middle and high schoolmr. samer khoury the international school in genoa badia benedettina della...

2012-2019

CURRICULUM | SOCIAL STUDIES v2

ISG MIDDLE AND HIGH SCHOOL

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This Curriculum Document was reviewed by: Ms. Chiara Borselli Ms. Jody Parker Ms. Kate Ryder Dr. Matteo Merlo Mr. Samer Khoury The International School in Genoa Badia Benedettina della Castagna 11A, Via Romana della Castagna 16148 Genova Italy Phone: +39 – 010 – 386528 Fax: +39 – 010 – 398700 www.isgenoa.it [email protected] Last revision: February 1, 2015

http://www.isgenoa.it/

mailto:[email protected]

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TABLE OF CONTENTS

ISG MISSION STATEMENT ............................................................................................................................................................... 5

MIDDLE AND HIGH SCHOOL SOCIAL STUDIES AT ISG .......................................................................................................... 7

AIMS AND OBJECTIVES .................................................................................................................................................................... 9

AIMS….. .................................................................................................................................................................................................................... 9

OBJECTIVES ........................................................................................................................................................................................................... 9

KEY CONCEPTS .................................................................................................................................................................................11

Time and Place ............................................................................................................................................................................... 11

Place and Space ............................................................................................................................................................................. 11

Change and Continuity ................................................................................................................................................................ 11

Cause and Consequence .............................................................................................................................................................. 12

Significance...................................................................................................................................................................................... 12

Interpretation ................................................................................................................................................................................. 12

Systems .............................................................................................................................................................................................. 13

Global awareness .......................................................................................................................................................................... 13

TEACHING METHODOLOGIES, MATERIALS AND RESOURCES .........................................................................................15

EVALUATION OF STUDENT PROGRESS ....................................................................................................................................17

ASSESSMENT POLICY ..................................................................................................................................................................................... 17

ASSESSMENT CRITERIA ................................................................................................................................................................................ 18

GRADE 6-7 ASSESSMENT RUBRIC .......................................................................................................................................... 19

GRADE 8-9 ASSESSMENT RUBRIC .......................................................................................................................................... 20

GRADE 10 ASSESSMENT RUBRIC ........................................................................................................................................... 21

STORIA E GEOGRAFIA IN ITALIANO ..........................................................................................................................................23

CURRICULUM REVISION POLICY ................................................................................................................................................26

REVISION PROCESS AND TIMETABLE ................................................................................................................................................... 26

SYLLABUS BY GRADE......................................................................................................................................................................28

GRADE 6 SOCIAL STUDIES SYLLABUS .................................................................................................................................................... 29


GRADE 7 – PROGRAMMA DI STORIA E GEOGRAFIA ........................................................................................................................ 36


GRADE 8 – PROGRAMMA DI STORIA E GEOGRAFIA ........................................................................................................................ 40

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GRADE 9 HISTORY SYLLABUS .................................................................................................................................................................... 42

GRADE 10 HISTORY SYLLABUS ................................................................................................................................................................. 46

SOURCES .............................................................................................................................................................................................50

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ISG MISSION STATEMENT

OUR SCHOOL'S MISSION IS FOR EVERYONE TO DEMONSTRATE

THE ISG COMMUNITY THEMES OF

RESPECT,

RESPONSIBILITY AND

REACHING FOR EXCELLENCE

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MIDDLE AND HIGH SCHOOL SOCIAL STUDIES AT ISG

The study of humanities is crucial in order to learn to respect and understand the world around us. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. Students gain and develop knowledge and conceptual understanding as well as the skills of research, analysis, interpretation and communication, contributing to the development of the student as a whole. ISG Middle and High School (IMHS) Social Studies is a school-based curriculum articulated over five years; it aims to equip all students with the knowledge, understanding and intellectual capabilities to address further Group 3 courses (Individuals and Societies) at the International Baccalaureate (IB) Diploma Programme (DP) level, as well as to prepare students to respect and understand the world around them. It combines themes from the IB Middle Years Programme, the requirements for the Italian national examination at the end of 8th grade, and tested practices developed at ISG over the years by the Social Studies faculty.

The four main objectives of IMHS Social Studies support the IB learner profile, promoting the development of students who are knowledgeable, inquirers, communicators and reflective learners.

Knowledge and understanding is fundamental to studying humanities and forms the base from which to explore concepts and develop skills. Knowledge is both factual and conceptual and provides the foundation for thinking critically.

Investigating enables students to plan and carry out research as individuals or in a group. Students should be able to demonstrate investigative skills through developing their research skills throughout the social studies course.

Thinking critically in humanities is vital in developing a deeper understanding of the subject and its concepts. Students should be able to demonstrate these skills through their depth of knowledge, development of source analysis and individual research.

Communicating is about being able to demonstrate one’s ability to use a variety of media to organize and communicate factual and conceptual learning.

IMHS Social Studies builds on experiences in learning that students have gained in their time in the International Primary Curriculum (IPC). At the end of the five-year course, students continuing on to the IB Diploma Programme will have acquired concepts and developed skills which they will be able to apply and extend in further DP courses. In particular, the IMHS Social Studies syllabus reflects the concepts and skills of the presumed knowledge for the DP courses to allow a smooth transition to DP History and Economics.

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The present document contains all the general information relevant to the teaching of Middle and High School Social Studies at the International School in Genoa. In it, ideas and concepts from the best educational programs worldwide are adapted to the ISG context and background, and enriched to better match the needs of our learners.

Further information related to individual courses and teacher-specific materials can be found in the Course Outlines published each year and handed out to parents during Open House and to students at the beginning of September.

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AIMS AND OBJECTIVES

AIMS…..

The aims state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn. In addition, they suggest how the student may be changed by the learning experience.

The aims of the teaching and study of IMHS Social Studies are to encourage and enable students 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.

OBJECTIVES

The objectives state the specific targets and expected outcomes that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. These objectives relate directly to the assessment criteria found in the EVALUATION OF STUDENT PROGRESS section.

Learning outcomes, in terms of acquired concepts and developed skills, are detailed in the SYLLABUS BY GRADE.

A Knowing and understanding Knowledge and understanding is fundamental to studying humanities and forms the base from which to explore concepts and develop skills. Knowledge is both factual and conceptual and provides the foundation for thinking critically. At the end of the course, the student will be able to:

A1. use appropriate terminology for humanities in context A2. demonstrate knowledge and understanding through developed descriptions, explanations, analysis

and examples. B Investigating Investigation enables students to plan and carry out research as individuals or in a group. Students should be able to demonstrate investigative skills through developing their research skills throughout the humanities course. At the end of the course, the student will be able to:

B1. formulate a clear and focused research question B2. formulate and follow an action plan to investigate a research question B3. use methods accurately to collect and record information consistent with the research question B4. effectively address the research question.

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C Thinking critically The ability to think critically in humanities is vital in developing a deeper understanding of the subject and its concepts. Students should be able to demonstrate these skills through their depth of knowledge, development of source analysis and individual research. At the end of the course, the student will be able to:

C1. analyse concepts, events, issues, models and arguments C2. analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and

limitations C3. Argue how and why different events or people are considered significant. C4. interpret different perspectives and their implications through comparing and contrasting these

interpretations C5. synthesize information in order to make valid, well-supported arguments.

D Communicating Students should be able to demonstrate the ability to use a variety of media to organize and communicate their factual and conceptual learning. These formats include, but are not limited to: written reports, oral presentations, cartoons, storyboards, maps, diagrams, flow charts, PowerPoint® presentations, podcasts, animations and videos. At the end of the course, the student will be able to:

D1. communicate information and ideas using an appropriate style for the audience and purpose D2. structure information and ideas in a way that is appropriate to the specified format D3. document sources of information using a recognized convention.

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KEY CONCEPTS

Concepts are powerful ideas that have relevance within and across the disciplines. IMHS Social studies encourages students to develop an understanding of the following key humanities concepts over the five-year course at increasing levels of sophistication.

TIME AND PLACE

What do we mean by time and place? What are the features that are studied as we explore different times and places? How can we organize our perception of the time continuum? Focus on

• establishing a personal sense of identity in a context of time and place • understanding different interpretations of time • showing an understanding of people in past societies • demonstrating an awareness of chronology that links people, places and events through time • recognizing and explain the similarities and differences that exist between people, places and events

through time and place.

PLACE AND SPACE

Why do people live and move where they do? How has the quest for resources affected human history? How have place and space impacted human history, movement, settlement, and development? Focus on

• recognizing, describing and explaining patterns and relationships in space, including natural and human environments

• recognizing and explaining similarities and differences between places • understanding constraints and opportunities afforded by location and the availability of resources • understanding issues related to place/space on a local, national and global scale.

