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2012-2019
ISG
MIDDLE AND HIGH SCHOOL
CURRICULUM | SOCIAL STUDIES v2
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
2
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
3
GRADE 9 HISTORY SYLLABUS.................................................................................................................................................................... 42
GRADE 10 HISTORY SYLLABUS ................................................................................................................................................................. 46
SOURCES .............................................................................................................................................................................................50
4
ISG MISSION STATEMENT
OUR SCHOOL'S MISSION IS FOR EVERYONE TO DEMONSTRATE
THE ISG COMMUNITY THEMES OF
RESPECT,
RESPONSIBILITY AND
REACHING FOR EXCELLENCE
5
6
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 8 th 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.
7
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.
8
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.
B1.
B2.
B3.
B4.
formulate a clear and focused research question
formulate and follow an action plan to investigate a research question
use methods accurately to collect and record information consistent with the research question
effectively address the research question.
9
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.
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.
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.
10
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.
11
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
•
•
•
12
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 .
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.
13
14
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.
Teaching methodologies
Skill area
Student learning expectations
Learning activities
Instructional practices
Long-term projects
Organization
Time management, self management
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)
Information literacy
Resourceful collection of information from a variety of primary
and secondary sources
Reflection
Evaluation of results and methods
Evaluation of one’s own learning
Individual Historical investigations
Use of oral history and documentation
Individual and group investigations
Use of textbooks, academic articles,
primary sources, oral accounts
Formative assessment tasks
Practice exercises
Self- and peer-assessment
Self target-setting and monitoring
Thinking
Transfer
Understanding and applying knowledge and concepts
Identifying and selecting the skills needed to analyse and
evaluate key issues, events and interpretations
Practice exercises
Using historical skills and knowledge to make connections
across space, place and time. Making connections with with
other subject areas
Applications across knowledge areas
Source analysis
Class debates
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.
15
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.
16
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
17
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
1
0-19
Very poor work: Minimal achievement in terms of the objectives.
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
A
Knowledge and
understanding
B
Investigating
C
Thinking
critically
D
Communicating
Typical assessment tasks
Reading, lectures, note-taking, class question and
answer sessions, research
Research projects, historical investigations,
preparation for presentations
Evaluative essays, source analysis, class debates,
self and peer assessment
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.
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GRADE 6-7 ASSESSMENT RUBRIC
Knowledge and
Understanding
Investigating
Thinking
critically
Communicating
1-2
3-4
5-6
7
• recognizes some humanities
vocabulary
• shows basic knowledge and
understanding of facts and ideas
through some descriptions and/ or
examples.
• 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.
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.
• 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.
• uses some humanities
vocabulary
• shows knowledge and understanding of
facts and ideas through simple
descriptions, explanations and examples.
• 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.
• uses relevant humanities vocabulary
often accurately
• shows good knowledge and
through descriptions, explanations and
examples.
• 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.
• uses relevant humanities
terminology accurately
• shows detailed knowledge and
examples.
• 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.
• 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.
• 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.
• 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.
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.
GRADE 8-9 ASSESSMENT RUBRIC
1-2
Knowledge and
Understanding
Investigating
Thinking
critically
Communicating
20
3-4
5-6
7
• uses a range of humanities
terminology accurately and
appropriately
• demonstrates detailed knowledge
and understanding of content and
concepts through thorough
descriptions, explanations, examples.
• 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.
• 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.
• 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.
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.
• 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.
• 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.
• 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.
• 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.
in a style that is often appropriate to
• structures information often
according to the task instructions
information often according to the task
instructions.
• completes a detailed analysis of
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.
in a style completely appropriate to
• structures information and ideas
completely according to the task
instructions
information according to the task
instructions.
GRADE 10 ASSESSMENT RUBRIC
1-2
Knowledge and
Understanding
Investigating
Thinking
critically
Communicating
3-4
5-6
7
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.
• formulates a clear and focused
research question
• formulates and follows a detailed
action plan to investigate a research
question
and record appropriate
and varied information consistent
with the research question
• effectively addresses the research
question.
• 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.
• communicates information and
ideas effectively by using a style
that is consistently appropriate to the
• structures information and ideas in a
way that is consistently appropriate to
the specified format
• consistently documents sources of
information using a recognized
convention.
• 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.
• formulates a very general
research question
• formulates and follows a limited
question
• collects and records limited
information not always consistent
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.
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.
• 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
way that is sometimes appropriate to the
specified format
• sometimes documents sources of
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.
21
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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 lèsame 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.
23
GEOGRAFIA
Voto
24
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.
Osserva e analizza ambienti,
dati e fenomeni geografici.
