MIDDLE AND HIGH SCHOOL - ISG
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2012-2019
ISG MIDDLE AND HIGH SCHOOL
CURRICULUM | SOCIAL STUDIES v2
This Curriculum Document was reviewed by: Ms. Chiara Borselli Ms. Jody Parker Ms. Kate Ryder Dr. Matteo Merlo Mr. Samer Khoury The International School in Genoa Badia Benedettina della Castagna 11A, Via Romana della Castagna 16148 Genova Italy Phone: +39 – 010 – 386528 Fax: +39 – 010 – 398700 www.isgenoa.it secretary@isgenoa.it Last revision: February 1, 2015 2
TABLE OF CONTENTS
ISG MISSION STATEMENT ............................................................................................................................................................... 5
MIDDLE AND HIGH SCHOOL SOCIAL STUDIES AT ISG .......................................................................................................... 7
AIMS AND OBJECTIVES .................................................................................................................................................................... 9
AIMS….. .................................................................................................................................................................................................................... 9
OBJECTIVES ........................................................................................................................................................................................................... 9
KEY CONCEPTS .................................................................................................................................................................................11
Time and Place ............................................................................................................................................................................... 11
Place and Space ............................................................................................................................................................................. 11
Change and Continuity ................................................................................................................................................................ 11
Cause and Consequence .............................................................................................................................................................. 12
Significance...................................................................................................................................................................................... 12
Interpretation ................................................................................................................................................................................. 12
Systems .............................................................................................................................................................................................. 13
Global awareness .......................................................................................................................................................................... 13
TEACHING METHODOLOGIES, MATERIALS AND RESOURCES .........................................................................................15
EVALUATION OF STUDENT PROGRESS ....................................................................................................................................17
ASSESSMENT POLICY ..................................................................................................................................................................................... 17
ASSESSMENT CRITERIA ................................................................................................................................................................................ 18
GRADE 6-7 ASSESSMENT RUBRIC .......................................................................................................................................... 19
GRADE 8-9 ASSESSMENT RUBRIC .......................................................................................................................................... 20
GRADE 10 ASSESSMENT RUBRIC ........................................................................................................................................... 21
STORIA E GEOGRAFIA IN ITALIANO ..........................................................................................................................................23
CURRICULUM REVISION POLICY ................................................................................................................................................26
REVISION PROCESS AND TIMETABLE ................................................................................................................................................... 26
SYLLABUS BY GRADE......................................................................................................................................................................28
GRADE 6 SOCIAL STUDIES SYLLABUS .................................................................................................................................................... 29
GRADE 7 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
3GRADE 9 HISTORY SYLLABUS.................................................................................................................................................................... 42
GRADE 10 HISTORY SYLLABUS ................................................................................................................................................................. 46
SOURCES .............................................................................................................................................................................................50
4ISG MISSION STATEMENT
OUR SCHOOL'S MISSION IS FOR EVERYONE TO DEMONSTRATE
THE ISG COMMUNITY THEMES OF
RESPECT,
RESPONSIBILITY AND
REACHING FOR EXCELLENCE
56
MIDDLE AND HIGH SCHOOL SOCIAL STUDIES AT ISG
The study of humanities is crucial in order to learn to respect and understand the world around us. This is
achieved through the study of individuals, societies and environments in a wide context: historical, contemporary,
geographical, political, social, economic, religious, technological and cultural. Students gain and develop
knowledge and conceptual understanding as well as the skills of research, analysis, interpretation and
communication, contributing to the development of the student as a whole.
ISG Middle and High School (IMHS) Social Studies is a school-based curriculum articulated over five years; it aims
to equip all students with the knowledge, understanding and intellectual capabilities to address further Group 3
courses (Individuals and Societies) at the International Baccalaureate (IB) Diploma Programme (DP) level, as well
as to prepare students to respect and understand the world around them. It combines themes from the IB Middle
Years Programme, the requirements for the Italian national examination at the end of 8 th grade, and tested
practices developed at ISG over the years by the Social Studies faculty.
The four main objectives of IMHS Social Studies support the IB learner profile, promoting the development of
students who are knowledgeable, inquirers, communicators and reflective learners.
