course outlines: humanities - history 2013-14

7/31/2019 Course Outlines: Humanities - History 2013-14

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Chinese International School

Course Outline 2013-2014Department: Humanities - History

Year 08Year 09Year 10Year 11Year 12Year 13


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Year 9 MYP History 13/14 1/2

Year 9 History

AimsThe aims of the teaching and learning of MYP Humanities are to encourage and enable the

student to:

Appreciate the range of human and environmental commonalities and diversities Understand the interactions and interdependence of individuals, societies and

environments in different contexts

Understand how both environmental and human systems operate and evolve over time Identify and develop a concern for human and environmental well-being Act upon opportunities to be a responsible global citizen Develop effective inquiry skills to achieve conceptual understanding in humanities.

Course descriptionIn Year 9 students continue to expand upon skills taught in Year 8 Humanities. The course begins

with introducing students into the study of humanities and set of skills needed. The course

provides students with the opportunity to explore and inquire into several major historical

periods, such as, the French Revolution, the Industrial Revolution and the fall of Imperial China.

We aim to teach the China unit in a dual language context, in Chinese and English. The course isdesigned to give students a greater understanding of the world in which they live. By not

limiting studies to one area it is hoped that students will gain an appreciation of the trials,

struggles and triumphs of diverse cultures. Students will have many opportunities to train in allkey objectives of the MYP through the use of both primary and secondary sources. Students are

taught how to interpret, analyze and synthesize information and communicate it in appropriate

ways. These skills are useful not only in other subjects, but also in the broader context of life.

COURSE UNITS

Unit 1: The French Revolution

Why was there a revolution in France in 1789? How did the revolution escalate?

Unit 2: The Industrial Revolution

Why did the Industrial Revolution occur and what were theconsequences?

Why was Britain the first industrial nation?Unit 3: What caused the collapse of Imperial China?

What was Chinas attitude to the West before war with Britain? What impact did foreign powers have on China during the 19th century? What internal problems contributed to the downfall of Imperial China?

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Year 9 MYP History 13/14 2/2

Assessment Criteria

Criterion A: Knowing and Understanding

The student should be able to: Use humanities terminology in context Demonstrate knowledge and understanding of subject-specific content and concepts

through developed descriptions, explanations and examples.Criterion B: Investigating

The student should be able to:

Formulate a clear and focused research question Formulate and follow an action plan to investigate a research question Use methods accurately to collect and record information consistent with the research

question effectively address the research question.

Criterion C: Thinking criticallyThe student should be able to:

Analyze concepts, events, issues, models and arguments Analyze and evaluate a range of sources in terms of origin and purpose, recognizing

values and limitations

Interpret different perspectives and their implications Synthesize information in order to make valid, well-supported arguments.

Criterion D: Communicating

The student should be able to:

Communicate information and ideas using an appropriate style for the audience andpurpose

Structure information and ideas in a way that is appropriate to the specified format Document sources of information using a recognized convention

Assessment

For each topic will have a minimum of one assessment with rubrics. All assessments will have

rubrics and will assess one or several of the criteria A, B C D.

Title of

Assessed Work

A Knowing and

Understanding

B

Investigating

C Thinking

Critically

D Communicating

French Revolution

Assessment

x x x x

Ping Shan

Heritage Trail

Assessment

x x x x

Industrial

Revolution

Assessment

x x x x

Opium Wars

Assessment

x x x x


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Year 10 MYP History 2013-2014 1/4

Year 10 MYP History

History Aims

The aims of the teaching and learning of MYP Humanities are to encourage and enable the student

to:

appreciate the range of human and environmental commonalities and diversities understand the interactions and interdependence of individuals, societies and environments

in different contexts

understand how both environmental and human systems operate and evolve over time identify and develop a concern for human and environmental well-being act upon opportunities to be a responsible global citizen develop effective inquiry skills to achieve conceptual understanding in humanities.

Course description

The MYP year 10/11 course offers a wide and varied range of historical topics, issues and events; the diversityof the course is one of its many strengths. Each component of the course encourages pupils to develop and

enrich their understanding of people and problems in the past and, where appropriate, to link this with the

present. Factual knowledge is not seen as an end in itself and considerable emphasis is laid upon understanding

the beliefs and attitudes of different periods as well as upon understanding the nature and use of historical

evidence. Because history studies and reflects the real issues and conflicts in the past, and because there are

always difficulties with evidence, history is a matter for interpretation and debate. Students will be encouraged

to read evidence critically, to assess differing interpretations of it, to form their own views and to express them

in essays or in discussion. Therefore, teaching is designed to develop skills as much as to convey knowledge.

