humanities interim objectives

7/27/2019 Humanities Interim Objectives

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Middle Years Programme

Humanities teacher support material

Example interim objectivesFor use with the Humanities guide (January 2005)

International Baccalaureate Organization 2008


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Humanities teacher support material: Example interim objectives 2

Objectives for years 1, 3 and 5 of the Middle Years

Programme

Year 5 objectives

The humanities objectives for year 5 of the Middle Years Programme (MYP) are already in place and canbe found in the Humanities guide (J anuary 2005). This set ofprescribed objectives forms the basis for theassessment criteria, also published in the guide, which must be used for the final assessment of studentswork during year 5.

Example interim objectives

Example interim objectives for years 1 and 3 of the MYP appear in the tables that follow. They have beendeveloped in order to:

promote articulation between the MYP and the Primary Years Programme (PYP)

support individual schools in developing a coherent curriculum across the five years of the programme

(or however many years a school is authorized to offer)

emphasize the need to introduce students to the required knowledge, understanding, skills andattitudes from the first year of the programme

provide examples of possible learning experiences and assessment tasks that will allow students towork towards meeting the final objectives for year 5

support schools that are authorized to offer the first three years of the MYP in designing appropriateassessment tasks for the end of the third year.

Unlike the objectives for year 5, the interim objectives for years 1 and 3 are not prescribed, although the IBrecommends that all schools use them. Schools may choose to adopt the objectives contained in thisdocument or develop their own.

If choosing to develop their own interim objectives, schools must follow these procedures.

For Knowledge (A) and Organization and presentation (D), schools must start with the prescribedobjectives for year 5 and modify each one by taking into account the age, prior knowledge and stageof development of students in an earlier year of the programme. Each year 5 objective will thencorrespond directly to a modified objective in a preceding year of the programme. No objectivesshould be omitted from an earlier year as it is vital to ensure a coherent progression of learningacross all five years of the programme.

For Concepts (B) and Skills (C), schools must first determine which concepts and skills apply to thecurriculum in a particular year of the programme. The relevant year 5 objectives must then be modifiedto take into account the age, prior knowledge and stage of development of students in that particularyear. Each year 5 objective must correspond to at least one modified objective in an earlier year of theprogramme.

MYP units of work

Examples of possible learning experiences and assessment tasks, each aligned to a set of objectives,appear in the tables that follow. Each learning experience is intended to form part of a larger unit of workdesigned to address a central question or theme, known as the MYP unit question. More information aboutMYP units of work can be found in the section on Planning for teaching and learning in MYP: Fromprinciples into practice (August 2008).

Within each unit of work, the context for learning, significant concept(s) and assessment tasks aredefined in relation to the MYP unit question. The areas of interaction provide the context for learning whilethe significant concepts refer to the underlying concepts that define the principal goal of the unit.Assessment tasks are designed to address the levels of students engagement with the MYP unit question

and the aligned objectives.


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Tables of objectives

Where the objectives in the tables that follow are the same for different years of the programme, there is anatural assumption that the student will gain more knowledge, understanding and skills, and become moremature as the course progresses. The units of work are therefore likely to become more complex and theunderlying concepts to become more sophisticated as the student progresses from one year to the next.

The following examples illustrate this point.

1. A. Knowledge: The first objective in the tables that follow is the same for years 3 and 5: Studentsshould be able to know and use humanities terminology in context. In this case, it is clear that thestudents knowledge of humanities terminology in year 3 will be more limited than in year 5 becauseless work has been covered and because the context will be less sophisticated than in year 5.

2. D. Organization and presentation: The first objective is the same for years 1, 3 and 5: Studentsshould be able to communicate information that is relevant to the topic. Here, the topics will naturallybecome more sophisticated and complex, in relation to the information that is being presented, as thecourse progresses.

The tables of objectives for years 1, 3 and 5 apply to all areas of humanities, such as geography, history,economics, politics, civics, sociology, anthropology and psychology. Although the examples of possible

assessment tasks and learning experiences focus mainly on history and geography, they could apply toother areas or be adapted with relative ease.

A Knowledge

Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts anddevelop skills.