4
Osserva e conosce gli
ambienti, i dati e i fenomeni
geografici.
Stabilisce in modo
appropriato collegamenti e
relazioni tra dati e fenomeni
geografici.
Stabilisce collegamenti e
relazioni tra dati e fenomeni
geografici.
Effettua collegamenti
fondamentali fra dati e
Definisce ed utilizza i termini
specifici.
5
Conosce ed utilizza in modo
appropriato gli strumenti di
consultazione e di
approfondimento.
Usa con competenza gli
strumenti propri della
disciplina.
Utilizza gli strumenti propri
della disciplina.
3
Conosce gli elementi
essenziali di ambienti, dati e
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
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.
Riconosce ed utilizza in modo
appropriato i termini specifici.
Riconosce ed usa i termini
specifici.
STORIA
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.
6
Conosce e comprende gli
eventi storici argomentando
le proprie riflessioni.
Stabilisce collegamenti e
relazioni fra i fatti storici.
Conosce il significato delle
associato.
5
Conosce in modo completo i
processi storici fondamentali.
Stabilisce relazioni di
continuità e coglie analogie.
Conosce in modo completo le
associato.
4
Conosce in modo adeguato
gli eventi storici affrontati.
Stabilisce evidenti relazioni
tra gli eventi storici.
Ha adeguate conoscenze delle
associato.
Conosce ed usa in modo
appropriato strumenti e
termini
specifici e se ne serve per
selezionare e rielaborare le
informazioni.
Conosce ed usa in modo
appropriato strumenti e
termini
specifici e se ne serve per
selezionare le informazioni.
Conosce ed usa con
competenza
strumenti e termini specifici. Il
linguaggio è appropriato e
articolato
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
associato.
1
Non conosce gli argomenti di
studio.
Incontra difficoltà nello
stabilire collegamenti tra i
fatti storici.
Ha nozioni frammentarie sulle
associato.
E’ incerto nell’utilizzo di
strumenti specifici, il suo
linguaggio è scarno ed
essenziale.
Non è ancora in grado di
utilizzare strumenti e termini
specifici.
Voto
25
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
2012-2013
Social Studies 2012-2019 v1
(present document)
creation of
curriculum
update and
completion
2013-2014
None
2014-2015
None
2015-2016
None
2016-2017
None
2017-2018
None
2018-2019
curriculum review
2019-2020
update and
completion
2011-2012
26
next
cycle
27
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:
assessment task
key concepts
The Nazi Germany
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?
activities
and skills
objectives
topic
central questions
More information on the syllabus, including the sequence of topics, can be found in each teacher’s Course Outline.
28
Early Humans
Introduction to Social
Studies
GRADE 6 SOCIAL STUDIES SYLLABUS
29
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
Time and Place
Place and Space
Systems
Quote Sandwich Essay - Egalitarian or Hierarchal
Thinking Critically (C1, C4, C5)
Communicating (D1, D2, D3)
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
Test – Characteristics of Early Civilizations
Knowledge and Understand (A1, A2)
Thinking Critically (C5)
Ancient Egypt and the Near East
Time and Place
Place and Space
Cause and Consequence
Interpretations
Significance
Global Awareness
Ancient India
Daily Life Journal
Thinking Critically (C2, C4)
Test – Compare and Contrast
Thinking Critically (C1, C2, C4, C5)
Time and Place
Place and Space
Interpretations
Significance
Systems
Global Awareness
30
Archeology Magazine Cover
Communication (D1, D2)
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 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
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
Ancient East Asia
Time and Place
Place and Space
Significance
Interpretations
Systems
Global Awareness
Ancient Greece
Test – Dynasties of Ancient China
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
Project – China Today
Time and Place
Place and Space
Significance
Interpretations
Global Awareness
31
Essay – Comparing Philosophies
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
Time and Place
Place and Space
Significance
Research and Timeline Creation
Investigating (B2, B3, B4)
Test – Key Terms and Comprehension
Ancient Rome
Presentation – Modern Republics and Other Forms of Government
Investigating (B2, B3, B4)
32
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
Rebirth – The Italian Renaissance
Faith and Conflict – Medieval
Europe and The Crusades
33
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
Time and Place
Place and Space
Significance
Interpretations
Systems
Global Awareness
Article Review – Faith and Conflict
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
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
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
Reform – The Protestant Reformation
The American Revolution
34
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
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
Writing a Persuasive Letter
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?