Knowledge and understanding is fundamental to studying humanities and forms the base from which to explore
concepts and develop skills. Knowledge is both factual and conceptual and provides the foundation for thinking
critically.
Investigating enables students to plan and carry out research as individuals or in a group.
Students should be able to demonstrate investigative skills through developing their research skills throughout
the social studies course.
Thinking critically in humanities is vital in developing a deeper understanding of the subject and its concepts.
Students should be able to demonstrate these skills through their depth of knowledge, development of source
analysis and individual research.
Communicating is about being able to demonstrate one’s ability to use a variety of media to organize and
communicate factual and conceptual learning.
IMHS Social Studies builds on experiences in learning that students have gained in their time in the International
Primary Curriculum (IPC). At the end of the five-year course, students continuing on to the IB Diploma
Programme will have acquired concepts and developed skills which they will be able to apply and extend in
further DP courses. In particular, the IMHS Social Studies syllabus reflects the concepts and skills of the presumed
knowledge for the DP courses to allow a smooth transition to DP History and Economics.
7The present document contains all the general information relevant to the teaching of Middle and High School Social Studies at the International School in Genoa. In it, ideas and concepts from the best educational programs worldwide are adapted to the ISG context and background, and enriched to better match the needs of our learners. Further information related to individual courses and teacher-specific materials can be found in the Course Outlines published each year and handed out to parents during Open House and to students at the beginning of September. 8
AIMS AND OBJECTIVES
AIMS…..
The aims state in a general way what the teacher may expect to teach or do, and what the student may expect to
experience or learn. In addition, they suggest how the student may be changed by the learning experience.
The aims of the teaching and study of IMHS Social Studies are to encourage and enable students to:
• appreciate the range of human and environmental commonalities and diversities
• understand the interactions and interdependence of individuals, societies and environments in
different contexts
• understand how both environmental and human systems operate and evolve over time
• identify and develop a concern for human and environmental well-being
• act upon opportunities to be a responsible global citizen
• develop effective inquiry skills to achieve conceptual understanding in humanities.
OBJECTIVES
The objectives state the specific targets and expected outcomes that are set for learning in the subject. They define
what the student will be able to accomplish as a result of studying the subject. These objectives relate directly to
the assessment criteria found in the EVALUATION OF STUDENT PROGRESS section.
Learning outcomes, in terms of acquired concepts and developed skills, are detailed in the SYLLABUS BY
GRADE.
A Knowing and understanding
Knowledge and understanding is fundamental to studying humanities and forms the base from which to explore
concepts and develop skills. Knowledge is both factual and conceptual and provides the foundation for thinking
critically.
At the end of the course, the student will be able to:
A1. use appropriate terminology for humanities in context
A2. demonstrate knowledge and understanding through developed descriptions, explanations, analysis
and examples.
B Investigating
Investigation enables students to plan and carry out research as individuals or in a group.
Students should be able to demonstrate investigative skills through developing their research skills throughout
the humanities course.
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.
9C 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.
10KEY 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.
11CAUSE 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 .
12SYSTEMS
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.
1314
TEACHING METHODOLOGIES, MATERIALS AND RESOURCES
METHODOLOGIES
Teachers at ISG adopt a variety of teaching methodologies in order to cater for different learning styles. The
various approaches to learning are a means to provide students with the tools that will enable them to take
responsibility of their own learning, this involves articulating, organizing and teaching the skills, attitudes and
practices that students require to become successful learners.
Teaching methodologies
Skill area Student learning expectations Learning activities
Instructional practices
Long-term projects
Organization Time management, self management
Individual Historical investigations
Collaboration Group work, Pair work Group research and presentations
Literacy in the Humanities: use of social studies-specific Lectures in various forms (whiteboard,
Communication language, vocabulary and concepts ActiveBoard, presentations)
Communicating ideas clearly and thoroughly Use of oral history and documentation
Individual and group investigations
Resourceful collection of information from a variety of primary
Information literacy Use of textbooks, academic articles,
and secondary sources
primary sources, oral accounts
Formative assessment tasks
Evaluation of results and methods Practice exercises
Reflection
Evaluation of one’s own learning Self- and peer-assessment
Self target-setting and monitoring
Understanding and applying knowledge and concepts Practice exercises
Thinking Identifying and selecting the skills needed to analyse and Source analysis
evaluate key issues, events and interpretations Class debates
Using historical skills and knowledge to make connections Applications across knowledge areas
Transfer across space, place and time. Making connections with with
other subject 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.