Year 1 Year 3 Year 5

Objectives

At the end of the first year,

students should be able to:

At the end of the third year,

students should be able to:

At the end of the course, students

should be able to:

know and use basic humanitiesterminology in context

know and use humanitiesterminology in context

know and use humanitiesterminology in context

demonstrate subject contentknowledge and understandingthrough the use of basicdescriptions and explanations,supported by a limited numberof relevant facts and/orexamples.

demonstrate subject contentknowledge and understandingthrough the use of descriptionsand explanations, supported byrelevant facts and examples.

demonstrate subject contentknowledge and understandingthrough the use of descriptionsand explanations, supported byrelevant facts and examples,and may show other ways ofknowing.

Examples of possible assessment tasks

Students could create a posterillustrating their cultural heritagewith links and explanationsshowing how inventions anddiscoveries were used then andhow we use them today.Examples could include: the brick;the sexagesimal number system(base 60) used by the Sumerians;irrigation systems used by theIncas. Students should useappropriate terminology, such asartifact, progress,development.

Students could create a frontpage for a mock newspaperdepicting an event such as theMount St Helens volcanic eruptionor the Suez crisis. The reportincludes descriptions andexplanations that use and analyserelevant facts. Students shoulduse an increasing variety ofrelevant terminology, such ascrater, pyroclastic flow,nationalism, foreignintervention, gunboatdiplomacy.

Students could engage in roleplay by acting as a travel agentand giving a presentation thattargets a particular audience (forexample, ecotourists, members ofan archeological society). Theydescribe and explain the featuresand attractions of a selectedlocation using relevant facts andexamples. Students should useappropriate terminology, such assustainability, globalization,radiocarbon dating,archeology.


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Examples of possible learning experiences

Students spend several lessonsresearching and reading with theteacher in order to identifyaspects of their cultural heritagethat have been inherited fromothers.

The teacher introduces the topicand students research the eventfurther using relevant sources.

Students select one topic from a listpresented by the teacher and spendsome time reading, researching andplanning their presentation. Theyeach produce a script and prepare toanswer questions from the audience(the rest of the class who role-play asthe target audience).

B Concepts

Concepts are powerful ideas that have relevance within and across the disciplines. Students should be ableto develop an understanding of the following key humanities concepts over the course at increasing levelsof sophistication.

TimeStudents should understand the concept of time not simply as the measurement of years or time periods,but as a continuum of significant events of the past. Students can achieve this through the study of people,issues, events, systems, cultures, societies and environments through time.


Objectives

At the end of the first year,students should be able to:

At the end of the third year,students should be able to:

At the end of the course, studentsshould be able to:

recognize their role asindividuals in a context of timeand/or place

understand their role as part ofa group in a context of time andplace

establish a personal sense ofidentity in a context of time andplace

know that time can be

measured and perceived indifferent ways

demonstrate some

understanding of differentperceptions of time

understand different

perceptions of time

describe aspects of people inpast societies

show an understanding ofsome aspects of people in pastsocieties

show an understanding ofpeople in past societies

demonstrate an awareness oflinks between people, placesand/or events through time

demonstrate some awarenessof chronology that links people,places and events through time

demonstrate an awareness ofchronology that links people,places and events through time

recognize the similarities anddifferences that exist betweenpeople, places and eventsthrough time.

recognize and describe thesimilarities and differences thatexist between people, placesand events through time.

recognize and explain thesimilarities and differences thatexist between people, placesand events through time.


a) Students could make a simplemodel of a sundial, water clock,candle clock or sand clock todemonstrate how people used totell time.

b) Students could organize a rangeof events chronologically on atime line (for example, the mainevents in the development andgrowth of their own settlement)

and reflect on the purpose andsignificance of this sequencing.

Students could create a visualrepresentation of their own familytree and present this to the class.

They then compare and contrasttheir family tree with that ofsomeone else from the class todraw conclusions on howlifestyles have changed over timeand vary between differentfamilies and/or cultures.

Students could create a detailedslide presentation comparing andcontrasting causes and effects ofthe genocide in Rwanda with thesecond world war holocaust.


