St. Mary s Canossian College Scheme of Work 2017/18 Subject: History Form: Four Date: 18 September 2017 Subject Teachers: Ms Maggie Chan Form Coordinator: Ms Maggie Chan Panel Chair: Ms. Maggie Chan Focus Introduction of the syllabus and assessment of HKDSE curriculum. Part 1: The Making of the Modern World The foundations of Western supremacy Western expansion and the formation of colonial empires Asia s reactions to Western expansion Towards Suggested Time Allocation 2 periods Lesson 1-2 4 periods Lesson 3-6 4 periods Lesson 3-6 Target Knowledge, Skills and Attitudes Understand the syllabus and assessment requirements of the curriculum. Understand the reasons behind the drastic advancements of Western Civilization Search for and analyze the overall development of and interaction between Suggested Activities Group Research and Presentation: be divided into groups and do researches on a topic, e.g. the Industrial Revolution, Unification of Teaching Resources HKDSE History Curriculum and Assessment Guide Manual of Questions Words used in History Suggested Student Work or Activities for Formative Assessment Students will hand in a presentation powerpoint to the teacher before their oral presentation in class to make sure all information presented are correct, and students are also required to ask at least one Remarks Page 1 of 12
international cooperation Part 2: International Relations from 1900-1914 Europe at the beginning of the 20 th century sources of rivalries and conflicts Attempts to make peace 18 periods 7-24 9 periods Lesson 7-15 9 periods world through means. powers various Get familiar with the relationship between the European powers in early 20th century Understand how their hostilities and friendships, together with the failure of those attempts of peace making in the early 20th century paved way for or led to the outbreak of WWI Understand the two new rising states etc. They would then present the researches to fellow classmates. complete a worksheet which helps students to identify conflicts and examples of friendship among the major European powers in the early 20 th century. Active learning: A worksheet summarizing the friendship and hostilities among the European powers in the early 20 th century will be given DBQ exercise A worksheet which identifies the different question other's topic. about Teacher assessment of students ability to distinguish conflicts and friendship through the worksheet and DBQ exercise. Peer assessment of students Teacher will encourage students to find more background information about the hostilities and friendship of the major European powers in the early 20 th century. Teacher will guide students to develop Page 2 of 12
Part 3: The two world wars and the peace settlements Impact of the Paris Peace Conference on the international order 16-24 motives behind the decisions made by the Versailles peacemakers and their conflict of interests 20 periods 25-44 8 periods 25-32 Analyze objectively the arguments of different stakeholders of the peace conference and appreciate the difficulties and challenges that the Versailles peacemakers faced. Grasp the concept cause and effect, and analyze the underlying and immediate causes of WWII be assigned with a role (defeated powers or victor of WWI) and are required to justify their claims and debate with those who hold different opinions. Research and Jigsaw learning: be divided in groups and being asked to find out and present the interests of the victorious powers and defeated countries of the First World War. DBQ exercise A handout on the conditions of Germany in the inter-war period DBQ exercise performance in the presentation and deabte. Teacher s assessment of the DBQ Peer assessment of students performance in the presentation empathy for the defeated Germany and to predict the possible reactions of Germany in the inter-war period. Teacher will encourage students to discover the internal policies of Hitler in Germany. Page 3 of 12
Differentiate the short term and long term impacts of the WWI, and draw a logical linkage between the two great wars living conditions of defeated Germany in the inter-war period in different aspects in class Test Post-World War II settlements and their impact 1 lesson 8 lessons 34-41 Grasp the concept change and continuity by examining the consequences brought by the Second World War to the world. Group discussion : Students have to determine whether the harsh treaty would be the crux of the outbreak of WWII taught about the concepts turning point by distinguishing the changes from the continued developments turning point would be completed by students Assessment criteria of essay Student s performance in distinguishing changes and continued developments brought by the war in the essay typed question Videos on the course and consequences of the Second World War will be shown. Page 4 of 12
before/during/af ter 1945. Essay: To what extent was WWII a turning point in the history of mankind? Political, social, economic and cultural significance of the two world wars 3 lessons 42-44 Grasp the concepts Consequences and Significances Compare the historical significance of the two world wars. be taught the steps of making comparison with the use of a worksheet. Notes: comparing the historical significance of the two world wars Students ability in making comparison as reflected in the worksheet. Teacher will guide students to discuss To what extent did the year 1945 bring a new international order to the world? Part 4: Major conflicts after WWII and attempts to make peace Origins, development and characteristics of the Cold War 20 lessons Lesson 45-64 8 lessons 45-51 Interpret historical data and arrive at reasoned conclusions based on available evidence. detect the characteristics of the Cold War through examining the regional conflicts, e.g. Political cartoons Historians writings about the features of the Cold War DBQ exercise A worksheet for summarizing the characteristics of the Cold War. Teachers assessment of the poster designed. Page 5 of 12
the Chinese Civil War. Christmas holidays Mid-year Examination Mid-year Examination corrections Detente between the USA and the USSR 8 lessons 52-60 Observe the changing relations of the capitalist and communist blocs during the Cold War. Understand how to answer the question keywords Trace and explain Active Learning: required to design a simple poster reflecting the severe ideological conflicts in Cold War. be asked to draw a timeline to indicate the various events in the Cold War, so as to observe the changing relations of the two blocs. the changing relations of the capitalist and communist blocs in the Cold War. A Manual of Question Words used in History Student ability in tracing and explaining the conflicts and detente between the capitalist and communist blocs in the Cold War. taught the essence of trace and explain with the use of A Manual of Question Words used in History Page 6 of 12
