middle and high schoolmr. samer khoury the international school in genoa badia benedettina della...
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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
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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 SOCIAL STUDIES SYLLABUS .................................................................................................................................................... 33
GRADE 7 – PROGRAMMA DI STORIA E GEOGRAFIA ........................................................................................................................ 36
GRADE 8 SOCIAL STUDIES SYLLABUS .................................................................................................................................................... 37
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
understanding of facts and ideas
through descriptions, explanations and
examples.
• uses relevant humanities
terminology accurately
• shows detailed knowledge and
understanding of facts and ideas
through descriptions, explanations 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.
• chooses a question to research
• 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.
• chooses a question to research
• 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
• makes a limited attempt to
identify the main points of ideas,
events, issues or arguments
• identifies the origin and purpose of
some sources
• makes a limited attempt to
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,
events, issues or arguments
• 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
• makes connections between
information to give simple opinions.
• identifies the main points of ideas,
events, issues or arguments
• recognizes the origin and purpose of
sources
• recognizes how and why different
people or events are significant
• identifies different views and their
implications
• makes connections between
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
• makes connections between
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.
• communicates information and ideas
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
understanding of content and concepts
through descriptions, explanations 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
the research question
• makes a limited attempt to
address the research question.
• formulates an adequate research
question
• partially follows an action plan to
investigate a research question
• uses a method or methods to collect
and record some information in line with
the research question
• partially addresses the research
question.
• formulates a clear research question
• satisfactorily follows an action plan
to investigate a research question
• uses methods to collect and record
appropriate information in line with
the research question
• satisfactorily addresses the research
question.
• formulates a clear and focused
research question
• follows an action plan effectively to
investigate a research question
• uses methods accurately to collect
and record appropriate and varied
information in line with the research
question
• effectively addresses the research
question.
Thinking
critically
• makes a limited attempt to
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
• makes connections between
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
• makes connections between
information to make simple arguments.
• completes a satisfactory analysis of
concepts, events, issues, models or
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
• makes connections between
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.
• communicates information and ideas
in a style that is often appropriate to
the audience and purpose
• structures information often
according to the task instructions
• creates a list of sources of
information often according to the task
instructions.
• communicates information and ideas
in a style completely appropriate to
the audience and purpose
• structures information and ideas
completely according to the task
instructions
• creates a list of sources of
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
understanding of content and concepts
through adequate descriptions,
explanations or examples.
• uses a range of terminology
accurately and appropriately
• demonstrates good knowledge and
understanding of content and concepts
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
• makes a limited attempt to
address the research question.
• formulates an adequate research
question
• formulates and follows a partial action
plan to investigate a research question
• uses a method or methods to collect
and record some information consistent
with the research question
• partially addresses the research
question.
• formulates a clear research question
• formulates and follows a satisfactory
action plan to investigate a research
question
• uses methods to collect and record
appropriate information consistent
with the research question
• satisfactorily ad dresses
the research question.
• formulates a clear and focused
research question
• formulates and follows a detailed
action plan to investigate a research
question
• uses methods accurately to collect
and record appropriate
and varied information consistent
with the research question
• effectively addresses the research
question.
Thinking
critically
• makes a limited attempt to
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
• makes connections between
information in a limited attempt to
make arguments.
• completes a simple analysis of
concepts, events, issues, models or
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
• makes connections between
information to make simple arguments.
• completes a satisfactory analysis of
concepts, events, issues, models or
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
concepts, events, issues, models or
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
audience and purpose
• makes a limited attempt to
structure information and ideas in a
way that is appropriate to the
specified format
• makes a limited attempt to
document sources of information.
• communicates information and ideas
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.
• communicates information and ideas
by using a style that is often
appropriate to the audience and
purpose
• structures information and ideas in a
way that is often appropriate to
the specified format
• often documents sources of
information using a recognized
convention.
• communicates information and
ideas effectively by using a style
that is consistently appropriate to the
audience and purpose
• structures information and ideas in a
way that is consistently appropriate to
the specified format
• consistently documents sources of
information using a recognized
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.
24
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
2014-2015 Social Studies 2012-2019 v2 None
2015-2016 Social Studies 2012-2019 v2 None
2016-2017 Social Studies 2012-2019 v2 None
2017-2018 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
27
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
Knowledge and Understanding (A1, A2)
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
Change and Continuity
Systems
Quote Sandwich Essay - Egalitarian or Hierarchal
Knowledge and Understanding (A1, A2)
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
Change and Continuity
Cause and Consequence
Interpretations
Significance
Global Awareness
Archeology Magazine Cover
Knowledge and Understanding (A1, A2)
Communication (D1, D2)
Daily Life Journal
Knowledge and Understanding (A1, A2)
Thinking Critically (C2, C4)
Test – Compare and Contrast
Knowledge and Understanding (A1, A2)
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
Change and Continuity
Cause and Consequence
Interpretations
Significance
Systems
Global Awareness
Essay – What does it mean to be Buddhist?