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a) Students could watch a video,read from a textbook andhandle actual artifacts indiscussions with the teacher.

b) Students could collect thenecessary information from arange of sources includingquotes, letters, documents andpictures supplied by theteacher.

Students could collect thenecessary information byinterviewing relatives, andreviewing and selecting relevantfamily documents andphotographs.

The students could be introduced,by means of a video, to anexample of genocide and discussthe theories pertaining to grouppersecution. Through moreresearch, students could developtheir own arguments and ideas,supported by relevant evidence.

Place and spaceThe concept of place and space refers to a students awareness of how place/space is categorized, andthe significance of place/space in humanities disciplines.

Objectives




recognize and describe basicpatterns and relationships inspace, including natural andhuman environments

recognize and describepatterns and relationships inspace, including natural andhuman environments

recognize, describe andexplain patterns andrelationships in space,including natural and humanenvironments

recognize and describe basicsimilarities and differencesbetween places

recognize and explain somesimilarities and differencesbetween places

recognize and explainsimilarities and differencesbetween places

identify constraints andopportunities afforded bylocation

identify and describeconstraints and opportunitiesafforded by location

understand constraints andopportunities afforded bylocation

identify basic issues related toplace/space on a local, nationaland global scale.

identify and describe issuesrelated to place/space on alocal, national and global scale.

understand issues related toplace/space on a local, nationaland global scale.


a) Students could produce aworld map showing the locationof major biomes, using a key toidentify similarities anddifferences.

b) Students could develop ideasabout why conventional mapshave north at the top withreference to an upside-downmap. They could also considerwhy different projections placedifferent regions in the centreof the map and showcontinents that aredisproportionate in area and/orattempt to explain why someboundaries and areas of theworld are disputed.

Students could map migration andpopulation patterns and choose amigrant population for a casestudy. They could also produce aleaflet telling migrants what to

expect in their new home.

Students could produce a detailedfact sheet on a less economicallydeveloped country and on a moreeconomically developed country.

They could attempt to measure,

compare and explain the differentlevels of development in eachcountry using a wide range ofvariables and factors, such asnatural resources, location,climate, proximity to othercountries and politics.


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a) Students could be introducedto the relevant terminology bydiscussing the local biome.

They also need to be provided

with atlases and blank worldmaps to work with.

b) Students could be introducedto the idea of projecting asphere on to a flat surface byreferring to different sources ofinformation (for example, anappropriate website such ashttp://www.nationalgeographic.com/2000/projections). Theythen attempt to drawthemselves from all sides inorder to recognize that this isthe same problem facing map-

makers when trying to map thethree-dimensional world on to atwo-dimensional surface.Historical maps and differentprojections should be used tointroduce students to the ideathat maps are onlyrepresentations.

Students could be introduced tothe topic of migration by havingpush and pull factors explainedthrough the use of local, nationaland international examples.

Students could be introduced tothe concept of development andthe socio-economic indicatorsused to measure it by conductingresearch into the host/homecountry as an example anddiscussing its level ofdevelopment.

ChangeChange necessitates an examination of the forces that shape the world. It may be viewed as positive ornegative based on peoples perceptions. The concept of change addresses both the processes andresults of changenatural and artificial, intentional and unintentional.

Objectives




identify basic short-term andlong-term causes of change

identify and provide someexplanations for short-term andlong-term causes of change

understand and explain short-term and long-term causes ofchange

identify links between causes,processes and consequences

identify and provide someexplanations for links betweencauses, processes andconsequences

establish and explain linksbetween causes, processesand consequences

recognize and describe basicexamples that illustratecontinuity and change

recognize and describeexamples that illustratecontinuity and change

recognize and explaincontinuity and change

recognize what change is andthat rates of change vary

recognize that change isinevitable and that rates ofchange vary

recognize that change isinevitable and that the rate ofchange is relevant to the context

recognize that people interactwith their environment andchanges occur

understand that as peopleinteract with their environment,changes occur

understand that as peopleinteract with their environment,both change

identify how basic interactionscan change levels of

sustainability.

identify and describe howenvironmental, political, economic

and social interactions canchange levels of sustainability.

understand and explain howenvironmental, political, economic

and social interactions canchange levels of sustainability.


