Diploma Programme subject outline Group 3: individuals and societies

Size: px

Start display at page:

Download "Diploma Programme subject outline Group 3: individuals and societies"

Hope Fields
5 years ago
Views:

1 Diploma Programme subject outline Group 3: individuals and societies School name Municipal Autonomous Educational Institution Kogalym Secondary School 8 School code Name of the DP subject History Level (indicate with X) Higher Standard completed in two years X Standard completed in one year * Name of the teacher who completed this outline Irina Perebatova Date of IB training 02/03/2012-0/03/2012 Date when outline was completed December, 2012 Name of workshop (indicate name of subject and workshop category) Category 1: History * All Diploma Programme courses are designed as two-year learning experience However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme If you will teach history, complete the following chart. Route Prescribed subject Topics SL option(s) and sections Route 2 1. Peacemaking, peacekeeping-international relations Causes, practices, and effects of war 2. The Cold War Aspects of the history of Europe and the Middle East 1. Interwar Years: conflict and cooperation The Second World War and post-war Western Europe Course outline Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italic Add as many rows as you need. This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a copy and paste from the subject guide. If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

2 0 e Year 1 Prescribed Subject: Peacemaking, peacekeeping-international relations Treaty of Versailles and other WWI treaties 2. Germany in interwar years- Rapallo, Weimar, and Hitler 3. France`s search for security. Italian Fascism and the rise of Mussolini 5. The League of Nations and its failures 6. U.S. isolationism 1. hours 2. hours 3. hours. hours 5. hours 6. hours - Mini historical investigation -four document analysis assignments (evidence questions) - tests (with emphasis on evidence questions) - Yearend examination -Two position papers -Classroom discussion/debate - All of the above instruments are in keeping with the I.B Assessment components in mind: All three of the External - Modern World History. Norman Lowe. Fourth edition. Palgrave. Macmillan Stuart Miller. Modern European History. Second edition. Palgrave. Macmillan.1997 Mike Well Causes, Practices and Effects of War

3 0 e 20 th Century World History Topics: Topic one: Causes, practices, and effects of wars (WW2) 1. Origins and causes of WWII 2. Blitzkrieg 3. Poland and the Phoney War. Battle of the Atlantic 5. Western Front 6. Eastern Front 7. Africa 8. War in the Pacific 9. Technology in WWII 10. Holocaust 11. Hiroshima and Nagasaki 12. Legacy of WWII 13. Nuremburg Trials 1. hours 2. 3 hours 3. hours. hours 5. 6 hours 6. 6 hours 7. hours 8. hours 9. 6 hours hours hours hours hours TOTAL=93 hours (Year 1) Assessment components (completed in Year Two of the program) will be modeled in Year One. -There are 2 Papers to be completed for the External Assessment in Year Two: -Paper One=four short essay responses all following the Evidence Question format mentioned above. -Paper Two= Two extended - response questions format mentioned in Year One - The Internal Assessment component is a historical investigation, annotated and presented as a narrow focussed aspect of course material. This investigation will be worked on in Year One and submitted for evaluation as a trial run at the end of Year One, marked by the classroom teacher using I.B. Markschemes and Markbands, though not formally submitted to I.B. Jean Bottaro and John Stanley. Democratic State Allan Todd and Sally Waller. Authoritarian and Single- Party State Diploma The Cold War/ Allan Todd, - IB Online Curriculum Centre -Online, video resources as required

4 0 e Year 2 20 th Century World History Topics: Topic five: Cold War 1.Wartime conferences: Yalta and Potsdam 2. US policies and developments in Europe: Truman Doctrine, Marshall Plan, NATO 3. Bipolar world.us Chinese, Soviet- Chinese relations 5. Cuban Missile Crisis 6. Germany (especially Berlin ( ), Afghanistan ( ), Korea, Cuba, Vietnam, Hungary, Poland, Czechoslovakia 7. Detente 8. Brezhnev, Gorbachev and the end of the Soviet Bloc 9.Revolutions of hours 2. 8 hours 3. 8 hours. 8 hours 5. 8 hours hours 7. 8 hours hours 9. 7 hours -Historical Investigation (Internal Assessment) -four document analysis assignments (evidence questions) - unit tests (with emphasis on evidence questions) -Yearend examination -Two position papers -Classroom discussion/debate -The formal Internal Assessment will be due in December of Year Two. Skills to be reinforced through this Assessment component will be formulating a plan of investigation, presenting a summary of evidence, how to evaluate a source and present historical analysi The timing of the Internal Assessment will allow the final four months for completing course material and to prepare the students for the three summative assessment components required by I.B. in May of their final year. These are: -Paper One=four short essay responses all following the Evidence Question format mentioned in Year One. - Modern World History. Norman Lowe. Fourth edition. Palgrave. Macmillan Stuart Miller. Modern European History. Second edition. Palgrave. Macmillan.1997 Mike Well Causes, Practices and Effects of War Jean Bottaro and John Stanley. Democratic State Allan Todd and Sally Waller. Authoritarian and Single- Party State Diploma The Cold War/ Allan Todd, - IB Online Curriculum Centre -Online, video resources as required - Paper Two=Two