CHANGE AND CONTINUITY

How and why do civilizations and societies rise and decline? How does technology affect people’s lives? What are the aspects of humanity that remain continuous through time? Why have these features remained the same? Focus on

• understanding and explaining short-term and long-term causes of change • establishing and explaining links between causes, processes and consequences • recognizing and explaining continuity and change • recognizing that change is inevitable and that the rate of change is relevant to the context • understanding that as people interact with their environment, both change • understanding and explaining how environmental, political, economic and social interactions can

change levels of sustainability.

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CAUSE AND CONSEQUENCE

How has conflict and cooperation caused change in the interactions between people, societies, and nations? What are the consequences of these interactions? What are the causes and consequences of natural phenomena? Focus on

• analyzing and explaining the reasons for, and results of, historical events, situations, and changes • making links between the causes and consequences, considering the relationship between causal

arguments, evidence, and interpretations • recognizing the role of conflict as a catalyst for change • understanding that the geographical features and changing landscapes have significant consequences

on humanity.

SIGNIFICANCE

What are the most significant events and developments in history? Who are the most significant people in history? How have these events, developments, and people shaped our understanding of the past and present? Focus on

• considering why judgments about the significance of historical events, issues, and people have changed over time

• identifying the criteria and values used to attribute significance • assessing how these have been used in past and present descriptions and explanations.

INTERPRETATION

How do we know what we know about human history? How do historians and others form interpretations? Why do historians and others interpret events, people, and situations in different ways through a range of media? How can we evaluate these interpretations of the past in order to assess their validity? Focus on

• understanding why people represent and interpret the past in many different ways • understanding that interpretations reflect the circumstances in which they are made • recognizing the impact of available evidence and the intentions of those who construct the

interpretations .

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SYSTEMS

How and why do humans organize their societies the way they do? What impact do these societal systems have on their members? How in the past have these systems developed and changed? Focus on understanding

• how systems, models and institutions operate • social structures and controls • the complex and dynamic nature of systems • different types of equilibrium within systems • systems in local, national and global societies • rights and responsibilities within systems • cooperation within and between systems.

GLOBAL AWARENESS

How do culture and ways of living differ across the globe? How have these developed throughout time? How and why do societies interact with one another? How can humanity seek to cooperate in order to overcome issues, disasters, and conflict? How have various technological advances increased rate and quantity of human interaction across the globe? What are the common global issues that affect us all? Focus on

• explaining different perceptions of places, societies and environments • showing an understanding of how culture and perception can affect a sense of intercultural

awareness • showing an understanding of the interdependence of societies • demonstrating international awareness and intercultural awareness and understanding • exploring issues facing the international community • recognizing issues of equity, justice and responsibility • knowing when and how to take responsible action.

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TEACHING METHODOLOGIES, MATERIALS AND RESOURCES

METHODOLOGIES

Teachers at ISG adopt a variety of teaching methodologies in order to cater for different learning styles. The various approaches to learning are a means to provide students with the tools that will enable them to take responsibility of their own learning, this involves articulating, organizing and teaching the skills, attitudes and practices that students require to become successful learners.

Skill area Student learning expectations

Teaching methodologies

Learning activities

Instructional practices

Organization Time management, self management Long-term projects

Individual Historical investigations

Collaboration Group work, Pair work Group research and presentations

Communication

Literacy in the Humanities: use of social studies-specific

language, vocabulary and concepts

Communicating ideas clearly and thoroughly

Lectures in various forms (whiteboard,

ActiveBoard, presentations)

Use of oral history and documentation

Information literacy Resourceful collection of information from a variety of primary

and secondary sources

Individual and group investigations

Use of textbooks, academic articles,

primary sources, oral accounts

Reflection Evaluation of results and methods

Evaluation of one’s own learning

Formative assessment tasks

Practice exercises

Self- and peer-assessment

Self target-setting and monitoring

Thinking

Understanding and applying knowledge and concepts

Identifying and selecting the skills needed to analyse and

evaluate key issues, events and interpretations

Practice exercises

Source analysis

Class debates

Transfer

Using historical skills and knowledge to make connections

across space, place and time. Making connections with with

other subject areas

Applications across knowledge areas

Applications across disciplines

The teaching of social studies at ISG is structured to reflect the IB learner profile in accordance with the current educational thinking.

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RESOURCES

ISG offers several resources to facilitate student learning in social studies. They include:

a computer lab with 20+ laptops

ActiveBoards

a library section with reference textbooks.

MATERIALS

During IMHS math classes, all students are expected to have with them the following materials:

textbook writing instruments notebook ruler, compass, glue, scissors

More details on the required material can be found in each teacher’s Course Outline.

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EVALUATION OF STUDENT PROGRESS

ASSESSMENT POLICY

Assessment in IMHS Social Studies is

1 designed so that students can

a. demonstrate their learning of concepts in authentic contexts

b. apply acquired skills to familiar and unfamiliar problems.

2 structured to examine the achievement levels in each of Objectives A, B, C and D.

3 meant to provide teachers with feedback that is used to adapt the teaching and learning strategies with the aim of meeting each learner's needs.

4 criterion-referenced as opposed to norm-referenced. Please see the ASSESSMENT CRITERIA section below.

Assessment tasks for social studies are divided into:

- Informal assessment, consisting of homework, research investigations, presentations, class participation, etc.

- Formal assessment, consisting of examinations and historical investigations (final drafts).

This reflects the IB Diploma Programme division into Internal Assessment – student investigations developed over the two-year course – and External Assessment – a series of externally set exams taken at the end of the second IBDP year.

Assessment is carried out formatively throughout each course: the purpose of formative assessment is to provide students, parents and teachers with objective and timely feedback on the learner’s progress. Each quarter grade – on a scale from 1 to 7 - is based on both formal and informal assessments according to the weighting matrix below.

6th grade 7th grade 8th grade 9th grade 10th grade

Informal 80% 70% 60% 40% 25%

Formal 20% 30% 40% 60% 75%

100% 100% 100% 100% 100%

The ISG Secondary School grading system below provides descriptors for the IB scale and the corresponding percent grades.

ISG Comment Grade Percent

Excellent work: the student consistently and almost faultlessly demonstrates sound understanding of

concepts and successful application of skills in a wide variety of contexts and consistently displays independence, insight, autonomy and originality.

7 90-100

Very good work: the student consistently demonstrates sound understanding of concepts and successful

application of skills in a wide variety of contexts and generally displays independence, insight, autonomy and originality.

6 80-89

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High school students are also assessed summatively. Summative assessment consists of formal benchmarks at the end of significant portions of each course – i.e. semester finals. A score out of 7 is given to all summative assessment tasks.

Please see the document “Secondary school grading systems” for further clarification on the calculation of semester and end-of-year averages and for GPA and letter grade conversions.

ASSESSMENT CRITERIA

The assessment criteria relate directly to the OBJECTIVES as listed in the previous sections. For each objective,

typical assessment tasks are provided below.

Objective Typical assessment tasks

A Knowledge and understanding

Reading, lectures, note-taking, class question and answer sessions, research

B Investigating Research projects, historical investigations, preparation for presentations

C Thinking critically

Evaluative essays, source analysis, class debates, self and peer assessment

D Communicating Oral investigations/interviews, class debates, group work and pair discussions and problem solving activities

Assessment rubrics follow for assessment tasks in grades 6-7, 8-9, and 10. For a coherent approach to assessment practices over the entire programme, rubrics are adjusted from grade level to grade level to match the increased expectations in terms of maturity.

Good work: the student consistently demonstrates sound understanding of concepts and successful

application of skills in a variety of contexts and occasionally displays independence, insight, autonomy and originality.

5 70-79

Satisfactory performance: the student generally demonstrates understanding of concepts and successful

application of skills in normal contexts and occasionally displays independence, insight, autonomy and originality.

4 60-69

Mediocre work (conditional pass): the student demonstrates a limited understanding of the required

concepts and only applies skills successfully in normal situations with support. Partial achievement against most of the objectives.

3 50-59

Poor work: the student has difficulty in understanding the required concepts and is unable to apply skills

successfully in normal situations even with support. Very limited achievement against all the objectives.

2 20-49

Very poor work: Minimal achievement in terms of the objectives.

1 0-19

GRADE 6-7 ASSESSMENT RUBRIC

1-2 3-4 5-6 7

Knowledge and

Understanding

• recognizes some humanities

vocabulary

• shows basic knowledge and

understanding of facts and ideas

through some descriptions and/ or

examples.