15RESOURCES
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.
16EVALUATION 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
7 90-100
independence, insight, autonomy and originality.
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
6 80-89
originality.
17Good 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
5 70-79
originality.
Satisfactory performance: the student generally demonstrates understanding of concepts and successful
application of skills in normal contexts and occasionally displays independence, insight, autonomy and
4 60-69
originality.
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
3 50-59
most of the objectives.
Poor work: the student has difficulty in understanding the required concepts and is unable to apply skills 2 20-49
successfully in normal situations even with support. Very limited achievement against all the objectives.
Very poor work: Minimal achievement in terms of the objectives.
1 0-19
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
Knowledge and Reading, lectures, note-taking, class question and
A answer sessions, research
understanding
Research projects, historical investigations,
B Investigating
preparation for presentations
Thinking Evaluative essays, source analysis, class debates,
C self and peer assessment
critically
Oral investigations/interviews, class debates, group
D Communicating 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.
18GRADE 6-7 ASSESSMENT RUBRIC
1-2 3-4 5-6 7
• recognizes some humanities • uses some humanities • uses relevant humanities vocabulary • uses relevant humanities
vocabulary vocabulary often accurately terminology accurately
Knowledge and • shows basic knowledge and • shows knowledge and understanding of • shows good knowledge and • shows detailed knowledge and
Understanding understanding of facts and ideas facts and ideas through simple understanding of facts and ideas understanding of facts and ideas
through some descriptions and/ or descriptions, explanations and examples. through descriptions, explanations and through descriptions, explanations and
examples. examples. examples.
• chooses a question to research • chooses a question to research • chooses a question to research • chooses a question to Research
• makes a limited attempt to follow • partially follows a simple plan to • satisfactorily follows a simple plan • follows a simple plan completely to
a simple plan to answer a research answer a research question to answer a research question answer a research question
question • uses a method or methods to collect • uses methods to collect and record • uses methods accurately to collect
Investigating • makes a limited attempt to collect and record some information in line with appropriate information in line with and record appropriate information
and record information the question the research question in line with the research question
• makes a limited attempt to • partially answers the question. • satisfactorily answers the question. • completely answers the question.
answer the research qestion.
• makes a limited attempt to • identifies some main points of ideas, • identifies the main points of ideas, • identifies in detail the main points
identify the main points of ideas, events, issues or arguments events, issues or arguments of ideas, events, issues or arguments
events, issues or arguments • identifies the origin and purpose of • recognizes the origin and purpose of • analyses a source or range of
• identifies the origin and purpose of sources sources sources in terms of origin and purpose
some sources • identifies some reasons how and why • recognizes how and why different • clearly and effectively argues how
Thinking • makes a limited attempt to different people or events are significant people or events are significant and why different people or events are
critically identify reasons how and why • identifies some different views and • identifies different views and their significant
different people or events are suggests some implications of these implications • clearly identifies different views and
significant • makes connections between • makes connections between their implications
• identifies some different views information to give simple opinions. information to give opinions. • makes connections between
• makes connections between information to give a relevant
information to give limited opinions. opinion.
• tries in a limited way to • communicates information and ideas in • communicates information and ideas • communicates information and ideas
communicate information in a way a way that is sometimes clear to others in a way that is often clear to others in a way that is clear to others
that is clear to others • organizes information sometimes in • organizes information often in the • organizes information completely in
• tries in a limited way to organize the order needed for the task order needed for the task the order needed for the task
Communicating information and ideas according to • includes a list of sources of information • creates a list of the sources of • creates a list of sources of
the task instructions that sometimes follows the task information that often follows the task information that follows the task
• makes a limited attempt to list instructions. instructions. instructions.
