Basic Course in World History (8 cr)

Evaluation scale

H-5

Objective

Students will learn about events and cultures in world history. The student will know the main features and events of the different periods of world history and will be able to distinguish and compare them.

Execution methods

Independent, pair or group work by the student
- Antiquity and Middle Ages (4op) 106 h
- New and Modern Times (4op) from the discovery to the future 106 h

Accomplishment methods

Performance options

1. Exam-exam on literature
2. essay
3. teaching unit
4. reading group (minimum 2 persons, preferably 3 or more)
5. podcast (2-3 people)
6. agreed delivery method

The World History consists of two 4op units.

Content

World history, part 1
- Agriculture, division of labour and the emergence of culture
- the cultures of the great river valleys
- Mediterranean economic area and societies in antiquity
- feudal society
- population, trade and the city in the Middle Ages
- human life in different periods
- the influence of important personalities in the course of historical events
- art and science in different periods

World history part 2
- Conditions and consequences of discoveries for societies
- colonialism and the first steps towards a global economy
- the development of modern science and technology, increased productivity and rising living standards
- changes in people's daily lives
- migration and environmental impact
- an interconnected world
- the influence of important personalities in the course of historical events
- art and science in different periods

Materials

Seppo Zetterberg (toim.) Maailmanhistorian pikkujättiläinen 2006 (tai jokin muu painos). Helsinki - WSOY

 

Teaching methods

Opiskelijan itsenäinen, pari- tai ryhmätyöskentely

Assessment criteria, satisfactory (1)

Rejected:
The student's performance is very incomplete, incorrect or contains significant misunderstandings. The performance does not meet the objectives of the course and demonstrates significant failure.

1:
The student has completed the assignment, but the performance is concise, superficial, or poorly aligned with the assignment. The performance is content to list issues in isolation or to deal with issues in a one-sided manner. The performance contains errors or ambiguities

2:
The performance corresponds to the mission statement, but it is limited or superficial, with a loose and one-sided listing of issues. The performance may contain errors or ambiguities.

Assessment criteria, good (3)

3:
Performance is in line with the brief and demonstrates the ability to analyse and justify. The student has an overall understanding of the issue, but there may be some gaps or weaknesses in performance.

4:
The student has performed the task very well. Performance is excellent in relation to the assignment and shows strong skills in analysis and reasoning. The student has an overall understanding of the issue and there are few weaknesses in performance.

Assessment criteria, excellent (5)

5:
Performance is excellent. The student has a broad overview and is able to apply information in a multidimensional way or place it in different contexts. Performance demonstrates an independent approach and insight. The response is well written or executed and forms a coherent whole, including reasoned personal reflection or critical thinking.

Qualifications

no prior knowledge requirements