denied the common man his rights. The contents of the text are arranged i n twenty-four chapters as follows: A: Development of Monarchy i n Europe, 1500-1760 B: Colonial Expansion and Conflict, I5OO-I763 1: The Growth of New Ideas 2: Causes of the French Revolution 3: Progress of the French Revolution, 1789-1795 4: The Revolutionary Wars and the Career of Napoleon, 1793-1815 5: The Congress System, 1815-1830 6: France, 1815-1871 7: The Metternich Period i n Germany, and the Austrian Empire, 1815-1851 8: The Unification of Italy, 1815-1870 9: Bismarck and the Unification of Germany, I85I-I87I 10: Great Britain, 1760-1954 11: The Growth of the United States 12: The Eastern Question, 1815-1878 13: China and Japan to 1954 14: Russia and Poland, 1789-1914 15: The German Empire and the Third French Republic, 1871-1907 16: The Balkans and the Approach to the F i r s t World War, 1900-1914 17. To them God made the promise that He would send a Messias, who would redeem man from the effects of sin.*9 In this way, the borderline between sacred and secular history Ibid.. But three days later, on the f i r s t Easter, He arose from the dead, giving final proof that He was God. As i n the case of the F i r s t Year High course, t h i s course i s 23 stated i n terms of the textbook, World History for a Better World. The Rise of National States The Story i n B r i e f Chapter 1. From Frankland to Third Republic i n France The Story i n B r i e f Chapter 1. Revolution Overthrows the Ancient Regime Chapter 3. The Third Republic Brings a New Order Chapter 5« France Makes Contributions i n Culture and Science Unit X. ^ Since these i n s t i t u t i o n s are not present-day growths but are the r e s u l t of a long progressive evolution, beginning with the e a r l i e s t times, he should be acquainted with the process of t h i s evolution. 139 Western c i v i l i z a t i o n , and the history i s e s s e n t i a l l y a history of European c i v i l i z a t i o n .