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I f u r t h e r a g r e e t h a t p e r m i s s i o n f o r e x t e n s i v e c o p y i n g o f t h i s t h e s i s f o r s c h o l a r l y p u r p o s e s may be g r a n t e d by t h e H e a d o f my D e p a r t m e n t o r by h i s r e p r e s e n t a t i v e s . In the Junior High School the courses are: Grade VII Development of Canadian Culture Grade VIII Canada, the Commonwealth and Her Neighbours Grade IX Canada i n the Western World The h i s t o r i c a l content of these courses i s "the history of Canada ( d i s -covery, exploration, and settlement) i n some d e t a i l , with l e s s extensive study of the Americas; and the growth of p o l i t i c a l i n s t i t u t i o n s i n 3 B r i t a i n and Canada." More general history i s included i n the Senior High School courses: The Grade X course contains a mandatory fifteen-week u n i t (Three) e n t i t l e d "Our Heritage From the Past,"• and an optional four-week u n i t , " L i f e i n the Middle Ages." Grade XI Modern Background of Canadian C i v i l i z a t i o n Grade XII Canada i n the Modern World Grade X (S o c i a l Studies 10) Unit Three, "Our Heritage from the Past," i s divided into three parts.Authorized textbooks and provincial Department of Education curriculum bulletins are the two principal sources which are examined and analyzed in order to discover the organization and scope of the programmes, and the interpretations they embody.The recent views of English-speaking histories on the problem of defining and writing world history are examined as a basis for evaluation.The conceptions of world history are summarized and evaluated in terms of interpretation and world perspective.
Conclusions are drawn as to the basic weaknesses of present approaches to the formulation of world history programmes, and some suggestions are offered as to the direction to be followed if viable programmes are to be introduced.The Rise of Nationalism: The Expansion of European Empires 1. The very f i r s t words of the text are of this, sort: In your Bible history you learned how God created our f i r s t parents, Adam and Eve. This ability of early man to draw and paint should be no surprise, because he had many gifts which animals do not have. Fourth Year High SCOPE AND ORGANIZATION This course i s described i n the o f f i c i a l course of study as "a survey of Modern World History," which i s "general, covering but the main features; i t does not c a l l for a detailed study of p a r t i c u l a r countries. Governmental constitutions do not give these r i g h t s , they merely guarantee them.52 The study of history thus shows us how we came to enjoy our r i g h t s and l i b e r t i e s , and from i t we can learn something of our obligations i f we are to maintain them. There i s no check by a second house; there i s no veto; and there i s no Supreme Court to which an i n d i v i d u a l may appeal i f he f e e l s oppressed. The notable omission i s the United States, save for reference to the American Revolution i n the units on B r i t a i n and France.