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Students could write a letter froman explorer to his/her monarch(for example, Corts writing to theKing of Spain) describing the NewWorld and how he/she intends tochange it. Alternatively, studentscould write a letter from anaboriginal person to a relativedescribing the newcomers andwhat has changed since theirarrival.

Students could write a report onglobal warming summarizing bothpositive and negative viewpointsas well providing their own.Supporting evidence should beincluded. Students could alsomake recommendations for thefuture.

Students could write an essayevaluating changes brought aboutby one revolutionary process (forexample, the IndustrialRevolution).


Students could conduct research,having been provided with therelevant background informationconcerning the historical contextand resources such asdocuments, pictures and letters.

Students could find examples ofcontrasting viewpoints (pessimistsand skeptics) on global warming.

Students could work in groups toidentify and evaluate the mainconsequences of the IndustrialRevolution in Europe. Following aclass discussion and the sharingof ideas, students prepare theirown essay plan.

SystemsThe concept of systems refers to the awareness that everything is connected to a system or systems.Systems provide structure and order to both natural and artificial domains.

Objectives




identify, understand andcompare how basic systems,models or institutions operate

identify, understand andcompare how increasinglycomplex systems, models andinstitutions operate

understand, identify andcompare how systems, modelsand institutions operate

understand, identify and makebasic comparisons betweensocial structures and controls

understand, identify andcompare social structures andcontrols

understand, identify andcompare social structures andcontrols

understand, identify andcompare the dynamic natureof basic systems

understand, identify andcompare the dynamic natureof systems

understand, identify andcompare the complex anddynamic nature of systems

identify and make basiccomparisons between different

types of equilibrium withinsystems

identify, understand andcompare different types of

equilibrium within increasinglycomplex systems

understand, identify andcompare different types of

equilibrium within systems

identify and make basiccomparisons between systemsin local, national and globalsocieties

understand, identify andcompare increasingly complexsystems in local, national andglobal societies

understand, identify andcompare systems in local,national and global societies

identify and make basiccomparisons between rightsand responsibilities withinsystems

understand, identify andcompare rights andresponsibilities within systems

understand, identify andcompare rights andresponsibilities within systems

identify and make basiccomparisons, using examplesof cooperation within andbetween systems.

understand, identify andcompare cooperation withinand between systems.

understand, identify andcompare cooperation withinand between systems.


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Students could produce a factsheet in the shape of a particularanimal or plant, showing itsadaptations to the rainforestenvironment. As a class, theycould build a large displayshowing the interrelationshipsbetween the organisms withregard to food.

Working together, students couldidentify the elements of differentpolitical systems and construct aVenn diagram showing thesimilarities and differencesbetween democracy andtotalitarianism. In one set, theywrite the elements of democracy,such as individual rights, multi-party states, freedom of press,labour unions. In the other set,they write the elements oftotalitarianism, such as few or noindividual rights, single-partystate, censorship, politicalindoctrination. The overlappingparts (the union of the sets)contain the common elements,such as private property,

capitalism, free-market policies,citizenship education.

Students could write an essayidentifying which groups ofpeople have benefited from theoperations and functions of atrading bloc, for example, the EU(European Union) or OPEC(Organization of the PetroleumExporting Countries). Referenceshould be made to differentscales of benefit (individual,national, global). Studentsevaluate the effectiveness of theorganization and its goals, andsuggest future improvements.


Students could be introduced tothe location and characteristics ofrainforests and then, by usingdifferent sources to gatherinformation on their assignedanimal or plant, make notessummarizing the key points, suchas adaptations, diet and size.

Students could be introduced todifferent political systems byfocusing on democracy andtotalitarianism, in particular.Alternatively, they could study theinter-war period 191939, wherethey look at examples oftotalitarian states in Europe.