• uses some humanities

vocabulary

• shows knowledge and understanding of

facts and ideas through simple

descriptions, explanations and examples.

• uses relevant humanities vocabulary

often accurately

• shows good knowledge and


through descriptions, explanations and

examples.

• uses relevant humanities

terminology accurately

• shows detailed knowledge and



examples.

Investigating

• chooses a question to research

• makes a limited attempt to follow

a simple plan to answer a research

question

• makes a limited attempt to collect

and record information

• makes a limited attempt to

answer the research qestion.


• partially follows a simple plan to

answer a research question

• uses a method or methods to collect

and record some information in line with

the question

• partially answers the question.


• satisfactorily follows a simple plan

to answer a research question

• uses methods to collect and record

appropriate information in line with

the research question

• satisfactorily answers the question.

• chooses a question to Research

• follows a simple plan completely to

answer a research question

• uses methods accurately to collect

and record appropriate information

in line with the research question

• completely answers the question.

Thinking

critically


identify the main points of ideas,

events, issues or arguments

• identifies the origin and purpose of

some sources


identify reasons how and why

different people or events are

significant

• identifies some different views

• makes connections between

information to give limited opinions.

• identifies some main points of ideas,


• identifies the origin and purpose of

sources

• identifies some reasons how and why

different people or events are significant

• identifies some different views and

suggests some implications of these


information to give simple opinions.

• identifies the main points of ideas,


• recognizes the origin and purpose of

sources

• recognizes how and why different

people or events are significant

• identifies different views and their

implications


information to give opinions.

• identifies in detail the main points

of ideas, events, issues or arguments

• analyses a source or range of

sources in terms of origin and purpose

• clearly and effectively argues how

and why different people or events are

significant

• clearly identifies different views and

their implications


information to give a relevant

opinion.

Communicating

• tries in a limited way to

communicate information in a way

that is clear to others

• tries in a limited way to organize

information and ideas according to

the task instructions

• makes a limited attempt to list

sources of information following the

task instructions.

• communicates information and ideas in

a way that is sometimes clear to others

• organizes information sometimes in

the order needed for the task

• includes a list of sources of information

that sometimes follows the task

instructions.

• communicates information and ideas

in a way that is often clear to others

• organizes information often in the

order needed for the task

• creates a list of the sources of

information that often follows the task

instructions.


in a way that is clear to others

• organizes information completely in

the order needed for the task

• creates a list of sources of

information that follows the task

instructions.

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GRADE 8-9 ASSESSMENT RUBRIC

1-2 3-4 5-6 7

Knowledge and

Understanding

• makes a limited attempt to use

some relevant terminology

• demonstrates basic knowledge and

understanding of content and

concepts through some descriptions

and/or examples.

• uses some humanities terminology

appropriately

• demonstrates knowledge and

understanding of content and concepts

through simple descriptions,

explanations and examples.

• uses relevant humanities terminology

accurately

• demonstrates good knowledge and



examples.

• uses a range of humanities

terminology accurately and

appropriately

• demonstrates detailed knowledge

and understanding of content and

concepts through thorough

descriptions, explanations, examples.

Investigating

• formulates a very general research

question

• makes a limited attempt to follow

an action plan to investigate a

question

• collects and records limited

information, not always in line with



address the research question.

• formulates an adequate research

question

• partially follows an action plan to

investigate a research question


and record some information in line with


• partially addresses the research

question.

• formulates a clear research question

• satisfactorily follows an action plan

to investigate a research question


appropriate information in line with


• satisfactorily addresses the research

question.

• formulates a clear and focused

research question

• follows an action plan effectively to

investigate a research question


and record appropriate and varied

information in line with the research

question

• effectively addresses the research

question.

Thinking

critically


analyse concepts, events, issues,

models or arguments

• recognizes the origin and purpose

of some sources as well as some

values and limitations of sources

• identifies different perspectives


information in a limited attempt to

make simple arguments.

• completes a simple analysis of

concepts, events, issues, models or

arguments

• describes sources in terms of origin

and purpose, recognizing values and

limitations

• identifies different perspectives and

suggests some of their implications


information to make simple arguments.

• completes a satisfactory analysis of


arguments

• satisfactorily demonstrates an ability

to analyse and evaluate sources in

terms of origin and purpose,

recognizing values and limitations

• recognizes different perspectives and

their implications


information in order to make valid

arguments.

• completes a detailed analysis of

concepts, events, issues, models or arguments

• effectively analyses and evaluates a

range of sources in terms of origin and purpose,

recognizing values and limitations • clearly recognizes a range of different

perspectives and their implications

• makes connections between information to make valid, well-supported arguments.

Communicating

• tries in a limited way to

communicate information and ideas

in a style that is appropriate to the

audience and purpose

• tries in a limited way to structure

information according to the task

instructions

• tries in a limited way to create a

list of sources of information.

• communicates information and ideas in

a style that is sometimes appropriate to

the audience and purpose

• structures information sometimes

according to the task instructions

• creates a list of sources of information

sometimes according to the task

instructions.


in a style that is often appropriate to


• structures information often

according to the task instructions


information often according to the task

instructions.


in a style completely appropriate to


• structures information and ideas

completely according to the task

instructions


information according to the task

instructions.

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GRADE 10 ASSESSMENT RUBRIC

1-2 3-4 5-6 7

Knowledge and

Understanding

• makes a limited attempt to use

some relevant terminology

• demonstrates basic knowledge and

understanding of content and

concepts with simple descriptions

and/or examples.

• uses terminology that is accurate

and/or appropriate

• demonstrates knowledge and


through adequate descriptions,

explanations or examples.

• uses a range of terminology

accurately and appropriately

• demonstrates good knowledge and


through accurate descriptions,

explanations and examples.

uses a wide range of terminology

accurately and appropriately

• demonstrates detailed knowledge

and understanding of content and

concepts through developed and

accurate descriptions, explanations

and examples.

Investigating

• formulates a very general

research question

• formulates and follows a limited

action plan to investigate a research

question

• collects and records limited

information not always consistent

with the research question


address the research question.

• formulates an adequate research

question

• formulates and follows a partial action

plan to investigate a research question


and record some information consistent


• partially addresses the research

question.

• formulates a clear research question

• formulates and follows a satisfactory


question


appropriate information consistent


• satisfactorily ad dresses

the research question.

• formulates a clear and focused

research question

• formulates and follows a detailed


question


and record appropriate

and varied information consistent


• effectively addresses the research

question.

Thinking

critically


analyse concepts, events, issues,

models or arguments

• describes some sources in terms

of origin and purpose and

recognizes some values and

limitations

• identifies different perspectives


information in a limited attempt to

make arguments.

• completes a simple analysis of


arguments

• completes a simple analysis and/or

evaluation of some sources in terms of

origin and purpose, recognizing values

and limitations

• identifies different perspectives and

their implications


information to make simple arguments.

• completes a satisfactory analysis of


arguments

• satisfactorily analyses and/or

evaluates a range of sources in terms

of origin and purpose, recognizing

values and limitations

• interprets different perspectives and

their implications

• synthesizes information to make

valid arguments.

• completes a detailed analysis of


arguments

• effectively analyses and evaluates a

range of sources in terms of origin

and purpose, recognizing values and

limitations

• thoroughly interprets a range of

different perspectives and their

implications

• synthesizes information to make

valid, well-supported arguments.

Communicating

• communicates information and

ideas by attempting in a limited

way to use a style appropriate to the



structure information and ideas in a

way that is appropriate to the

specified format


document sources of information.


by using a style that is sometimes

appropriate to the audience and purpose

• structures information and ideas in a

way that is sometimes appropriate to the

specified format

• sometimes documents sources of

information using a recognized

convention.


by using a style that is often

appropriate to the audience and

purpose


way that is often appropriate to

the specified format

• often documents sources of


convention.

• communicates information and

ideas effectively by using a style

that is consistently appropriate to the



way that is consistently appropriate to

the specified format

• consistently documents sources of


convention.

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STORIA E GEOGRAFIA IN ITALIANO

Il corso di storia e geografia, basandosi principalmente su quanto stabilito dai programmi ministeriali della scuola statale italiana, intende trasmettere e sviluppare le conoscenze fondamentali che aiutino lo studente a collocare efficacemente sé stesso e la realtà che lo circonda secondo corrette direttrici spazio-temporali. Lo studio della storia aiuta, infatti, gli studenti a sviluppare la comprensione del passato, la sua influenza sul presente e le sue implicazioni sul futuro. Lo studio della geografia serve a sviluppare la comprensione del modo in cui i popoli si relazionano al proprio ambiente, un senso del luogo ed un senso del sé rispetto ad una posizione personale, al locale, al nazionale ed all’internazionale. Ed, in ultimo, lo studio delle relazioni umane fra i gruppi individuali e le società e come i loro valori danno forma ai nostri sistemi sociali incorporando elementi di sociologia, antropologia, economia, etica e politica.