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C4, C5)
Communicating (D1, D2, D3)
Test – Rise and Decline of the Mauryan Empire
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C4, C5)
Project – India Today
Knowledge and Understanding (A1, A2)
Investigating (B1, B2, B3, B4)
Thinking Critically (C1, C2, C5)
Communicating (D1, D2, D3)
Mapping Physiographic Features of India
Map with labeled features
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
Change and Continuity
Cause and Consequence
Significance
Interpretations
Systems
Global Awareness
Essay – Comparing Philosophies
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C4, C5)
Communicating (D1, D2, D3)
Test – Dynasties of Ancient China
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C4, C5)
Project – China Today
Knowledge and Understanding (A1, A2)
Investigating (B1, B2, B3, B4)
Thinking Critically (C1, C2, C5)
Communicating (D1, D2, D3)
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
Change and Continuity
Cause and Consequence
Significance
Interpretations
Global Awareness
Test- Forms of Government
Knowledge and Understanding (A1, A2)
Oral Debate – Athens vs. Sparta
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C4, C5)
Communicating (D1)
Written Debate – Alexander: Hero or Villain
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C4, C5)
Communicating (D1)
Presentation – Recognizing Greek Achievement in the Modern World
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C3, C5)
Communicating (D1, D2, D3)
Mapping Physiographic Features of Greece
Map with labeled features
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
Change and Continuity
Cause and Consequence
Significance
Research and Timeline Creation
Knowledge and Understanding (A1, A2)
Investigating (B2, B3, B4)
Thinking Critically (C1, C2, C3, C5)
Test – Key Terms and Comprehension
Knowledge and Understanding (A1, A2)
Presentation – Modern Republics and Other Forms of Government
Knowledge and Understanding (A1, A2)
Investigating (B2, B3, B4)
Communicating (D1, D2, D3)
DBQ – Document Based Question - What Caused the Fall of the Roman
Empire?
Knowledge and Understanding (A1, A2)
Investigating (B1, B2, B3, B4)
Thinking Critically (C1, C2, C5)
Communicating (D1, D2, D3)
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
Change and Continuity
Cause and Consequence
Significance
Interpretations
Significance
Systems
Global Awareness
Essay – Comparing Plight of Medieval Serfs with Homeless Today
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C3, C4, C5)
Communicating (D1, D2)
Test – The Role of the Catholic Church in Medieval Europe
Knowledge and Understanding (A1, A2)
Thinking Critically (C5)
Essay – Compare and Contrast – Islam and Christianity
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C3, C4, C5)
Communicating (D1, D2)
Article Review – Faith and Conflict
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C3, C4, C5)
Communicating (D1, D2, D3)
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
Change and Continuity
Cause and Consequence
Significance
Interpretations
Systems
Global Awareness
Test – Key Terms and Concepts– Renaissance Italy and Elsewhere
Knowledge and Understanding (A1, A2)
Presentation – Comparing and Contrasting – Art and Architecture
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, c 4 C5)
DBQ – Document Based Question – Exemplifying Rebirth in Renaissance
Knowledge and Understanding (A1, A2)
Investigating (B1, B2, B3, B4)
Thinking Critically (C1, C2, C5)
Communicating (D1, D2, D3)
Comparing and Contrasting - Medici and Modern Day Organized Crime Groups
Knowledge and Understanding (A1, A2)
Investigating (B1, B2, B3, B4)
Thinking Critically (C1, C2, C5)
Communicating (D1, D2, D3)
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
Change and Continuity
Cause and Consequence
Significance
Interpretations
Systems
Global Awareness
Test –Churches- Reform
Knowledge and Understanding (A1, A2)
Essay – Persuasive Essay – Martin Luther’s Point of View
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C4, C5)
Modern Day Reform – Research and Presentation
Knowledge and Understanding (A1, A2)
Investigating (B1, B2, B3, B4)
Thinking Critically (C1, C2, C5)
Communicating (D1, D2, D3)
Writing a Persuasive Letter
Communicating (D1, D2, D3)
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
Change and Continuity
Cause and Consequence
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
Change and Continuity
Cause and Consequence
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
Cause and consequence
Change and continuity
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?
Knowledge and Understanding (A1, A2)
Thinking critically (C1, C2, C3, C4, C5)
Communicating (D1, D2)
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
Cause and consequence
Change and continuity
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?
Knowledge and Understanding (A1, A2)
Thinking critically (C1, C2, C3, C4, C5)
Communicating (D1, D2)
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
Change and continuity
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
Cause and consequence
Change and continuity
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?
Knowledge and Understanding (A1, A2)
Thinking critically (C1, C3, C4, C5)
Communicating (D1, D2)
Presentation
Group presentations on resistance e.g. Little Rock etc.