Reading and writing in depth about complex issues develops critical and analytical abilities. Class time and

collaborative projects encourage discussion, articulateness and the ability to listen to and work with others. At

the same time, the demands of private study develop students' self-reliance and ability to organize their work

independently.

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Course units

Introduction: expectations, requirements and necessary skills

Module 1

Unit 1: How and why did the Soviet Union become a superpower by 1945?

Why was Russia difficult to govern in 1914?

How did World War I contribute to Russias internal problems?

How and why did the Russian revolutions of 1917 occur?

How did Stalin modernize the USSR?

How did Stalin establish a totalitarian state?

How did Stalinism affect the Russian people?

To what extent had the USSR become a superpower by 1945?

Unit 2: How was China governed after the collapse of the Qing Dynasty? 1911 -45?

How did the Qing dynasty collapse in 1911?How did Yuan Shikais government affect China?

What impact did the rule of the Warlords have on Chinese society?

How significant was the First United Front between the GMD and CCP?

Why did the First United Front collapse (The Shanghai Massacre 1927)?

How significant was the Jiangxi Soviet?

What were the consequences of the GMD Encirclement and Extermination Campaigns 1930-1934

(The Long March and the Yanan Soviet)?

What were the successes and failures of the Nanjing decade?

What was the impact of the Japanese invasion of China 1931 45?

Module 2

Unit 1: What were the causes and immediate outcomes of World War II?

Why had international peace collapsed by 1939?

What were the long-term consequences of the Paris Peace Treaties?

Why did the League of Nations fail in the 1930s?

Was the policy of appeasement justified?

How important was the Nazi-Soviet Pact?

How far was Hitler s foreign policy to blame for the outbreak of war in 1939?

How did the war become a world war?

What were the major turning points of the Second World War?

What kind of war was it?

Unit 2: What were the causes and consequences of World War II in Asia?

Why and with what consequences did the Japanese invade China?

How important was the role of imperialism in Japanese foreign policy in the 1930s and 1940s?

What were the consequences for the people of Hangzhou?

What were the consequences for the people of Hong Kong?

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Assessment Criteria:

Criterion A: Knowing and UnderstandingStudents should be able to:

use humanities terminology in context demonstrate knowledge and understanding of subject-specific content and concepts through

developed descriptions, explanations and examples

Criterion B: InvestigatingStudents should be able to:

formulate a clear and focused research question formulate and follow an action plan to investigate a research question use methods accurately to collect and record information consistent with the research question

effectively address the research question

Criterion C: Thinking criticallyStudents should be able to:

analyse concepts, events, issues, models and arguments analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and

limitations

interpret different perspectives and their implications synthesize information in order to make valid, well-supported arguments

Criterion D: CommunicatingStudents should be able to:

communicate information and ideas using an appropriate style for the audience and purpose structure information and ideas in a way that is appropriate to the specified format document sources of information using a recognized convention

Assessment:

Each unit will have a minimum ofone assessment with rubrics. All assessments will have rubrics and will assess

one or several of the criteria A, B, C, D.

Assessed Work Criterion A:/8

Knowing and

Understanding

Criterion B:/8

Investigating

Criterion C:/8

Thinking critically

Criterion D:/8

Communicating

Module 1 Unit 1: Totalitarian state

essay

x x x x

Module 1 Unit 2: Nanjing Decade

source analysis

x x x x

Module 2 Unit 1: Hitlers foreign

policy source analysis

x x x x

Module 2 Unit 2: Japanese invasion

of Hong Kong/Hangzhou

x x x x


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New Grade Boundaries

Grade Boundaries

Grade Point range

1 0-3

2 4-7

3 8-12

4 13-17

5 18-22

6 23-27

7 28-32

Resources

Walsh, B. (2001), Modern World History2nd edition, John Murray

Terry Fiehn (1996), Russia and the USSR 1905-1941, Schools History Project

Michael Lynch, China: From Empire to Peoples Republic 1900-1949


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course outlines: humanities - history 2013-14

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