L’obiettivo, oltre alla trasmissione delle conoscenze teoriche relative alla materia, fondamentali per affrontare con successo l`esame di licenza media presso la scuola italiana, è quello di sviluppare conoscenza e comprensione di eventi passati e di luoghi piu` o meno vicini, in modo da favorire una crescita contestualizzata e consapevole.

La valutazione dell’apprendimento avviene tramite test scritti, interrogazioni orali, e correzione di lavori preparati a casa secondo i criteri sottelencati.

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GEOGRAFIA

Voto CONOSCENZA DELL'AMBIENTE FISICO E UMANO, ANCHE ATTRAVERSO L'OSSERVAZIONE

USO DEGLI STRUMENTI PROPRI DELLA DISCIPLINA

COMPRENSIONE DELLE RELAZIONI FRA SITUAZIONI AMBIENTALI, CULTURALI, SOCIO-POLITICHE ED ECONOMICHE

COMPRENSIONE ED USO DEL LINGUAGGIO SPECIFICO

7 Osserva, analizza e interpreta la conoscenza di ambienti, dati e fenomeni geografici.

Conosce e utilizza con sicurezza gli strumenti di consultazione e di approfondimento.

Collega dati e fenomeni geografici stabilendo con sicurezza relazioni anche non evidenti.

Definisce ed utilizza con precisione i termini specifici.

6 Osserva e analizza la conoscenza di ambienti, dati e fenomeni geografici.

Conosce ed utilizza in modo appropriato gli strumenti di consultazione e di approfondimento.

Stabilisce in modo appropriato collegamenti e relazioni tra dati e fenomeni geografici.

Definisce ed utilizza i termini specifici.

5 Osserva e analizza ambienti, dati e fenomeni geografici.

Usa con competenza gli strumenti propri della disciplina.

Stabilisce collegamenti e relazioni tra dati e fenomeni geografici.

Riconosce ed utilizza in modo appropriato i termini specifici.

4 Osserva e conosce gli ambienti, i dati e i fenomeni geografici.

Utilizza gli strumenti propri della disciplina.

Effettua collegamenti fondamentali fra dati e fenomeni geografici.

Riconosce ed usa i termini specifici.

3 Conosce gli elementi essenziali di ambienti, dati e fenomeni geografici.

Utilizza gli strumenti essenziali propri della disciplina.

Stabilisce evidenti confronti tra dati e fenomeni geografici.

Riconosce ed usa termini specifici semplici.

2 Conosce solo parzialmente ambienti, dati e fenomeni geografici.

Utilizza solo parzialmente gli strumenti propri della disciplina.

Ha bisogno di essere guidato per effettuare collegamenti tra dati e fenomeni geografici.

Riconosce ed utilizza solo in parte i termini specifici.

1 Incontra difficoltà nell'osservazione e conoscenza di ambienti e fenomeni geografici.

Incontra difficoltà nell'uso degli strumenti propri della disciplina.

Incontra difficoltà nello stabilire collegamenti tra dati e fenomeni geografici.

Incontra difficoltà nel riconoscere i termini specifici.

25

STORIA

Voto CONOSCENZA DEGLI EVENTI STORICI

CAPACITÀ DI STABILIRE RELAZIONI TRA FATTI STORICI

CAPACITÀ DI STABILIRE RELAZIONI TRA FATTI STORICI

COMPRENSIONE ED USO DEI LINGUAGGI E DEGLI STRUMENTI SPECIFICI

7 Conosce comprende e sistema gli eventi storici argomentando le proprie riflessioni con spirito critico.

Collega e mette in relazione con sicurezza i fatti storici.

Conosce e comprende il significato delle principali istituzioni del vivere associato.

Conosce ed usa in modo appropriato strumenti e termini specifici e se ne serve per selezionare e rielaborare le informazioni.

6 Conosce e comprende gli eventi storici argomentando le proprie riflessioni.

Stabilisce collegamenti e relazioni fra i fatti storici.

Conosce il significato delle principali istituzioni del vivere associato.

Conosce ed usa in modo appropriato strumenti e termini specifici e se ne serve per selezionare le informazioni.

5 Conosce in modo completo i processi storici fondamentali.

Stabilisce relazioni di continuità e coglie analogie.

Conosce in modo completo le principali istituzioni del vivere associato.

Conosce ed usa con competenza strumenti e termini specifici. Il linguaggio è appropriato e articolato

4 Conosce in modo adeguato gli eventi storici affrontati.

Stabilisce evidenti relazioni tra gli eventi storici.

Ha adeguate conoscenze delle principali istituzioni del vivere associato.

Utilizza correttamente strumenti e termini specifici. Il linguaggio è chiaro.

3 Conosce in modo essenziale gli eventi storici affrontati.

Sa fare semplici collegamenti tra i fatti storici.

Ha accettabili conoscenze delle principali istituzioni del vivere associato.

E' in grado di utilizzare strumenti e termini specifici semplici.

2 Le sue conoscenze sono frammentarie e approssimative.

Ha bisogno di essere guidato per effettuare semplici collegamenti tra i fatti storici.

Conosce parzialmente le principali istituzioni del vivere associato.

E’ incerto nell’utilizzo di strumenti specifici, il suo linguaggio è scarno ed essenziale.

1 Non conosce gli argomenti di studio.

Incontra difficoltà nello stabilire collegamenti tra i fatti storici.

Ha nozioni frammentarie sulle principali istituzioni del vivere associato.

Non è ancora in grado di utilizzare strumenti e termini specifici.

26

CURRICULUM REVISION POLICY

A curriculum revision process is established at ISG to ensure that the social studies syllabus is

adequate to current students’ needs

in line with current educational thinking

pursuant to the current IBDP History Curriculum and to the Italian State Examinations.

To this effect, the results of student assessment – both internal (e.g. ISG tests) and external (e.g. ISA testing, IBDP scores) – will be carefully evaluated to identify areas of weakness and strength in the delivery of the curriculum.

A four-year revision cycle is established for each curricular area on a rotation basis, with two curricula revised each academic year.

REVISION PROCESS AND TIMETABLE

The present document will become effective at the beginning of the academic year 2012-2013. During its first year of validity, it will be completed and updated in all its parts as a work-in-progress process. It will then be in place in its definite form for the academic years 2013-2014 through 2017-2018. The next year will be a curriculum review year, with the new document entering into effect by September 2019.

academic year curriculum in place Action

2011-2012 creation of

curriculum

2012-2013 Social Studies 2012-2019 v1

(present document)

update and

completion

2013-2014 Social Studies 2012-2019 v2 None





2018-2019 Social Studies 2012-2019 v2 curriculum review

2019-2020 Social Studies 2019-2022 v1 update and

completion

next cycle

28

SYLLABUS BY GRADE

The following section contains the details of the syllabus. Each grade level syllabus is split in the different topics taught, with information on the key concepts addressed, the typical assessment tasks and the relevant objectives, and the activities performed in class with the corresponding skills.

Example:

Th

e N

azi

Ger

man

y

Cause and consequence

Change and continuity

Time and place

Significance

Systems

Place and Space

End of Unit - Evaluative essay

‘The fear of Communism was the main

reason Hitler got into power’. Do you

agree? Give reasons for your answer.

Knowledge and Understanding (A1, A2)

Thinking critically (C1, C3, C4, C5)

Communicating(D1, D2)

Diagram on the steps to power

Class discussion

Reading and comprehension

Source annotation and analysis in class

Study of data from elections

Watch clips of Hitler speeches

How effective were the

Nazis up to 1928?

How did Hitler become

chancellor in 1933?

How did Hitler become

Fuhrer in 1934?

How did the Nazis

consolidate their power?