sources of information following the
task instructions.GRADE 8-9 ASSESSMENT RUBRIC
1-2 3-4 5-6 7
• makes a limited attempt to use • uses some humanities terminology • uses relevant humanities terminology • uses a range of humanities
some relevant terminology appropriately accurately terminology accurately and
• demonstrates basic knowledge and • demonstrates knowledge and • demonstrates good knowledge and appropriately
Knowledge and
understanding of content and understanding of content and concepts understanding of content and concepts • demonstrates detailed knowledge
Understanding concepts through some descriptions through simple descriptions, through descriptions, explanations and and understanding of content and
and/or examples. explanations and examples. examples. concepts through thorough
descriptions, explanations, examples.
• formulates a very general research • formulates an adequate research • formulates a clear research question • formulates a clear and focused
question question • satisfactorily follows an action plan research question
• makes a limited attempt to follow • partially follows an action plan to to investigate a research question • follows an action plan effectively to
an action plan to investigate a investigate a research question • uses methods to collect and record investigate a research question
question • uses a method or methods to collect appropriate information in line with • uses methods accurately to collect
Investigating • collects and records limited and record some information in line with the research question and record appropriate and varied
information, not always in line with the research question • satisfactorily addresses the research information in line with the research
the research question • partially addresses the research question. question
• makes a limited attempt to question. • effectively addresses the research
address the research question. question.
• makes a limited attempt to • completes a simple analysis of • completes a satisfactory analysis of • completes a detailed analysis of
analyse concepts, events, issues, concepts, events, issues, models or concepts, events, issues, models or concepts, events, issues, models or
models or arguments arguments arguments arguments
• effectively analyses and evaluates a
• recognizes the origin and purpose • describes sources in terms of origin • satisfactorily demonstrates an ability
range of sources in terms of origin and
of some sources as well as some and purpose, recognizing values and to analyse and evaluate sources in purpose,
Thinking values and limitations of sources limitations terms of origin and purpose, recognizing values and limitations
critically • identifies different perspectives • identifies different perspectives and recognizing values and limitations • clearly recognizes a range of different
• makes connections between suggests some of their implications • recognizes different perspectives and perspectives and their implications
information in a limited attempt to • makes connections between their implications • makes connections between information
make simple arguments. information to make simple arguments. • makes connections between to make valid, well-supported arguments.
information in order to make valid
arguments.
• tries in a limited way to • communicates information and ideas in • communicates information and ideas • communicates information and ideas
communicate information and ideas a style that is sometimes appropriate to in a style that is often appropriate to in a style completely appropriate to
in a style that is appropriate to the the audience and purpose the audience and purpose the audience and purpose
audience and purpose • structures information sometimes • structures information often • structures information and ideas
Communicating • tries in a limited way to structure according to the task instructions according to the task instructions completely according to the task
information according to the task • creates a list of sources of information • creates a list of sources of instructions
instructions sometimes according to the task information often according to the task • creates a list of sources of
• tries in a limited way to create a instructions. instructions. information according to the task
list of sources of information. instructions.
20GRADE 10 ASSESSMENT RUBRIC
1-2 3-4 5-6 7
• makes a limited attempt to use • uses terminology that is accurate • uses a range of terminology uses a wide range of terminology
some relevant terminology and/or appropriate accurately and appropriately accurately and appropriately
• demonstrates basic knowledge and • demonstrates knowledge and • demonstrates good knowledge and • demonstrates detailed knowledge
Knowledge and
understanding of content and understanding of content and concepts understanding of content and concepts and understanding of content and
Understanding concepts with simple descriptions through adequate descriptions, through accurate descriptions, concepts through developed and
and/or examples. explanations or examples. explanations and examples. accurate descriptions, explanations
and examples.
• formulates a very general • formulates an adequate research • formulates a clear research question • formulates a clear and focused
research question question • formulates and follows a satisfactory research question
• formulates and follows a limited • formulates and follows a partial action action plan to investigate a research • formulates and follows a detailed
action plan to investigate a research plan to investigate a research question question action plan to investigate a research
question • uses a method or methods to collect • uses methods to collect and record question
Investigating • collects and records limited and record some information consistent appropriate information consistent • uses methods accurately to collect
information not always consistent with the research question with the research question and record appropriate
with the research question • partially addresses the research • satisfactorily ad dresses and varied information consistent
• makes a limited attempt to question. the research question. with the research question
address the research question. • effectively addresses the research
question.