Also, Peer assessment
Knowledge and Understanding (A1, A2)
Thinking critically (C1, C3, C4, C5)
Communicating (D1, D2)
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
Cause and consequence
Change and continuity
Time and place
Significance
Systems
Place and Space
Interpretation
Global awareness
No assessment Mapping expansion/ key resources
Jew
s in
Eu
rop
e
Cause and consequence
Change and continuity
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
Change and continuity
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.
Knowledge and Understanding
(A1, A2)
Investigation
(B1, B2, B3, B4)
Communicating (D1, D2)
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?
Cause and consequence
Change and continuity
Time and place
Significance
Global awareness
Place and Space
Systems
Presentations in groups on changing warfare
Knowledge and Understanding
(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
Cause and consequence
Change and continuity
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.
Knowledge and Understanding
(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
41
Geo
gra
fia
LA TERRA
Le diverse parti della terra
Composizione
dell’atmosfera
La tettonica a zolle
L`orogenesi
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 nell`ozono
L`effetto serra
La riduzione della biodiversita`
La desertificazione
L’ECONOMIA
MONDIALE
Incremento demografico e
sviluppo
Sviluppo e sottosviluppo
L`urbanizzazione
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 piu`attinenza 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
Change and continuity
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
Knowledge and Understanding
(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
Cause and Consequence
Change and continuity
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?
Knowledge and Understanding
(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
Cause and Consequence
Change and continuity
Time and place
Place and space
Interpretation
Significance
Systems
Global Awareness
Evaluative Essay
Examine the methods used by Stalin to maintain power.
Knowledge and Understanding
(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
Knowledge and Understanding
(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
Cause and consequence
Change and continuity
Time and place
Significance
Systems
Global Awareness
Interpretation
Presentation on Hitler’s impact on Society
1. Women
2. Young Germans
3. Work force
Knowledge and Understanding (A1, A2)
Communicating (D1, D2)
Source based exam paper
Knowledge and Understanding(A1, A2)
Thinking critically (C1, C2, C3, C4, C5)
Communicating (D1, D2)
Research project on the Holocaust
Knowledge and Understanding (A1, A2)
Investigating (B1,B2, B3, B4)
Thinking critically (C1, C2, C3, C4, C5)
Communicating (D1, D2, D3)
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
Change and continuity
Cause and consequence
Systems
Global awareness
Interpretation
Source based essay
Knowledge and Understanding (A1, A2)
Thinking critically (C1, C2, C3, C4, C5)
Communicating (D1, D2)
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
Cause and consequence
Change and continuity
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?
Knowledge and Understanding (A1, A2)
Thinking critically (C1, C3, C4, C5)
Communicating(D1, D2)
Presentation on problems faced by the Weimar republic / joint project with IT
Knowledge and Understanding (A1, A2)
Communicating(D1, D2)
Reading and comprehension of text.
Answering textbook questions
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
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?
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
Change and continuity
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)
Thinking critically (C1, C3, C4)
Newspaper article on Sacco Vanzetti case
Source analysis and practice questions
Role play on the Sacco Vanzetti case
Bla
ck A
mer
ica
ns
Cause and consequence
Significance
Change and continuity
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)
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C3, C4)
Evaluative essay question
Did life improve for Black Americans between 1919 and 1929?
Knowledge and Understanding(A1, A2)
Thinking critically (C1, C3, C4)
Communicating (D1, D2, D3)
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
Answering textbook questions
Pro
hib
itio
n
Change and continuity
Cause and consequence
End of unit exam
Source based paper on all Problems and challenges
Knowledge and Understanding(A1, A2)
Thinking Critically (C1, C2, C3, C4)
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
Change and continuity
Significance
Time and Place
Group presentations on one aspect of culture and its development.
Knowledge and Understanding (A1, A2)
Investigating(B2, B3)
Communicating (D1, D2, D3)
Evaluative essay on the ‘most important’ change in culture and society.
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C3, C4)
Communicating (D1, D2, D3)
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
Change and continuity
Time and place
No assessment Spider diagram on contributing factors to the
Boom
Wa
ll S
treet
Cra
sh
Significance
Time and Place
Change and continuity
Cause and consequence
Interpretation
Systems
Evaluative essay
‘Over production was the main cause of the Wall street crash’ Do you agree? Give reasons
for your answer.
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C3, C4)
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
Change and continuity
Cause and consequence
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
Change and continuity
Cause and consequence
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?
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C3, C4)
Communicating (D1, D2)
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.
Knowledge and Understanding
(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
Change and continuity
Cause and consequence
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)
Knowledge and Understanding
(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.
Knowledge and Understanding
(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
Change and continuity
Cause and consequence
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
Knowledge and Understanding
(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
Change and continuity
Cause and consequence
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
Change and continuity
Cause and consequence
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.
Knowledge and Understanding
(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)
52
END OF DOCUMENT Last revision: February 1, 2015