The French
Revolution
35
Time and Place
Place and Space
Significance
Interpretations
Systems
Global Awareness
Diary of Major Events
Knowledge & Understanding
Thinking Critically
Video: The French Revolution
Map of Revolutionary France
Locate sites of major events
Declaration of Rights of Man and Citizen Source Analysis
Thinking Critically
Cause & Effect Poster
Research Project: Modern Day Revolution
Thinking Critically
Investigating
Class Discussion
How can leaders take advantage of revolutionary
movements? What is justified in order to advance ideals?
Daily Research of Modern Day Revolution
GRADE 7 – PROGRAMMA DI STORIA E GEOGRAFIA
Gli studenti sapranno:
1.
2.
3.
4.
5.
6.
7.
i principali eventi storici italiani dal Settecento al Novecento
comprendere quali enormi cambiamenti vi sono stati nella nostra società
quali eventi e rivoluzioni hanno condotto all’unificazione italiana e tedesca
cosa è una società di massa
quali scoperte e invenzioni sono state vi sono state tra Ottocento e Novecento
da quali e quanti strati è composta la crosta terrestre
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
Geografia
Storia
Il Settecento, uno sguardo
indietro
36
Lùniverso
Stelle, pianeti, satelliti, il
sistema solare
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
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
Electoral
Reform
Revolutions
Industrial Revolution
Agricultural Revolution
Time and place
Significance
Interpretation
Place and Space
Systems
Time and place
Significance
Interpretation
Place and Space
Systems
Time and place
Interpretation
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
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
No assessment
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?
Living graphs
Venn diagrams
Journalist report on The Peterloo Massacre
Source analysis on Suffragette movements
Black Peoples of the Americas
from slavery to Civil Rights
The British Empire
Jews in Europe
Rights and freedoms
38
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
Time and place
Significance
Systems
Place and Space
Interpretation
Global awareness
No assessment
Mapping expansion/ key resources
Time and place
Significance
Systems
Place and Space
Interpretation
Global awareness
No assessment
Mapping the Jewish diaspora
Reasons for resettlement.
How and why did 20th century
warfare change?
Why do wars happen
The changing impact of War on Civilians in
the 20th century
The C hanging nature of Warfare in the twentieth century
39
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.
Time and place
Significance
Global awareness
Place and Space
Systems
Presentations in groups on changing warfare
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)
Investigation
(B1, B2, B3, B4)
(A1, A2)
Investigating
(B3, B4)
Critical Thinking
(C1, C3)
Communication
(D1, D2, D3)
(A1, A2, A3)
Investigation
(B1, B2, B3, B4)
Critical Thinking
(C1, C2, C3, C4)
Communication
(D1, D2, D3)
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
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)
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)
GRADE 8 – PROGRAMMA DI STORIA E GEOGRAFIA
Gli studenti sapranno:
i principali eventi storici mondiali del Novecento
comprendere quali enormi cambiamenti vi sono stati nella nosta società
quali scoperte e invenzioni sono state vi sono state tra Ottocento e Novecento
analizzare e individuare i meccanismi di causa ed effetto nei grandi cambiamenti della società
analizzare il fenomeno particolare inserendolo sempre in un contesto generale
acquisire la terminologia adeguata per definire e descrivere gli eventi storici esaminati
le principali cause e i principali eventi storici dell'età dell'imperialismo
i pricipali avvenimenti che causarono lo scoppio della prima guerra mondiale, caratteristiche della Grande guerra, trattati di pace e conseguenze
i principali avvenimenti storici e sociali in Russia all'inizio del XIX secolo
i principali eventi storici e sociale che condussero alla dittatura fascista
i principali eventi che condussero allo scoppio della seconda guerra mondiale
i principali eventi della Seconda guerra mondiale e della Resistenza italiana
i principali eventi storici e sociali dal secondo dopoguerra agli anni Ottanta
i principali fenomeni della geografia fisica, le caratteristiche del pianeta terra e della crosta terrestre
l'atmosfera, le sue caratteristiche e comprendere come determina i fenomeni climatici
gli ambienti naturali ed esaminare i problemi ambientali
le tendenze migratorie della popolazione mondiale negli ultimi due secoli
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.
