HISTORY 12 TABLE OF S PECIFICATIONS FOR THE PROVINCIAL EXAMINATION 2006 / 2007

COGNITIVE LEVEL CURRICULUM ORGANIZERS 1. The Study of History 2. Conflict and Challenge 3. Promise and Collapse 4. Turmoil and Tragedy 5. Transformation and Tension 6. Progress and Uncertainty 7. Written Response 8. Themes and Perspectives: Essay TOTAL % Knowledge Understanding and Application Higher Mental Processes TOTAL % *

< 7 > < 9 > < 13 >

100 < 13 > < 13 > < 18 > < 27 > 23 41 36 100

The values shown in this table are approximate and may fluctuate. *Curriculum organizer 1 in the History 12 IRP, 1997 addresses The Study of History and as such, applies equally to COs 26. Curriculum organizer 1 will be examined within the parameters of COs 26. History 12 skills are based on those skills identified in the Social Studies 810, 1997, the Social Studies 11, 2005 and the History 12, 1997 Integrated Resource Packages. Time allotted for the provincial examination is two hours. Students may, however, take up to 60 minutes of additional time to finish. Examination configuration: Multiple-Choice: Written-Response and Evidence: Essay-Response: 55% of the examination 18% of the examination 27% of the examination

Acknowledgment: The Assessment Department wishes to acknowledge the contribution of British Columbia teachers in the preparation and review of this document.
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HISTORY 12 DESCRIPTION OF THE PROVINCIAL EXAMINATION

The History 12 Provincial Examination consists of three parts. Part A addresses curriculum organizers (COs) 2 to 6 as found in the curriculum section and in the Appendix of the History 12 IRP, 1997 and is composed of multiple-choice questions. Part B addresses COs 2 to 6 and comprises one written-response and one evidence question. Part C consists of a cross-topic essay based on the major themes as outlined in the History 12 IRP, 1997. PART A MULTIPLE-CHOICE QUESTIONS (worth 55% of the examination) Each of the curriculum organizers outlined in the History 12 IRP, 1997, and summarized on pages 2 and 3 of this document, will be examined using multiple-choice questions. The number of multiple-choice questions may vary from CO to CO. PART B WRITTEN-RESPONSE AND EVIDENCE QUESTION (worth 18% of the examination) Students will be required to respond to one evidence question and one written-response question drawn from the following two sections (note: the evidence question and the written-response question will not be drawn from the same section): Section one: Conflict and Challenge I & II, Promise and Collapse I & II, Turmoil and Tragedy I, II & III Section two: Transformation and Tension I, II & III, Progress and Uncertainty I, II & III Students will have two options from which to choose their written-response question. The evidence question will consist of one question based on a set of historical documents in which students will be required to provide a written answer referencing the documents as well as other historical knowledge. PART C THEMATIC ESSAY QUESTION (worth 27% of the examination) Students will choose one of two essay topics for response. This is a thesis-based essay that requires students to relate the major themes and perspectives of the course to historical events from more than one curriculum organizer. Students are expected to use appropriate examples from throughout the scope of the course. The major themes and perspectives appear on page 5 of the History 12 IRP, 1997, and are listed below: 1. Geopolitical Events 2. Social Change 3. Economic Developments 4. Technological Progress 5. Ideologies

For a more detailed description of the themes and perspectives, please refer to page 5 of this document.
Note 1: The historical skills to be tested are found in Appendix A of the History 12 IRP, 1997. Note 2: Refer to the key verb list for clarification on the command terms for the written-response, essay and evidence question.

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History 12 Examination Specifications