• makes a limited attempt to • completes a simple analysis of • completes a satisfactory analysis of • completes a detailed analysis of
analyse concepts, events, issues, concepts, events, issues, models or concepts, events, issues, models or concepts, events, issues, models or
models or arguments arguments arguments arguments
• describes some sources in terms • completes a simple analysis and/or • satisfactorily analyses and/or • effectively analyses and evaluates a
of origin and purpose and evaluation of some sources in terms of evaluates a range of sources in terms range of sources in terms of origin
Thinking recognizes some values and origin and purpose, recognizing values of origin and purpose, recognizing and purpose, recognizing values and
critically limitations and limitations values and limitations limitations
• identifies different perspectives • identifies different perspectives and • interprets different perspectives and • thoroughly interprets a range of
• makes connections between their implications their implications different perspectives and their
information in a limited attempt to • makes connections between • synthesizes information to make implications
make arguments. information to make simple arguments. valid arguments. • synthesizes information to make
valid, well-supported arguments.
• communicates information and • communicates information and ideas • communicates information and ideas • communicates information and
ideas by attempting in a limited by using a style that is sometimes by using a style that is often ideas effectively by using a style
way to use a style appropriate to the appropriate to the audience and purpose appropriate to the audience and that is consistently appropriate to the
audience and purpose • structures information and ideas in a purpose audience and purpose
• makes a limited attempt to way that is sometimes appropriate to the • structures information and ideas in a • structures information and ideas in a
Communicating structure information and ideas in a specified format way that is often appropriate to way that is consistently appropriate to
way that is appropriate to the • sometimes documents sources of the specified format the specified format
specified format information using a recognized • often documents sources of • consistently documents sources of
• makes a limited attempt to convention. information using a recognized information using a recognized
document sources of information. convention. convention.
2122
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.
23GEOGRAFIA
Voto CONOSCENZA USO DEGLI STRUMENTI COMPRENSIONE DELLE COMPRENSIONE ED USO
DELL'AMBIENTE FISICO E PROPRI DELLA DISCIPLINA RELAZIONI FRA DEL LINGUAGGIO
UMANO, SITUAZIONI SPECIFICO
ANCHE ATTRAVERSO AMBIENTALI, CULTURALI,
L'OSSERVAZIONE SOCIO-POLITICHE ED
ECONOMICHE
7 Osserva, analizza e interpreta Conosce e utilizza con Collega dati e fenomeni Definisce ed utilizza con
la conoscenza di ambienti, dati sicurezza gli strumenti di geografici stabilendo con precisione i termini specifici.
e fenomeni geografici. consultazione e di sicurezza relazioni anche non
approfondimento. evidenti.
6 Osserva e analizza la Conosce ed utilizza in modo Stabilisce in modo Definisce ed utilizza i termini
conoscenza di ambienti, dati e appropriato gli strumenti di appropriato collegamenti e specifici.
fenomeni geografici. consultazione e di relazioni tra dati e fenomeni
approfondimento. geografici.
5 Osserva e analizza ambienti, Usa con competenza gli Stabilisce collegamenti e Riconosce ed utilizza in modo
dati e fenomeni geografici. strumenti propri della relazioni tra dati e fenomeni appropriato i termini specifici.
disciplina. geografici.
4 Osserva e conosce gli Utilizza gli strumenti propri Effettua collegamenti Riconosce ed usa i termini
ambienti, i dati e i fenomeni della disciplina. fondamentali fra dati e specifici.
geografici. fenomeni geografici.
3 Conosce gli elementi Utilizza gli strumenti Stabilisce evidenti confronti Riconosce ed usa termini
essenziali di ambienti, dati e essenziali propri della tra dati e fenomeni geografici. specifici semplici.
fenomeni geografici. disciplina.