5 0 e TOTAL=57 hours (Year 2) TOTAL for SL course hours 2. IB internal assessment requirement to be completed during the course Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement, when the internal assessment requirement will be due and how students will be prepared to do it. The internal assessment for History will be worked on formatively through the grade 10 year, focussing on evaluating sources and analyzing evidence with the OPVL framework: Origin, Purpose, Value, and Limitation A historical investigation will be done in the first year without being submitted to IB but will be assessed using the IB marks scheme As well, document analysis, position papers, and in class essays will all be done by students to prepare them for the formal internal assessment, which will be worked out in December of the second year. 3. Links to TOK You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson. Topic The Cold War: Origins of the Cold War Link with TOK (including description of lesson plan) Key issue: Can we consider ideological differences as one of the main reasons of the beginning of the Cold War? The students examine the main points of conservative, liberal and communist ideology. They are asked to compare and evaluate different perspectives on war problems and sound the reasons which caused antagonism between former companion The students put the result of their work in the table. Key questions: - Why didn t the ideology differences prevent from relationship between the USA and the USSR during the war?

6 - How do you interpret the definition irreconcilable enemies? Methods of gaining knowledge :Which is the more important attribute of the historian, the ability to analyze evidence scientifically, or the ability to expand it with creative imagination Suggested plan of activities, stated questions and materials would allow the students to make links of the objectives with TOK - students should be able to: demonstrate an understanding of different perspectives on knowledge issues - demonstrate an ability to give a personal, self-aware response to a knowledge issue.. International mindedness Every IB course should contribute to the development of international mindedness in student As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspective Briefly explain the reason for your choice and what resources you will use to achieve this goal. Topic Contribution to the development of international mindedness (including resources you will use) The Cold War: Development and impact of the Cold War Social, cultural and economic impact. This theme allows our students to analyse specification of social, cultural and economical development of different nation The possibility of using all kinds of reports including reports of UNO, international organizations, researching of sociologists, culturologists, economists, the book The revolt of the masses by Hose Ortega and Gasset, «Civilization before the court of history» by Toyenby. 5. Development of the IB learner profile Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify. Topic The Cold War: Origins of the Cold War Contribution to the development of the attribute(s) of the IB learner profile Each student should write a historical essay on the problem «When did the Cold War begin?» or should take part in a discussion on the same problem as a Russian or American diplomat (in a form of a role play). Writing a historical essay or discussing the problem students will show the ability to find various sources, correctly and critically use them, make a conclusion on the essay s theme. This kind of work will develop the following attributes of the IB learner profile: Inquirers, Knowledgeable, Thinkers, Communicators, Reflective.

7 6. Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? Will students have access to resources beyond the ones available at school? Briefly describe what plans are in place if changes are needed. The History class is equipped with new furniture, the screen, IT equipment (a computer, a smart board, a projector, a mobile computer class with 15 Mac Books), methodical and reference books in English and Russian language The classroom has access to the Internet. There are all facilities for learning History according to modern requirement The school library has sufficient amount of resources for the History course (SL). The students can access books and media resources directly. It has access to the Internet and 10 laptop All the necessary text-books for students, teachers books to start implementing the Diploma Programme were purchased recently. Students should also aim to keep up-to-date with events occurring around the world by watching news reports and reading newspapers or news website I will show students how to use CMap, Wordle, Google Docs, Twitter, and researching databases available online to enhance their learning in the History SL course.

The Roaring 20s. History. igcse Examination Technique. Paper 2. International Organisations. September 2015 onwards

The Roaring 20s. History. igcse Examination Technique. Paper 2. International Organisations. September 2015 onwards History The Roaring 20s igcse Examination Technique Paper 2 International Organisations September 2015 onwards 1 Assessment Overview Paper 2 50% of total igcse marks 90 minutes Historical investigation