HISTORY 12 DESCRIPTION OF THE CURRICULUM ORGANIZERS

1. THE STUDY OF HISTORY The prescribed learning outcomes (PLOs) in The Study of History emphasize the skills and attitudes associated with appreciating history and developing the skills needed for further study in history and related disciplines. The PLOs are interconnected rather than discrete. Beyond the skills of conducting research, students must, for example, be able to analyze the relevance of historical documents and records, develop interpretations of the documents they select, and demonstrate a sound grasp of the historical chronology and context in which the events took place. The learning outcomes, therefore, focus on the appreciation of history, interpretation of history, the skills of the historian, and the writing of history. They are meant to be applied, where appropriate, throughout the course. 2. CONFLICT AND CHALLENGE: THE WORLD OF 1919 The chronology for this organizer begins with the issues and problems facing the peacemakers at the Paris Peace Conference in 1919. The world had just passed through the catastrophic conflict of the First World War, the war to end all wars. The global scale of the tragedy set the stage for the challenges facing the world in 1919, particularly those arising from the peace treaty, the new strength of communist ideology, and the social, geopolitical, and economic upheavals that followed the war. This period introduces students to the concepts of nationalism and imperialism, and to the powerful influence of communist ideology around the world. 3. PROMISE AND COLLAPSE: 1919 1933 A brief period of apparent promise of renewed peace and prosperity followed the First World War. During the 1920s, international agreements suggested a willingness among nations to resolve conflicts through negotiation. The contentious issue of German reparation payments was alleviated, and the League of Nations, despite its political weaknesses, worked to improve living and working conditions. This period of hope ended with the global economic collapse of the Great Depression. Nations met this crisis by turning inward and seeking individual solutions. The Great Depression brought to the foreground issues and hostilities that the Paris Peace Conference had either failed to resolve or had created, leading the world to a new period of turmoil and tragedy. In studying this period, students examine the worldwide implications of the establishment of fascism and communism in Europe and the important influence of economic factors on events, especially in the United States. This period also introduces the growing movement toward national self-determination in many colonized countries. 4. TURMOIL AND TRAGEDY: 1933 1945 During this period, the League of Nations failed to come to terms with the reality of fascist aggression. Hopes for recovery and reconstruction were dashed. The problems associated with the aspirations of ethnic minorities intensified with the arbitrary national boundaries imposed at the Paris Peace Conference. The Great Depression, which saw the collapse of many national economies, aided the rise of dictators who used aggression as an instrument of national policy. The failure of the League to stop this aggression added to the turmoil around the world. At the same time, the inability of the leaders to
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settle disputes peacefully encouraged Japanese aggression in the Pacific and helped the expansionist policies of Mussolini and Hitler. The result was the tragedy and horror of the Second World War. This period introduces students to the causes of the Second World War, especially the influence of the Great Depression on the growth of totalitarian regimes, as well as the characteristics of totalitarian and democratic systems. Students also examine how a number of major developments of this period, especially new weapons technology, the concept of total war, and the use of mass communications had a lasting impact on events for the remainder of the century. 5. TRANSFORMATION AND TENSION: 1945 1963 The end of the Second World War marked a major transformation in world affairs. The defeat of Germany and Japan created a realignment of power. On a global scale, the war led to a decline in European influence and renewed efforts for colonial independence. The emergence of the U.S.A. and U.S.S.R. as the two major powers and their competition for spheres of influence created a mood of increasing tension characterized as the Cold War. Underlining this tension was the presence of the nuclear threat. Significant events of this period include the struggles for new national status in India, Africa, the Middle East, and South-East Asia; the spread of communism; and the buildup of confrontations between the two superpowers that culminated in the Cuban Missile Crisis of 1962. In studying this period, students explore the far-reaching effects of the Cold War, including the emergence of new economic and political alliances, and the growing strength of independence movements in the colonial territories. Students also examine the struggle for individual rights and the new imperative for international cooperation that accompanied the nuclear age. 6. PROGRESS AND UNCERTAINTY: 1963 1991 After the Cuban Missile Crisis, relations between the superpowers gradually eased into a period of dtente, characterized by agreements on the control of nuclear arms and the settlement of post-Second World War issues such as the German question. Nevertheless, conflict continued in many parts of the world, including the Middle East, South-East Asia, and some of the newly independent countries of Asia and Africa. But even these conflicts were eventually fully or partly settled. The breakup of the Soviet empire set a seal on the end of the Cold War, while contributing to a resurgence of nationalism in areas such as the Balkans. The gradual emergence of China influenced the realignment of power in the world. Approaching the end of the 20th century, the world experienced a surge in scientific and technological knowledge. At the same time, it faced the challenges of global issues such as nuclear proliferation, terrorism, and widespread economic and social problems. As they study this period, students examine conflicts in Asia and the Middle East and their effects both on domestic events in the U.S.A. and U.S.S.R. and on the international balance of power. Students also explore the rise of popular movements seeking new rights and freedoms, including the struggle for womens equality. Other developments of importance during this period are the advance of computer technology and the growing competition for natural resources. Finally, students examine the ongoing impact of the most significant developments of this period: the ending of the Cold War, the breakup of the U.S.S.R., and the resurgence of nationalism.

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HISTORY 12 DESCRIPTION OF THE THEMES AND PERSPECTIVES

1. GEOPOLITICAL EVENTS The significant events that are the hallmarks of the 20th century are many and varied and are not restricted to any specific region of the globe. As they study these events, students examine the role of each in shaping the history and unique identity of the 20th century. Topics which may be examined include: * Nationalism and Imperialism The Nature of Conflict and Conflict Resolution Internationalism 2. SOCIAL CHANGE The years from 1919 to 1991 witnessed social changes of unprecedented magnitude and pace. By exploring the evolution of society through the 20th century, students increase their understanding of the different and changing views of various groups and classes in society, and of relationships among individuals and groups. Topics which may be examined include: * Human Rights Causes of Social Change 3. ECONOMIC DEVELOPMENTS The economic developments of the 20th century may be characterized as reflecting a shift from a national to an international orientation. Students explore the economic forces that led to the emergence of a global economy, with far-reaching consequences for all spheres of public and private life. Topics which may be examined include: * Economic Cooperation / Competition 4. TECHNOLOGICAL PROGRESS The technological developments of the 20th century occurred on a scale and at a pace never before experienced. Students examine the extent to which these changes affected society and shaped the destiny of much of the world during the 20th century. 5. IDEOLOGIES The spread of mass ideology is an important phenomenon of the 20th century. Through the study of the major political and ideological trends in recent history, students gain a deeper understanding of the role of ideas and ideals in shaping the century. Topics which may be examined include: * Democracy Fascism Communism * This list is not intended to be exhaustive.
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Globalization

Totalitarianism