Collapse of the USSR and the Warsaw Pact 4 lessons 61-64 Assess the relative importance of the various factors which brought about the collapse of the USSR. Active Learning: required to be one of the juries of the Court, and decide who, either USSR or US should be more responsible for the outbreak of the Cold War Discovery learning: asked to find information about the fall of the Berlin Wall and the June Fourth Incident 1989. Videos about the fall of the Berlin Wall and the June Fourth Incident 1989 A worksheet summarizing the factors leading to the downfall of USSR will be given Discussion: Which factor was the most important in bringing about the end of the Cold War? guided to link up history with daily events by finding out the consequences of the Cold War in the 21 st century. Group Discussion: Whether Gorbachev played was Page 7 of 12
Chinese New Year Holiday Part 5: Other major conflicts and attempts at making peace The Arab- Israeli conflicts, the Yugoslav Civil War and the Apartheid The role of the United Nations in peacekeeping efforts 8 65-72 5 lessons 65-69 3 lessons 70-72 Appreciate the difficulties and challenges that various racial groups faced, and to understand the attitudes and values that influence their respective behaviour. Grasp the essence of the concept roles. more important in leading to the collapse of USSR. Video clips about these racial conflicts will be shown. Students will then discuss whether the actions of the various racial groups are justified or not. Under the teacher s guidance, students will learn the specific terms about roles, e.g. mediator, Video clips identifying the interests of different racial groups identifying the roles of the United Nations in settling the racial conflicts after the Second World War. DBQ exercise Discussion: Was it justified for the racial groups to achieve their demands by violent means? Discussion: What were the roles of the international community in mediating the racial conflicts? Teachers asked to find different kinds of sources, e.g. maps, photos, cartoons, extracts, etc. about the recent Arab- Israeli conflicts. Page 8 of 12
Part 6: International Economic Cooperation Post-war economic problems and recovery. The roles played by the USA and the USSR in Europe s economic reconstruction and development. Towards economic integration in Europe and its significance 16 lessons 73-88 8 lessons 73-80 8 lessons 81-88 link up the content learned in the chapters Cold War and International Economic Cooperation so as to develop a marco perspective when examining historical issues. Grasp the essence of observing the change and development over a period. problem solver, etc. asked to identify the economic problems faced by the two blocs and the respective assistance provided by the USA and the USSR. asked to draw a timeline about the establishment of the various economic organizations set up during identifying the economic problems and respective assistance provided by the USA and the USSR. tracing and explaining the establishment of the various economic organizations set up during 1945-2000. A Manual of Questions Words used in History assessments of the DBQ exercise handed in by students guided to deduct the roles played by the USA and the USSR in Europe s economic reconstruction and development. guided to write an essay Trace and explain economic integration in Europe in 1945-2000. Students understanding of Trace and explain will be reinforced with A Manual of Questions Words used in History Page 9 of 12
Part 7: International social and cultural cooperation Population and resources Test Major developments, achievements and limitations of protecting the 21 lessons 89-108 4 lessons 88-91 1 lesson 4 lessons 93-96 Identify the interests of different stakeholders in solving the problem of population explosion. Develop a sense of responsible global citizens 1945-2000. Assessment criteria of essay asked to find statistics about the population growth in the developing and developed countries respectively so as to observe the seriousness of over population in the Third World. Students will find statistics about the various environmental problems in the Cartoons which feature over population Charts which feature the decline of birth rate in the developed countries Video regarding the population boom and the problems it brought to the world will be showm A handout on the interests of different stakeholders towards environmental problems Video clips about the Students will represent different stakeholders to discuss how to solve the problem of rapid birth rate in the Third World. Students will hold a forum to feature the conflicting interests of the different stakeholders towards environmental encouraged to find the birth rate in Hong Kong in the 21 st century and then suggest the possible consequences. * Collaboration with LS: how could the different environmental problems in HK be tackled? What Page 10 of 12
environment world during 1980s to present. Major 4 lessons Students will developments 97- Develop and discover the in medicine and 100 maintain an causes and science and inquisitive attitude harmful effects their towards human of some achievements culture diseases like and limitations polio and smallpox. Major 4 lessons Students will developments 101- Make the topic point out the in technology 104 relevant to their benefits and and their daily lives and thus harms to their achievements and limitations provides them with daily lives with an incentive to look the into things that technological interest them. innovations. Revision 2 lessons Revision of different kinds of question words Introduction to 2 lessons Students are able to : F.5 syllabus Understand the various environmental problems the achievements and limitations of the major developments of science and technology featuring the benefits brought by the technological innovations. A Manual of Questions Words used in History HKDSE History Curriculum and problems. Students will hold a forum to reflect the benefits of eradication of some diseases, and the conflicting interests of the developing and developed countries towards the developments of science and technology. Debate: Technological innovations bring more benefits than harms to our daily lives. would be the views of different stakeholders? *This chapter is also supporting the LS curriculum by providing students with content knowledge of international cooperation. *This chapter provides background knowledge for students to cope with Globalization of LS. Students need to formulate the Page 11 of 12
Final Examination and corrections content that they have to study in next year. Assessment Guide research topic during the summer vacation. Page 12 of 12