Students could study tradebetween countries at differentlevels of development bydiscussing several examples oftrading blocs and patterns ofworld trade, including tradeagreements and tariffs. Studentscould also take part in a tradingsimulation where they are

allocated resources in groupsand encouraged to trade (assuggested on the websitehttp://www.internationalmonetaryfund.org/external/np/exr/center/fra/econed/index.htm#lessonplans).

Global awarenessThe concept of global awareness engages students in a broader global context and encouragesunderstanding of, and respect for, other societies and cultures. It also emphasizes the need to understandones own culture in order to understand others cultures.

Objectives




identify different perceptions ofplaces, societies andenvironments

identify and describe differentperceptions of places,societies and environments

explain different perceptions ofplaces, societies andenvironments

recognize that their ownculture and perception canaffect their sense ofinternationalism

recognize that culture andperception can affect a senseof internationalism

show an understanding of howculture and perception canaffect a sense ofinternationalism

identify examples of the

interdependence of societies

identify and describe examples

of the interdependence ofsocieties

show an understanding of the

interdependence of societies


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demonstrate international andintercultural awareness andbasic understanding

demonstrate international andintercultural awareness andsome understanding

demonstrate international andintercultural awareness andunderstanding

explore basic issues facing theinternational community

explore issues facing theinternational community

explore issues facing theinternational community

recognize basic issues ofequality, justice and responsibility

recognize issues of equality,justice and responsibility

recognize issues of equality,justice and responsibility

recognize what responsibleaction entails.

know when and how to takeresponsible action.

know when and how to takeresponsible action whererelevant.


Students could play dot/non-dotgames on prejudice (see below)and then write a short piecedescribing how they felt about thegame, what their role was, andhow this relates to excludedgroups in real life. (Even thosewho do not actively engage inexcluding the dots shouldrealize they are colluding by notpreventing it.)

Students interview a member ofthe school or local community(peer/teacher/parent) who hasmoved from another culture to thehost culture. They could usequestions devised by the teacheror themselves. Students reflecton the variations between thecultures involved, their ownperceptions of the cultures andthose of others if appropriate.Conclusions could be presented tothe class.

Students prepare a positionpaper and an opening speech forparticipating in the United Nations(UN) as the representative of onenation.


Students could play dot/non-dotgames as follows. Each student isgiven a slip of paper that is eitherblank or has a dot on it. Students

who have a blank slip of paper haveto be excluded from the group beingformed by the students who havedots. No one knows who is a dotor non-dot. The students areencouraged to form ahomogeneous group of dots bymoving around the classroom.

Notes:

1. This game is a variation onthe blue eye/brown eyeexperience but avoids usingthe physical features of

students as the basis forexclusion.

2. This activity needs carefulsupervision and debriefing bythe teacher.

Students could studyinternationalism, cultures andperspectives by conductingresearch into various cultures and

attitudes towards other cultures. Aclass debate could then be held onthis topic.

Students could complete a unit ofstudy on the work of internationalorganizations such as the UN.

They then conduct research into

different aspects of the countrythey are allocated (government,economy, foreign policy,education).


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C Skills

The development of skills in humanities is critical in enabling the student to undertake research anddemonstrate their understanding of knowledge and concepts. Students should be able to demonstrate thefollowing skills during the humanities course to an increasing level of sophistication.

Technical skills


ObjectivesAt the end of the first year,students should be able to:



observe and record basicinformation from selectedsources

observe, select and recordrelevant information from avariety of sources

observe, select and recordrelevant information from awide range of sources

use different media andtechnologies to research,select, interpret and

communicate simple data

use different media andtechnologies to research,select, interpret and

communicate data

use a variety of media andtechnologies to research,select, interpret and

communicate data

use sources such as maps,graphs, tables, atlases,photographs and statistics

use sources such as maps,graphs, tables, atlases,photographs and statistics, in athoughtful manner

use sources such as maps,graphs, tables, atlases,photographs and statistics, in acritical manner

represent basic informationusing maps, models anddiagrams.

represent information usingmaps, models and diagrams,including use of scale, graphsand tables.

represent information usingmaps, models and diagrams,including use of scale, graphsand tables.


a) Students could choose theirfavourite pieces from amuseum and write detaileddescriptions of each one,explaining why they like them.

b) Students could create aworking model of a volcanousing papier mch, vinegarand baking soda. Alternatively,students could create a modelof a three-dimensional cross-section of a volcano showingthe main features (crater, vent,magma chamber, layers of

ash). Alternatively, studentscould create an edible modelof a volcano to show and sharewith the class.