Storia
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
40
La seconda rivoluzione
industriale
Il mondo nell'età
dell'imperialismo
Scoperte e invenzioni, la
societa`di massa
Dal Colonialismo
allÌmperialismo
L’Italia tra le due guerre
La Germania di Hitler: il
Nazismo
LÌtalia nel ventennio
fascista
La Repubblica di Weimar, il
Terzo Reich
Il mondo in Guerra
La rivoluzione russa
Cause, andamento, trattati di
pace
Le rivoluzioni del 1917, l’URSS
da Lenin a Stalin
Dalla guerra fredda agli anni
Ottanta
La Seconda Guerra Mondiale
La guerra e la Resisteza
La crisi internazionale, gli anni
della distensione, la guerra di
Corea, la guerra del Vietnam, la
CEE
GLI AMBIENTI NATURALI
LA TERRA
CLIMI
Le diverse parti della terra
Composizione
dell’atmosfera
La tettonica a zolle
Lòrogenesi
I vulcani
I terremoti
I fenomeni atmosferici
Le temperature
La pressione e i venti
Perturbazioni violente
Umidità e precipitazioni
Geografia
L’ECONOMIA
MONDIALE
41
Incremento demografico e
sviluppo
Sviluppo e sottosviluppo
Lùrbanizzazione
Le migrazioni
La globalizzazione
Le organizzazioni
internazionali
Le zone climatiche
Classificazione dei climi
Le zone climatiche
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
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
42
Tsar govern Russia?
1905 Revolution
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…?
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)
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)
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
Rasputin – Newspaper article
Steps diagram to revolution 1914-17
1917 Revolution
Russia In-Depth 1905-1941
Tsarist Russia How well did the
GRADE 9 HISTORY SYLLABUS
The Bolshevik Takeover and
Consolidation of Power
Time and place
Place and space
Interpretation
Significance
Systems
Global Awareness
Evaluative Essay
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)
Examine the methods used by Stalin to maintain power.
(A1, A2)
Critical Thinking
(C1, C3, C4)
Communication
(D1, D2, D3)
43
Stalin’s USSR
Russia In-Depth 1905-1941
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)
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
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
The end of the War
Germany In-Depth
Life in Nazi Germany
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)
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
Systems
Global awareness
Interpretation
DeNazification
The Nuremberg Trials
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
Research project on the Holocaust
Investigating (B1,B2, B3, B4)
Source based essay
Spider diagrams
Source analysis – photos/accounts of the trial,
etc
Watch the Nuremberg Trials
45
How was the Weimar republic governed?
What problems faced the Republic?
Was the Weimar republic ever a success?
Time and place
Significance
Systems
Place and Space
The rise of the Nazis
Germany In-Depth 1918-1945
The Weimar Republic
Time and place
Significance
Systems
Global awareness
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?
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?
Reading and comprehension of text.
Flow diagrams
Snowball activity
Class discussion
Presentations using ICT
Detailed memory map for revision
Presentation on problems faced by the Weimar republic / joint project with IT
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
46
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)
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
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)
Source interpretation practice. Annotating sources
for treatment of black people. Different accounts.
Focus on – rise of the KKK, aims and activities,
decline
Black Americans
Systems
Global awareness
Time and place
Place and Space
Evaluative essay question
Did life improve for Black Americans between 1919 and 1929?
No assessment
Religious
Fundamentalism
Diversity
Prohibition
America In-Depth 1919-1942 – Problems and Challenges
The Red
Scare
Immigration
GRADE 10 HISTORY SYLLABUS
End of unit exam
Source based paper on all Problems and challenges
Student group work on Black progressive groups.
NAACP, UNIA, etc. Market place activity
Reading and interpreting sources
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
Wall Street Crash
1930’s
Depression
Roosevelt’s New
Deal
America In-Depth 1919-1942 – Economy
Roaring
Twenties
America In-Depth 1919-1942
Culture and Society
Significance
Time and Place
Group presentations on one aspect of culture and its development.
Investigating(B2, B3)
Group research and investigation
Students are assigned groups and given success
criteria.
Complete significance chart whilst presentations
take place.
Evaluative essay on the ‘most important’ change in culture and society.
Debate on which aspect contributed the most
change to American society
Time and place
No assessment
Spider diagram on contributing factors to the
Boom
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
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
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
Reasons for the US involvement
Nature of the conflict and US defeat
Vietnam
48
Significance
Interpretation
Systems
Place and Space
Time and Place
Source assessment
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)
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)
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)
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
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
The Growth or Protest in the US
Effects of the
Vietnam War on
the US
Effects of the Vietnam War
on the Vietnamese
Vietnam
49
Significance
Interpretation
Systems
Place and Space
Time and Place
Comparing representations of History
Significance
Interpretation
Systems
Place and Space
Time and Place
Practicing Source questions:
Significance
Interpretation
Systems
Place and Space
Time and Place
Practice IA
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)
Origin, Purpose, Value, Limitations (O, P, V, L) questions
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
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
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
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 :



50
MYP GUIDE Published March 2012
DP GUIDE Published March 2011
CEFR various documents © Council of Europe 2011
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
51


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)
52
END OF DOCUMENT
Last revision: February 1, 2015

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