More information on the syllabus, including the sequence of topics, can be found in each teacher’s Course Outline.

key concepts assessment task

topic objectives

central questions

activities and skills

29

GRADE 6 SOCIAL STUDIES SYLLABUS In

trod

uct

ion

to S

oci

al

Stu

die

s Time and Place

Place and Space

Interpretation

Change and Continuity

Global Awareness

Test – Key Terms and Comprehension


Understanding Our Place in History

Timeline questions

Calendar of human history

Five Themes in Geography

Note-taking skills

Challenges of Interpreting the Past

Personal history questions and mural

Cave art interpretation

Putting Together an Archeological Team

Activity with graphic organizer

Earl

y H

um

an

s

Time and Place

Place and Space


Systems

Quote Sandwich Essay - Egalitarian or Hierarchal


Thinking Critically (C1, C4, C5)

Communicating (D1, D2, D3)

Test – Characteristics of Early Civilizations

Knowledge and Understand (A1, A2)

Thinking Critically (C5)

First Settlement Simulation

Simulation Reflection

Paleolithic Art – Primary and Secondary Source Interpretation

Source analysis

Paleolithic to Neolithic –Changes in Daily Life

Graphic organizer and reflection questions

Neolithic Social Organization – Egalitarian or Hierarchal

Graphic organizer and Quote Sandwich

Emergence of Sumerian City-States

Problem description chart

Achievements of Sumerians

Graphic Organizer on Achievements

Evidence Chart

30

An

cien

t E

gyp

t an

d t

he

Nea

r E

ast

Time and Place

Place and Space


Cause and Consequence

Interpretations

Significance

Global Awareness

Archeology Magazine Cover


Communication (D1, D2)

Daily Life Journal


Thinking Critically (C2, C4)

Test – Compare and Contrast


Thinking Critically (C1, C2, C4, C5)

Mapping Physiographic Features of Egypt and the Near East

Map with labeled features

Understanding Geography’s Effect on Settlement

Chart and comprehension questions

Constructing a Timeline of Mesopotamian Civilizations

Timeline with maps and cultural tokens

Applying the Code of Hammurabi

Acting out Hammurabi’s laws

Comprehension and connection questions

Constructing a Timeline of Egyptian Civilizations

Timeline with cultural tokens

Daily Life in Egypt Journal

Chart with interpretation of primary sources/artifacts

Journal

Trading Goods with the Kush

Archeology Magazine Cover

Ancient Israelites

Note-taking

An

cien

t In

dia

Time and Place

Place and Space



Interpretations

Significance

Systems

Global Awareness

Essay – What does it mean to be Buddhist?




Test – Rise and Decline of the Mauryan Empire



Project – India Today


Investigating (B1, B2, B3, B4)



Mapping Physiographic Features of India


Predicting Settlement in India

Geography and settlement knowledge

Source Analysis

Ashoka’s Edicts

Creating a Mandala

Beliefs expressed through art

31

An

cien

t E

ast

Asi

a

Time and Place

Place and Space



Significance

Interpretations

Systems

Global Awareness

Essay – Comparing Philosophies




Test – Dynasties of Ancient China



Project – China Today





Annotated Relief Map of China

Map skills

Daily Life in the Han Dynasty

Graphic Organizer

Dynastic Rule from Sui to Ming

Timeline

Tracing the Silk Road

Tracing the influences of trade and human

movement

An

cien

t G

reec

e

Time and Place

Place and Space



Significance

Interpretations

Global Awareness

Test- Forms of Government


Oral Debate – Athens vs. Sparta



Communicating (D1)

Written Debate – Alexander: Hero or Villain



Communicating (D1)

Presentation – Recognizing Greek Achievement in the Modern World




Mapping Physiographic Features of Greece


Compare and Contrast of Minoan and Mycenaean Artifacts

Chart

Tracing the Development of Democracy

Chart

Understanding the Persian War Through Visual Metaphors

Visual representations

Athens vs. Sparta and Understanding the Peloponnesian War

Compare, contrast, predict

Primary Source Interpretation – Alexander the Great

Compare, contrast, discuss

32

An

cien

t R

om

e

Time and Place

Place and Space



Significance

Research and Timeline Creation


Investigating (B2, B3, B4)


Test – Key Terms and Comprehension


Presentation – Modern Republics and Other Forms of Government


Investigating (B2, B3, B4)


DBQ – Document Based Question - What Caused the Fall of the Roman

Empire?





Secondary Sources from the Library

How to take notes, paraphrase, and cite

Mapping the Punic Wars

Mapping conflict

Debate

Did military expansion help or hurt?

Evaluating Leaders

Comparing Roman Emperors

Article Review

Patricians and Plebeians: Struggle for

Power

Primary Source Interpretation

Excerpts from the Bible

33

GRADE 7 SOCIAL STUDIES SYLLABUS

Fait

h a

nd

Con

flic

t – M

edie

val

Eu

rop

e an

d T

he

Cru

sad

es

Time and Place

Place and Space



Significance

Interpretations

Significance

Systems

Global Awareness

Essay – Comparing Plight of Medieval Serfs with Homeless Today


Thinking Critically (C1, C2, C3, C4, C5)

Communicating (D1, D2)

Test – The Role of the Catholic Church in Medieval Europe


Thinking Critically (C5)

Essay – Compare and Contrast – Islam and Christianity




Article Review – Faith and Conflict




Feudal Living Simulation/Game Challenge

Reflection and connection

Feudal Societies Jigsaw

Note taking and re-teaching

Rise of Christianity and Byzantium Video

Sheet fill-in and reflection

Mapping the Rise of Islam

Chart fill-in

Contributions of Muslims

Chart fill-in

Role Play

Crusades

Contemporary Connections

Current Events article on conflict, especially

those concerning faith

Field Trip to Medieval City in Italy

Worksheet

Reb

irth

– T

he

Itali

an

Ren

ais

san

ce

Time and Place

Place and Space



Significance

Interpretations

Systems

Global Awareness

Test – Key Terms and Concepts– Renaissance Italy and Elsewhere


Presentation – Comparing and Contrasting – Art and Architecture


Thinking Critically (C1, C2, c 4 C5)

DBQ – Document Based Question – Exemplifying Rebirth in Renaissance





Comparing and Contrasting - Medici and Modern Day Organized Crime Groups





Simulation – You Be the Curator

Activity Reflection and comprehension sheet

Creating Renaissance Style Art

In art class or in class

Museum Visit

Reflection

Source Analysis and Interpretation

Practice for DBQ

Video Collection: Medici: Godfathers of the Renaissance

Accompanying worksheets

Library Research

Data collection

34

Ref

orm

– T

he

Pro

test

an

t R

eform

ati

on

Time and Place

Place and Space



Significance

Interpretations

Systems

Global Awareness

Test –Churches- Reform


Essay – Persuasive Essay – Martin Luther’s Point of View



Modern Day Reform – Research and Presentation





Writing a Persuasive Letter


Source Analysis Jigsaw

Works of Martin Luther and his contemporaries

Role Play – Interviewing Martin Luther

Video recorded

Library Research

What is reform?

Writing Letters to Reform School

Choose audience, topic, tone

Th

e A

mer

ican

Rev

olu

tion

Time and Place

Place and Space



Significance

Interpretations

Systems

Global Awareness

Diary of Major Events

Knowledge and Understanding

Thinking Critically

Declaration of Independence Source Analysis

Thinking Critically

Video: “America: The Story Of Us”

Mapping Boston

Locate sites of major events in Boston

Map of Revolutionary America

Locate sites of major events and battles

Cause & Effect Poster

Current Events

Modern day examples of Revolution

Class Discussion

When do a people have the right to overthrow their

government?

35

Th

e F

ren

ch

Rev

olu

tion

Time and Place

Place and Space



Significance

Interpretations

Systems

Global Awareness

Diary of Major Events

Knowledge & Understanding

Thinking Critically

Declaration of Rights of Man and Citizen Source Analysis

Thinking Critically

Research Project: Modern Day Revolution

Thinking Critically

Investigating

Video: The French Revolution

Map of Revolutionary France

Locate sites of major events

Cause & Effect Poster

Class Discussion

How can leaders take advantage of revolutionary

movements? What is justified in order to advance ideals?