Students could use a suitablesoftware package to produce adetailed travel brochure for aplace they have visited (or theyhave recently studied). Thebrochure should be attractive,coloured if possible, and includepictures and maps. Descriptionsof relevant features should beincluded (geographical, historical,environmental).

Students could produce anannotated map of part of theirlocal area, illustrating andanalysing the causes of significantland use changes over time.Students include their ownphotographic evidence anddemonstrate mapping skills,including scale and symbols.


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a) Students could be providedwith museum catalogues and,if the museum is large, asuggested number of rooms or

sections to visit. They attendthe museum and, usingdrawings and notes, recordinformation about theirfavourite pieces from eachroom or section. On their returnto school, they could conductfurther research into theirchosen pieces using theInternet.

b) Students could spend sometime looking at the location,causes and structure ofvolcanoes and famous

eruptions. Reference could bemade to the websitehttp://www.haverford.edu/educ/knight-booklet/volcano.htm.

If the student has visited the placealready, then this makes the taskmore relevant. If this is notpossible, students should begiven stimulus material and a freechoice of location, to keep interestlevels high. They could usecurrent brochures and websitesbut should not plagiarize thecontents.

Students could be provided with ahistorical map of the local areaand participate in a discussionabout how and why settlementschange over time with referenceto settlement models and otherexamples. In groups, studentscould map the current land use ona base map during fieldwork bydefining their own categories ofland use, such as high-ordercommercial, industrial, residential.

They could also use sources suchas the Internet, aerial photographsor newspaper articles to furtherinvestigate historical land usechanges.

Analytical skills


Objectives




analyse information fromselected sources

analyse and interpretinformation from a range ofsources

analyse and interpretinformation from a wide rangeof sources

identify basic questions,problems and issues

identify relevant questions,problems and issues

identify key questions,problems and issues

recognize the values andlimitations of sources

evaluate the values andlimitations of sources

critically evaluate the valuesand limitations of sources

compare and contrast basicevents, issues, ideas, modelsor arguments in context.

compare and contrast events,issues, ideas, models andarguments in different contexts.

compare and contrast events,issues, ideas, models andarguments in a range ofcontexts.


Students could engage in the bagon the bus game (see below) andthen draw pictures of what theythink the person looks like andwrite justifications for theirdecisions. They then analyse theproblems created when primarysources are used, by identifyingwhich sources were helpful andwhich were not, and discussinghow each student allocated adifferent identity to the personwho lost the bag.

Students could use historicalcartoons to improve theiranalytical skills by investigatingthe significance of the author anddate, where the authorssympathies lie, the intendedaudience, the style of text orcombination of image and text,the colours and symbols, themessage and associated values,as well as the limitations andimplications of the cartoon as ahistorical source.

Students could look at animportant event from differentperspectives, by studying a widerange of primary and secondarysources. For example, they coulddiscuss whether NevilleChamberlain was a hero or acoward after signing the MunichAgreement of 1938 with Hitler andtransferring Sudetenland toGermany at the expense ofCzechoslovakia.


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Students also need to reflect, inwriting, on the difficulty of makinga fair judgment on the politicaldecisions that became turningpoints in history (to a certainextent, Munich was a turning pointas, after the agreement wassigned, war was the inevitableanswer to Hitlers demands).


The teacher collects the sort ofitems/objects that a person mightcarry with them and puts themtogether in a bag. (Items/objectsthat appear contradictory shouldbe included.) These items and thebag itself are the sources fromwhich students must build anidentity of the person who has left

this bag on the bus. Students sitin a circle and pass the bagaround, each taking an item untilthe bag is empty. They thenexplain what they think the personused each item for and how itmight contribute to his/her identity.