2 Conosce solo parzialmente Utilizza solo parzialmente gli Ha bisogno di essere guidato Riconosce ed utilizza solo in
ambienti, dati e fenomeni strumenti propri della per effettuare collegamenti tra parte i termini specifici.
geografici. disciplina. dati e fenomeni geografici.
1 Incontra difficoltà Incontra difficoltà nell'uso Incontra difficoltà nello Incontra difficoltà nel
nell'osservazione e degli strumenti propri della stabilire collegamenti tra dati riconoscere i termini specifici.
conoscenza di ambienti e disciplina. e fenomeni geografici.
fenomeni geografici.
24STORIA
Voto CONOSCENZA DEGLI CAPACITÀ DI CAPACITÀ DI COMPRENSIONE ED USO
EVENTI STORICI STABILIRE RELAZIONI STABILIRE RELAZIONI DEI LINGUAGGI E DEGLI
TRA FATTI STORICI TRA FATTI STORICI STRUMENTI SPECIFICI
7 Conosce comprende e Collega e mette in relazione Conosce e comprende il Conosce ed usa in modo
sistema gli eventi storici con sicurezza i fatti storici. significato delle appropriato strumenti e
argomentando le proprie principali istituzioni del vivere termini
riflessioni con spirito critico. associato. specifici e se ne serve per
selezionare e rielaborare le
informazioni.
6 Conosce e comprende gli Stabilisce collegamenti e Conosce il significato delle Conosce ed usa in modo
eventi storici argomentando relazioni fra i fatti storici. principali istituzioni del vivere appropriato strumenti e
le proprie riflessioni. associato. termini
specifici e se ne serve per
selezionare le informazioni.
5 Conosce in modo completo i Stabilisce relazioni di Conosce in modo completo le Conosce ed usa con
processi storici fondamentali. continuità e coglie analogie. principali istituzioni del vivere competenza
associato. strumenti e termini specifici. Il
linguaggio è appropriato e
articolato
4 Conosce in modo adeguato Stabilisce evidenti relazioni Ha adeguate conoscenze delle Utilizza correttamente
gli eventi storici affrontati. tra gli eventi storici. principali istituzioni del vivere strumenti e termini specifici. Il
associato. linguaggio è chiaro.
3 Conosce in modo essenziale Sa fare semplici collegamenti Ha accettabili conoscenze E' in grado di utilizzare
gli eventi storici affrontati. tra i fatti storici. delle principali istituzioni del strumenti e termini specifici
vivere associato. semplici.
2 Le sue conoscenze sono Ha bisogno di essere guidato Conosce parzialmente le E’ incerto nell’utilizzo di
frammentarie e per effettuare semplici principali istituzioni del vivere strumenti specifici, il suo
approssimative. collegamenti tra i fatti storici. associato. linguaggio è scarno ed
essenziale.
1 Non conosce gli argomenti di Incontra difficoltà nello Ha nozioni frammentarie sulle Non è ancora in grado di
studio. stabilire collegamenti tra i principali istituzioni del vivere utilizzare strumenti e termini
fatti storici. associato. specifici.
25CURRICULUM 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
creation of
2011-2012
curriculum
Social Studies 2012-2019 v1 update and
2012-2013
(present document) 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
update and next
2019-2020 Social Studies 2019-2022 v1
completion cycle
2627
SYLLABUS BY GRADE
The following section contains the details of the syllabus. Each grade level syllabus is split in the different topics
taught, with information on the key concepts addressed, the typical assessment tasks and the relevant objectives,
and the activities performed in class with the corresponding skills.
Example:
assessment task
key concepts
Cause and consequence End of Unit - Evaluative essay Diagram on the steps to power
Change and continuity ‘The fear of Communism was the main Class discussion
Time and place reason Hitler got into power’. Do you Reading and comprehension
Significance agree? Give reasons for your answer. Source annotation and analysis in class
Systems Knowledge and Understanding (A1, A2) Study of data from elections
Place and Space Thinking critically (C1, C3, C4, C5) Watch clips of Hitler speeches
Communicating(D1, D2)
The Nazi Germany
How effective were the
Nazis up to 1928?
How did Hitler become
chancellor in 1933?
How did Hitler become
Fuhrer in 1934?