Daily Research of Modern Day Revolution

36

GRADE 7 – PROGRAMMA DI STORIA E GEOGRAFIA

Gli studenti sapranno:

1. i principali eventi storici italiani dal Settecento al Novecento 2. comprendere quali enormi cambiamenti vi sono stati nella nostra società 3. quali eventi e rivoluzioni hanno condotto all’unificazione italiana e tedesca 4. cosa è una società di massa 5. quali scoperte e invenzioni sono state vi sono state tra Ottocento e Novecento 6. da quali e quanti strati è composta la crosta terrestre 7. quali tipi di vulcani ci sono e le relative eruzioni

8. come nascono i terremoti 9. cosa è l’idrosfera, ovvero l’acqua presente sulla terra

Sto

ria

Il Settecento, uno sguardo

indietro

Dall'età napoleonica alla restaurazione L'eredità napoleonica La Restaurazione Le società segrete e i moti rivoluzionari degli anni 20-30

Le rivoluzioni del 48-49 Riforme e crisi economica Le rivoluzioni del 48 La repressione del 49

L'unificazione italiana e tedesca La politica interna di Cavour La politica estera di Cavour La spedizione dei Mille L'unificazione tedesca e la Comune di Parigi

Geo

gra

fia

L`universo Stelle, pianeti, satelliti, il sistema solare

La crosta terrestre Le zolle e il loro movimento L’orogenesi Faglie e fratture Orogenesi ed erosione

Vulcani e terremoti Crateri e vulcani Le eruzioni I terremoti e le loro conseguenze

L’idrosfera: gli oceani L’idrosfera L’acqua negli oceani Le onde e le maree Le correnti

L’idrosfera: acque interne e ghiacci I fiumi I laghi Ghiacci continentali ed oceanici

37

GRADE 8 SOCIAL STUDIES SYLLABUS R

evo

luti

on

s

Ag

ricu

ltu

ral

Rev

olu

tio

n



Time and place

Significance

Interpretation

Place and Space

Systems

Source-based essay

Why is it so difficult to know what conditions in the factories were really like?


Thinking critically (C1, C2, C3, C4, C5)


Reading and comprehension of text.

Answering textbook questions

Complete table on enclosure

Write a persuasive speech from the view of either a

Yeoman or a freeholder

Spider diagram on impacts of enclosure

Ind

ust

ria

l R

evo

luti

on



Time and place

Significance

Interpretation

Place and Space

Systems

Exam – Evaluative Essay

Which protest movement achieved the most and why was it more successful

than the others?




Research different inventions – choose the best and

write a letter to the organisers of the Great Exhibition

explaining why their invention should be present

Source Interpretation of working in the factories

Complete chart on Content, Origin, Purpose, Value,

Limitation

Presentations on different protests. E.g. Swing Rioters

etc.

Debate on which protest achieved the most and why?

Ele

cto

ral

Ref

orm


Time and place

Interpretation

No assessment

Living graphs

Venn diagrams

Journalist report on The Peterloo Massacre

Source analysis on Suffragette movements

38

Rig

hts

an

d f

reed

om

s

Bla

ck P

eop

les

of

the

Am

eric

as

fro

m s

lav

ery

to C

ivil

Rig

hts



Time and place

Significance

Systems

Place and Space

Interpretation

Global awareness

Evaluative Essay

‘The abolition of slavery was a success. It brought about an improvement in the

lives of black people by the beginning of the twentieth century’

Do you agree with this interpretation?




Presentation

Group presentations on resistance e.g. Little Rock etc.

Also, Peer assessment




Reading and comprehension of textbook information

Map work on the Middle Passage

Watch clip from Amistad

Source analysis and interpretation practice

Design slave auction posters

Complete chart on success of resistance

Living graphs

Research on presentation topics

Documentary on Martin Luther King’ life and

achievements

Th

e B

riti

sh E

mp

ire



Time and place

Significance

Systems

Place and Space

Interpretation

Global awareness

No assessment Mapping expansion/ key resources

Jew

s in

Eu

rop

e



Time and place

Significance

Systems

Place and Space

Interpretation

Global awareness

No assessment Mapping the Jewish diaspora

Reasons for resettlement.

39

T

he

C h

an

gin

g n

atu

re o

f W

arf

are

in

th

e tw

enti

eth

cen

tury

Wh

y d

o w

ars

ha

pp

en Cause and consequence


Time and place

Significance

Global awareness

Place and Space

Systems

Special Assignment - Life in the Trenches – Individual research booklet various

aspects of war during WWI.


(A1, A2)

Investigation

(B1, B2, B3, B4)


The causes of war spider diagram (A3) – trace through

the causes of WWI, WWII and the Cold War.

Timeline of events between WWI and WWII.

Timeline of events between WWII and beginning of the

Cold War (how did the results of one war lead to

another?)

Source analysis (Berlin Blockade)

Map work

Ho

w a

nd

wh

y d

id 2

0th

cen

tury

wa

rfa

re c

ha

ng

e?



Time and place

Significance

Global awareness

Place and Space

Systems

Presentations in groups on changing warfare


(A1, A2)

Investigating

(B3, B4)

Critical Thinking

(C1, C3)

Communication

(D1, D2, D3)

A3 table on changes in warfare / technology, etc.

Recap conditions in the trenches and WWI combat.

Use maps to investigate the fall of France

Blitzkrieg tactics / Panzer divisions.

Interpretations of Dunkirk battle. Newspaper article

Documentary on Cuban Missile Crisis.

Timeline of events

Source analysis – what is the message of?...

Complete the diary task using the Nuclear War clock

(teacher resource pack)

Th

e ch

an

gin

g i

mp

act

of

Wa

r o

n C

ivil

ian

s in

the

20

th c

en

tury



Time and place

Significance

Global awareness

Place and Space

Systems

Independent research project on one aspect of the Italian Homefront during

WWII.

Students may choose one aspect and formulate a research question.


(A1, A2, A3)

Investigation

(B1, B2, B3, B4)

Critical Thinking

(C1, C2, C3, C4)

Communication

(D1, D2, D3)

Independent research on one of the wars – researching

recruitment methods. Go into groups of 3 to teach each

other. Then create a poster with examples and

explanations of how the methods changed.

Group projects on the Home front – Gas Attacks, Home

guard, Evacuation, Rationing, the Blitz.

Interpret sources to find out how civilians were affected

during the Vietnam war.

Vietnam climate, terrain (geography topic)

40

GRADE 8 – PROGRAMMA DI STORIA E GEOGRAFIA

Gli studenti sapranno:

1. i principali eventi storici mondiali del Novecento 2. comprendere quali enormi cambiamenti vi sono stati nella nosta società 3. quali scoperte e invenzioni sono state vi sono state tra Ottocento e Novecento 4. analizzare e individuare i meccanismi di causa ed effetto nei grandi cambiamenti della società 5. analizzare il fenomeno particolare inserendolo sempre in un contesto generale 6. acquisire la terminologia adeguata per definire e descrivere gli eventi storici esaminati 7. le principali cause e i principali eventi storici dell'età dell'imperialismo 8. i pricipali avvenimenti che causarono lo scoppio della prima guerra mondiale, caratteristiche della Grande guerra, trattati di pace e conseguenze 9. i principali avvenimenti storici e sociali in Russia all'inizio del XIX secolo 10. i principali eventi storici e sociale che condussero alla dittatura fascista 11. i principali eventi che condussero allo scoppio della seconda guerra mondiale 12. i principali eventi della Seconda guerra mondiale e della Resistenza italiana 13. i principali eventi storici e sociali dal secondo dopoguerra agli anni Ottanta 14. i principali fenomeni della geografia fisica, le caratteristiche del pianeta terra e della crosta terrestre 15. l'atmosfera, le sue caratteristiche e comprendere come determina i fenomeni climatici 16. gli ambienti naturali ed esaminare i problemi ambientali 17. le tendenze migratorie della popolazione mondiale negli ultimi due secoli 18. le principali differenze economiche esistenti tra diverse regioni del pianeta e all'interno dei singoli Stati

19. i fenomeni politici: la divisione in Stati della Terra, l'ordinamento dei diversi Stati e i loro rapporti 20. le regioni del mondo (Africa, Asia, Oceania, America, Antartide) dal punto di vista territoriale, economico, culturale, politico, ecc.