Students could discuss how tointerpret cartoons and recognizepropaganda by studying variousexamples of cartoons. (These canbe ideal sources for furtheringunderstanding of a historicalevent, for example, the FrenchRevolution, the RussianRevolution. Examples of cartoons

or posters can be found on theInternet.)

Students study the causes of thesecond world war and the policyof appeasement followed byBritain (Chamberlain) and France(Daladier), which culminated inthe Munich agreement in 1938.Sources need to be varied andcould include the article in theDaily Herald on Saturday 1

October 1938, where it wasreported that Mr Chamberlain haddeclaredit is peace for our time,and the book The Second WorldWar, Volume 1: The GatheringStorm (1948), where WinstonChurchillcalls it The Tragedy ofMunich.


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Decision-making skills

Objectives




use basic strategies to addressissues

use appropriate strategies toaddress issues

develop appropriate strategiesto address issues

formulate arguments, makeconsidered judgments onevents and draw basicconclusions and implications

formulate clear and soundarguments, make balanced

judgments on events and drawconclusions, including someimplications

formulate clear, valid andsound arguments, makebalanced judgments on events,and draw conclusions,including implications

make considered decisions andrelate them to real-worldcontexts.

make substantiated decisionsand relate them to real-worldcontexts.

make well-substantiateddecisions and relate them toreal-world contexts.


The students debate the topic:The motor vehicle has broughtmore benefits than problems tosociety. At the end, the studentsvote and each writes a briefreflection, including their ownpersonal opinion, on the debate.

Students write an essaycomparing the education andrights of young females and/ormales in two contrastingcountries. They should be able tomake substantiated comments onthe implications of differentialopportunities for males andfemales, including suggestions forchange.

Students present an electronicslide show to the class outliningthe implementation of apopulation control policy by agovernment of a particularcountry. The presentation shouldinclude background informationabout the country, why the policyis needed, what the policy entailsand an evaluation of itseffectiveness, including thebenefits and problems it hascaused or is causing. Studentsinclude their personal opinion onwhether they agree with the policy

and how they could improve it.They are also prepared forquestioning by other students ontheir opinions and strategies.


Students are divided into for andagainst groups and each groupprepares for the debate by makinguse of the schools library/mediacentre for research. Each groupdevelops a brief presentationoutlining their case and preparesto debate the topic. They areencouraged to include actualexamples or data in theirpresentation.

Students use books, the Internetand documentary film sources tocollect material and formulate anargument that is clear, sound andbalanced.

Students look at populationgrowth and decline, and factorsaffecting birth and death rates.

They evaluate the demographictransition model and determinehow and why countries are atdifferent stages. They also studyand discuss the problems ofyoung/rapidly growing ordeclining/ageing populations andinvestigate population pyramids.Each student is then allocated acountry that has either a pro-natalist policy (France,Singapore) or an anti-natalistpolicy (China, India). Students areshown an example of a well-presented slide show and thenprovided with the time andresources to create their own.


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Investigative skills

Objectives




test basic hypotheses andideas

test hypotheses and ideas andmodify them where necessary

test hypotheses and/or ideas andmodify them where necessary

plan, carry out and presentbasic individual and groupinvestigations

plan, carry out and presentindividual and groupinvestigations

plan, carry out and presentindividual and groupinvestigations

engage in fieldwork in order tocomplement a basicinvestigation.

engage in fieldwork in order tocomplement a more detailedinvestigation.

engage in fieldwork in order tocomplement an investigation.


Students make a presentation onhow a local industry has affectedlife in their home town.

Students write a brief individualreport stating how tourism hasaffected land use and/or theenvironment with reference to alocal resort or attraction. Thereport should include a sketchmap and annotated photographs.Each student should also refer tothe validity of the originalhypothesis.

a) Students produce their owndetailed fieldwork report on a river

or beach, which includes thefollowing sections: introduction,hypothesis, presentation ofresults, analysis, conclusions andfuture improvements. Studentsuse a variety of suitable methodsto present and analyse the data.

b) Students plan, research, prepareand present a slide presentationin which they propose and test ahypothesis on a topic related toone of the world wars. Forexample, To what extent did theuse of chlorine gas at the second

battle of Ypres in 1915 turn thefirst world war into total war?