Sto

ria

La seconda rivoluzione industriale

Scoperte e invenzioni, la societa`di massa

Il mondo nell'età dell'imperialismo

Dal Colonialismo all`Imperialismo

Il mondo in Guerra

Cause, andamento, trattati di pace

La rivoluzione russa

Le rivoluzioni del 1917, l’URSS da Lenin a Stalin

L’Italia tra le due guerre

L`Italia nel ventennio fascista

La Germania di Hitler: il Nazismo

La Repubblica di Weimar, il Terzo Reich

La Seconda Guerra Mondiale

La guerra e la Resisteza

Dalla guerra fredda agli anni Ottanta

La crisi internazionale, gli anni della distensione, la guerra di Corea, la guerra del Vietnam, la CEE

http://www.annoscolastico.it/content/materie/storia_3m/storia_3m_rivoluzione_industriale_b_mappa.pdf

http://www.annoscolastico.it/content/materie/storia_3m/storia_3m_rivoluzione_industriale_b_mappa.pdf

http://www.annoscolastico.it/content/materie/storia_3m/storia_3m_imperialismo_mappa.pdf

http://www.annoscolastico.it/content/materie/storia_3m/storia_3m_prima_guerra_mondiale_mappa_1.pdf

http://www.annoscolastico.it/content/materie/storia_3m/storia_3m_fascismo_mappa.pdf

http://www.annoscolastico.it/content/materie/storia_3m/storia_3m_nazismo_mappa.pdf

http://www.annoscolastico.it/content/materie/storia_3m/storia_3m_nazismo_mappa.pdf

http://www.annoscolastico.it/content/materie/storia_3m/storia_3m_seconda_guerra_mondiale_timeline.pdf

41

Geo

gra

fia

LA TERRA

Le diverse parti della terra

Composizione

dell’atmosfera

La tettonica a zolle

Lòrogenesi

I vulcani

I terremoti

CLIMI

I fenomeni atmosferici

Le temperature

La pressione e i venti

Perturbazioni violente

Umidità e precipitazioni

Le zone climatiche

Classificazione dei climi

Le zone climatiche

GLI AMBIENTI NATURALI

Gli ambienti dai climi freddi

I poli

La tundra

La vegetazione di alta

montagna

Gli ambienti dai climi aridi

Le praterie

Le savane

I desterti

Le foreste

La foresta equatoriale

I PROBLEMI

AMBIENTALI

Il buco nellòzono

Lèffetto serra

La riduzione della biodiversita`

La desertificazione

L’ECONOMIA

MONDIALE

Incremento demografico e

sviluppo

Sviluppo e sottosviluppo

Lùrbanizzazione

Le migrazioni

La globalizzazione

Le organizzazioni

internazionali

LE REGIONI DEL

MONDO

Il continente africano

Il continente asiatico

Il continente americano

Selezione dei paesi che

hanno piuàttinenza con il

programma di Storia o con

altri argomenti oggetto di

studio

42

GRADE 9 HISTORY SYLLABUS R

uss

ia I

n-D

epth

1905-1

941

Tsa

rist

Ru

ssia

Ho

w w

ell

did

the

Tsa

r g

ov

ern

Ru

ssia

? Cause and consequence


Time and place

Place and space

Significance

Interpretation

Systems

Global awareness

Source analysis

What does source … tell you about life in Russia for various people at this time?

What is the message of source…?

With reference to its origin and purpose, assess the values and limitations of source

… to a historian studying the character of Nicholas II


(A1,A2)

Critical Thinking

(C1, C2, C3, C4)

Communication

(D1, D2)

Study maps of Russia

Study variety of Russian people (why it was

so difficult to govern)

Source analysis (photos and extracts from

peasants, workers nobility, middles class)

19

05

Rev

olu

tio

n

Interpretations of Nicholas II

Study of 1905 revolution – various opposition

groups and their goals.

Timeline of events leading to Revolution

Flow diagram showing cause and

consequence of Bloody Sunday

19

17

Rev

olu

tio

n

Rasputin – Newspaper article

Steps diagram to revolution 1914-17

43

Ru

ssia

In

-Dep

th 1

90

5-1

941

Th

e B

ols

hev

ik T

ak

eov

er a

nd

Co

nso

lid

ati

on

of

Po

wer



Time and place

Place and space

Interpretation

Significance

Systems

Global Awareness

Evaluative Essay

‘The effect of the war was the main cause of the March 1917 Revolution’. To what

extent do you agree with this assertion?


(A1, A2)

Critical Thinking

(C1, C3, C4)

Communication

(D1, D2, D3)

Key Revolutionaries – Character

investigations - Lenin

Bolshevik takeover (maps/strategy)

Source analysis – Storming the Winter

Palace/propaganda

Civil war / Trotsky / propaganda

Watch Nicholas and Alexandra – death of the

Tsar

Spider diagrams on Communist policies (war

communism / NEP)

Compare and Contrast changes and

continuities in peasant villages before and

after the Bolshevik revolution

Sta

lin

’s U

SS

R



Time and place

Place and space

Interpretation

Significance

Systems

Global Awareness

Evaluative Essay

Examine the methods used by Stalin to maintain power.


(A1, A2)

Critical Thinking

(C1, C3, C4)

Communication

(D1, D2, D3)

End of Semester Exam

Source based questions on Russia

Choice of essays on Russia


(A1, A2)

Critical Thinking

(C1, C3, C4)

Communication

(D1, D2, D3)

Facebook pages on the possible new leader of

the party (The Power Struggle)

Charts on factors for and against Trotsky and

Stalin – use evidence to back up points.

Powerpoint on Stalin’s political cunning

Reading, source analysis and spider diagrams

on economic and agricultural policies (5 year

plans/ collectivisation)

Individual presentations on cause and

consequences of collectivisation.

Role play of a show trial

Control through propaganda and terror –

Students choose one and design a piece of

art/collage/poster on the impact of these

tactics on people. Use of sources and primary

accounts. Students must evaluate the sources

they find.

44

Ger

ma

ny

In

-Dep

th

Lif

e in

Na

zi G

erm

an

y



Time and place

Significance

Systems

Global Awareness

Interpretation

Presentation on Hitler’s impact on Society

1. Women

2. Young Germans

3. Work force



Source based exam paper

Knowledge and Understanding(A1, A2)



Research project on the Holocaust


Investigating (B1,B2, B3, B4)



Fill in tables on Hitler’s Henchmen

Discussion and debates on Terror vs.

Propaganda.

Class vote on Himmler vs. Goebbels

Group presentations using ICT on impact on

German lives.

Source analysis and annotation

Research on Kristallnacht, continued

discrimination and impact of this. Significance

of policies introduced by the Nazi’s

The July bomb plot – watch Operation

Valkerie

How did Hitler keep control?

Did the Nazis have an impact on

everyone’s life in Germany?

Why was opposition to the Nazis so weak?

The Holocaust

Th

e en

d o

f t

he

Wa

r



Systems

Global awareness

Interpretation

Source based essay




Spider diagrams

Source analysis – photos/accounts of the trial,

etc

Watch the Nuremberg Trials

DeNazification

The Nuremberg Trials

45

Ger

ma

ny

In

-Dep

th 1

918

-1945

Th

e W

eim

ar

Rep

ub

lic



Time and place

Significance

Systems

Global awareness

End of Unit Exam

Describe the problems face by the Weimar republic in the 1920’s.

In your opinion, which problem was the most significant and why?




Presentation on problems faced by the Weimar republic / joint project with IT



Reading and comprehension of text.


Flow diagrams

Snowball activity

Class discussion

Presentations using ICT

Detailed memory map for revision

How was the Weimar republic governed?

What problems faced the Republic?

Was the Weimar republic ever a success?

Th

e ri

se o

f th

e N

azi

s



Time and place

Significance

Systems

Place and Space

End of Unit - Evaluative essay

‘The fear of Communism was the main reason Hitler got into power’. Do you agree?

Give reasons for your answer.




Diagram on the steps to power

Class discussion

Reading and comprehension

Source annotation and analysis in class

Study of data from elections

Watch clips of Hitler speeches

How effective were the Nazis up to 1928?

How did Hitler become chancellor in

1933?

How did Hitler become Fuhrer in 1934?

How did the Nazis consolidate their

power?

46

GRADE 10 HISTORY SYLLABUS A

mer

ica I

n-D

epth

19

19-1

94

2 –

Pro

ble

ms

an

d C

hall

enges

Imm

igra

tio

n


Systems

Global awareness

Time and place

Place and Space

Source-based questions IB Style

What does source (a) tell you about…?

What message is conveyed by source (b)…?

Knowledge and understanding(A1, A2)

Thinking critically (C1, C3, C4)

Reading and comprehension of text

Source analysis and annotation

Source interpretation (photographs, poems –

Statue of Liberty)

Push and Pull factors

Watch clip from West side story (America song)

Th

e R

ed

Sca

re

Significance

Time and place

Interpretation

Source-based questions IB Style

With reference to its origin and purpose, discuss the value and limitations of source 6 to

historians studying the Sacco and Vanzetti case.

Knowledge and understanding (A1, A2)


Newspaper article on Sacco Vanzetti case

Source analysis and practice questions

Role play on the Sacco Vanzetti case

Bla

ck A

mer

ica

ns


Significance


Interpretation

End of Topic – Source-based questions IB Style

Continuation of above…

With reference to its origin and purpose, discuss the value and limitations of source 4 to

historians studying the beliefs of the KKK. (Written source)

(peer assessment and feedback)



Evaluative essay question

Did life improve for Black Americans between 1919 and 1929?