Students are provided with detailsof several local industries andeach group conducts researchinto one industry. Fieldwork isundertaken in groups wherepossible. Students usephotographs, interviews, mapsand sketches to plan and developa presentation of the impact oftheir chosen industry.

During a field trip, students workin small groups to map facilitiesand land use in a tourist resort.

They also carry out anenvironmental evaluation of eachsite (noise, litter, graffiti, quality ofbuildings, smell). The data couldbe sampled along a transectstarting at the identified centre oftourist activity and then movingaway. Students are provided witha base map and instructions onhow to map the sites. Beforecollecting the data, students areasked to predict patterns anddevelop a hypothesis for testing.For example, There is more litterin the centre of tourist activity thanoutside it.

a) Students study river or coastalprocesses and landforms. Onthe basis of this knowledge,they develop their ownhypotheses to be tested.During a field trip, they useappropriate equipment tocollect data in small groups atseveral river or beach sites in

order to test their hypotheses.b) Following the study of one or

both world wars, studentsengage in in-depth researchusing primary and secondarysources relevant to the researchquestion. They structure theirwork, and support the analysis ofthe hypothesis and theimportance of the investigationwith relevant evidence. They alsoevaluate the merits, limitationsand implications of their sourcesand list these in a bibliography

according to a recognizedconvention.


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D Organization and presentation

Students should be comfortable using a variety of formats to organize and present their work (including oralpresentations, essays, reports, expositions) and using a variety of media and technologies. They should understandthat their presentation is creating a new perspective on humanities.


Objectives




communicate information thatis relevant to the topic

communicate information that isrelevant to the topic

communicate information that isrelevant to the topic

organize basic information ina logically sequenced manner

organize information in a logicallysequenced manner, appropriateto the format used

organize information in a logicallysequenced manner, appropriateto the format used

present and express basic

information and ideas in aclear and concise manner

present and express information

and ideas in a clear and concisemanner, using appropriatelanguage and visualrepresentation

present and express information

and ideas in a clear and concisemanner, using appropriatelanguage, style and visualrepresentation

clearly document sources ofinformation using appropriateconventions.

use referencing and abibliography to clearly documentsources of information, usingappropriate conventions.

use referencing and abibliography to clearly documentsources of information, usingappropriate conventions.


In small groups, students prepare aslide presentation on the life of ahistorical figure and his/her impact

on society, for example, the role ofLeonardo da Vinci in theRenaissance.

a) In pairs, students produce a largeclear poster display about aparticular renewable energy

source and present it to the class.The poster includes relevantimages, facts and a bibliographylisting the sources used.

b) Students write the obituary of afamous historical figure andinclude a bibliography of sourcesused.

Students write an essay looking at theimpact of the dissolution of the USSRon people in the different states. They

present their information in a logicalsequence and use appropriatelanguage to communicate their ideasclearly and concisely.


Each member of the groupconducts research into adifferent aspect of the life of the

historical figure, for example, thelife of Leonardo da Vinci as anartist, mathematician or scientist,and analyses his contributionthrough at least two differentsources. Together, the groupdecides on the structure of thepresentation, writes theintroduction and conclusion,collates the bibliographyaccording to a standard formatand evaluates the sourcesaccording to their merits andlimitations.

a) The students and teacher discussrenewable and non-renewableenergy sources, including the

problems and difficultiesassociated with energy sources,such as limited supplies andpollution. Each student isallocated a renewable energysource (wind power, solar power,hydro-electric power). Studentswork in pairs to research andprepare their poster display.Some guidance is provided withreference to the themes thatshould be included, for example,how energy is generated, where ittakes place, what the benefits

and problems are perceived tobe.

Students should research this topiccarefully, using library and mediasources to gather relevant

information. The essay shouldinclude an introduction,development and conclusion, andhave a bibliography in a standardformat that shows the use of avariety of sources.


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b) Each student reviews examples ofreal obituaries and is allocated afamous historical figure. A widerange of primary and secondarysources is made available to thestudents.

humanities interim objectives

Documents