Source interpretation practice. Annotating sources

for treatment of black people. Different accounts.

Focus on – rise of the KKK, aims and activities,

decline

Student group work on Black progressive groups.

NAACP, UNIA, etc. Market place activity

Reli

gio

us

Fu

nd

am

en

tali

sm

Diversity No assessment Reading and interpreting sources


Pro

hib

itio

n



End of unit exam

Source based paper on all Problems and challenges



Watch The Simpsons episode – Homer vs. the

14th amendment?

Mind maps on the causes and effects of

prohibition

Newspaper article on the St Valentine’s Day

massacre

47

Am

eric

a I

n-D

epth

1919-1

94

2

Cu

ltu

re a

nd

Soci

ety


Significance

Time and Place

Group presentations on one aspect of culture and its development.


Investigating(B2, B3)


Evaluative essay on the ‘most important’ change in culture and society.




Group research and investigation

Students are assigned groups and given success

criteria.

Complete significance chart whilst presentations

take place.

Debate on which aspect contributed the most

change to American society

Am

eric

a I

n-D

epth

19

19-1

94

2 –

Eco

nom

y

Ro

ari

ng

Tw

enti

es


Time and place

No assessment Spider diagram on contributing factors to the

Boom

Wa

ll S

treet

Cra

sh

Significance

Time and Place



Interpretation

Systems

Evaluative essay

‘Over production was the main cause of the Wall street crash’ Do you agree? Give reasons

for your answer.



Communicating(D1, D2, D3)

Timeline Bomb – short and long-term

Debate on the significance of contributing factors.

Source interpretation practice

19

30’s

Dep

ress

ion

Time and Place



No assessment Use clips from Grapes of Wrath, photographs,

personal accounts to stimulate discussion on the

impact of depression

Discuss and write lists on reasons for Roosevelt’s

popularity – use policies as examples

Ro

ose

vel

t’s

New

Dea

l



Significance

Interpretation

Systems

Place and Space

Time and Place

End of Unit Exam – Source based paper (IB Paper 1 structure)

All types; Compare/Contrast, OPVL and Source based essay –

Using the sources and your own knowledge, how successful was Roosevelt’s New Deal?




Complete chart of Alphabet Agencies. Refer to

Relief, Recovery, Reform

Highlight sources for reasons why Roosevelt won

landslide victory in 1936

48

V

ietn

am

Rea

son

s fo

r th

e U

S

inv

olv

emen

t Cause and consequence

Significance

Interpretation

Systems

Place and Space

Time and Place

Source assessment

Paper 1 style

What does source … tell you about?

What is the message of source…?

Compare and contrast?

With reference to its origin and purpose, assess the values and limitations of source… to a

historian studying…

Source based essay.


(A1, A2)

Thinking Critically

(C1, C2, C3, C4)

Communicating

(D1, D2)

Timeline of events leading up to US involvement

Diagram on political spectrums

Work on vocabulary (Ho Chi Minh)

Source analysis on the Domino Theory

Spider diagrams on presidential policies

Na

ture

of

the

con

flic

t a

nd

US

def

eat



Significance

Interpretation

Systems

Place and Space

Time and Place

Individual presentations on a key event/turning point

Students develop their knowledge on this event, using sources of information. They collect

what they find, creating a journal of investigation and use this to present to the class.

(Prep for IA)


(A1, A2)

Investigation

(B1, B2, B3, B4)

Thinking Critically

(C1, C2, C3, C4)

Communicating

(D1, D2)

Essay

Evaluate the success of US bombing strategies in the north and south of Vietnam.


(A1, A2)

Thinking Critically

(C1, C3, C4)

Communicating

(D1, D2)

Diagrams on differences in tactics – strengths and

weaknesses of both

Assessment of the difficult terrain/rainforest – use

sources/first-hand accounts of conditions.

Analysis of certain key events and their impact –

group work

Operation Rolling Thunder

My Lai Massacre

Spider diagrams on reasons for US defeat

49

Vie

tnam

Th

e G

row

th o

r P

rote

st i

n t

he

US



Significance

Interpretation

Systems

Place and Space

Time and Place

Comparing representations of History

Compare and contrast – Relate to TOK

Source based essay on reactions to the Vietnam war


(A1, A2)

Thinking Critically

(C1, C2, C3, C4)

Communicating

(D1, D2)

Use of sources – photos/newspaper articles/

soldier accounts. Examination of the reasons for

growing opposition in the US

Students create a collage of images and news

reports American civilians would have been faced

with.

Timeline of protest movement and spider

diagrams on the strategies used by students/Martin

Luther King

Class debate on the successes of protest

movements

Key vocabulary definitions – Vietnamisation –

‘Giving the war back’

Map work on the spread of the war.

Assessment of peace talks and demands of both

sides.

Debate on the success of US policy at this point.

Flow diagram of Vietnam reunification – collapse

of South Vietnam

Eff

ects

of

the

Vie

tna

m W

ar

on

the

US



Significance

Interpretation

Systems

Place and Space

Time and Place

Practicing Source questions:

Origin, Purpose, Value, Limitations (O, P, V, L) questions

Interpreting sources – how did the war affect

different people?

Families of soldiers/women

The Draft

Treatment of veterans

Spider diagrams on economic and political

impacts

Eff

ects

of

the

Vie

tnam

Wa

r

on

th

e V

ietn

am

ese



Significance

Interpretation

Systems

Place and Space

Time and Place

Practice IA

Students develop a question and go through the IA process. Students may choose any topic

they have studied this year and go into more depth.


(A1, A2)

Thinking Critically

(C1, C2, C3, C4)

Communicating

(D1, D2)

End of Semester Exam

Source interpretations of effects from Agent

Orange

Research into campaigns for compensation/justice

for victims of Agent Orange.

Analysis of the different accounts of the impact of

the war. Class debate

50

SOURCES

The present series of IMHS Curriculum Documents draws on a number of existing documents that we acknowledge in the following list. All rights belong to the respective owners.

Documents published by the International Baccalaureate Organization are used under the following conditions (Rules and policy for use of IB intellectual property, Copyright materials, IB World Schools, Guidelines for permitted acts):

“b) IB teachers with authorized access to the online curriculum centre (OCC) may download to a computer and save any IB files that are published there as programme documentation. They, or a designated department of the school on their behalf, may then print a copy (or copies) in part or whole. They may also extract sections from that file, for using independently or inserting into another work for information or teaching purposes within the school community.”

Documents published by the NGA Center for Best Practices and the Council of Chief State Officers are used under the following conditions (Public License, License grant):

“The NGA Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) hereby grant a limited, non-exclusive, royalty-free license to copy, publish, distribute, and display the Common Core State Standards for purposes that support the Common Core State Standards Initiative. These uses may involve the Common Core State Standards as a whole or selected excerpts or portions.”

Documents published by the Council of Europe are used under the following conditions (Copyright Information):

“The Common European Framework of Reference for Languages is protected by copyright. Extracts may be reproduced for non-commercial purposes provided that the source is fully acknowledged.”

LANGUAGE A:

MYP GUIDE Published January 2009

DP GUIDE Published February 2011

Common core standards “© Copyright 2010. National Governors Association Center for Best

Practices and Council of Chief State School Officers. All rights reserved.”

MIUR, Ministero dell’Istruzione, dell’Università e della Ricerca, “Piani Specifici di

Apprendimento – Scuola Secondaria di I grado”

LANGUAGE B :

MYP GUIDE Published March 2012

DP GUIDE Published March 2011

CEFR various documents © Council of Europe 2011

51

SOCIAL STUDIES :

MYP GUIDE Published August 2009, Published February 2012

DP GUIDE – HISTORY Published March 2008

SCIENCE:

MYP GUIDE Published February 2010

DP GUIDE – BIOLOGY, CHEMISTRY, PHYSICS Published March 2007

MATHEMATICS :

MYP GUIDE Published January 2011

DP GUIDE Published September 2006

ARTS

MYP GUIDE Published August 2008

PE and IT

MYP GUIDE PE Published August 2009

MYP GUIDE TECHNOLOGY Published August 2008

https://sites.google.com/a/westlakeacademy.org/teachers/Home/MYPtechnologycourseinfo

http://www.wuxitaihuinternationalschool.org/technology.html#4

http://www.isparis.edu/page.cfm?p=406)

https://sites.google.com/a/westlakeacademy.org/teachers/Home/MYPtechnologycourseinfo

http://www.wuxitaihuinternationalschool.org/technology.html#4

http://www.isparis.edu/page.cfm?p=406

END OF DOCUMENT Last revision: February 1, 2015