How did the Nazis
consolidate their power?
activities
and skills
objectives
topic
central questions
More information on the syllabus, including the sequence of topics, can be found in each teacher’s Course Outline.
28GRADE 6 SOCIAL STUDIES SYLLABUS
Time and Place Test – Key Terms and Comprehension Understanding Our Place in History
Introduction to Social
Place and Space Knowledge and Understanding (A1, A2) Timeline questions
Interpretation Calendar of human history
Change and Continuity Five Themes in Geography
Global Awareness Note-taking skills
Challenges of Interpreting the Past
Personal history questions and mural
Cave art interpretation
Studies
Putting Together an Archeological Team
Activity with graphic organizer
Time and Place Quote Sandwich Essay - Egalitarian or Hierarchal First Settlement Simulation
Place and Space Knowledge and Understanding (A1, A2) Simulation Reflection
Change and Continuity Thinking Critically (C1, C4, C5) Paleolithic Art – Primary and Secondary Source Interpretation
Systems Communicating (D1, D2, D3) Source analysis
Paleolithic to Neolithic –Changes in Daily Life
Test – Characteristics of Early Civilizations Graphic organizer and reflection questions
Neolithic Social Organization – Egalitarian or Hierarchal
Early Humans
Knowledge and Understand (A1, A2)
Thinking Critically (C5) Graphic organizer and Quote Sandwich
Emergence of Sumerian City-States
Problem description chart
Achievements of Sumerians
Graphic Organizer on Achievements
Evidence Chart
29Time and Place Archeology Magazine Cover Mapping Physiographic Features of Egypt and the Near East
Place and Space Knowledge and Understanding (A1, A2) Map with labeled features
Change and Continuity Communication (D1, D2) Understanding Geography’s Effect on Settlement
Cause and Consequence Chart and comprehension questions
Ancient Egypt and the Near East
Interpretations Daily Life Journal Constructing a Timeline of Mesopotamian Civilizations
Significance Knowledge and Understanding (A1, A2) Timeline with maps and cultural tokens
Global Awareness Thinking Critically (C2, C4) Applying the Code of Hammurabi
Acting out Hammurabi’s laws
Test – Compare and Contrast Comprehension and connection questions
Knowledge and Understanding (A1, A2) Constructing a Timeline of Egyptian Civilizations
Thinking Critically (C1, C2, C4, C5) 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
Time and Place Essay – What does it mean to be Buddhist? Mapping Physiographic Features of India
Place and Space Knowledge and Understanding (A1, A2) Map with labeled features
Change and Continuity Thinking Critically (C1, C4, C5) Predicting Settlement in India
Cause and Consequence Communicating (D1, D2, D3) Geography and settlement knowledge
Interpretations Source Analysis
Significance Test – Rise and Decline of the Mauryan Empire Ashoka’s Edicts
Systems Knowledge and Understanding (A1, A2) Creating a Mandala
Global Awareness Thinking Critically (C1, C2, C4, C5) Beliefs expressed through art
Ancient India
Project – India Today
Knowledge and Understanding (A1, A2)
Investigating (B1, B2, B3, B4)
Thinking Critically (C1, C2, C5)
Communicating (D1, D2, D3)
30Time and Place Essay – Comparing Philosophies Annotated Relief Map of China
Place and Space Knowledge and Understanding (A1, A2) Map skills
Change and Continuity Thinking Critically (C1, C4, C5) Daily Life in the Han Dynasty
Cause and Consequence Communicating (D1, D2, D3) Graphic Organizer
Significance Dynastic Rule from Sui to Ming
Interpretations Test – Dynasties of Ancient China Timeline
Systems
Knowledge and Understanding (A1, A2) Tracing the Silk Road
Global Awareness
Thinking Critically (C1, C2, C4, C5) Tracing the influences of trade and human
Ancient East Asia
movement
Project – China Today
Knowledge and Understanding (A1, A2)
Investigating (B1, B2, B3, B4)
Thinking Critically (C1, C2, C5)
Communicating (D1, D2, D3)
Time and Place Test- Forms of Government Mapping Physiographic Features of Greece
Place and Space Knowledge and Understanding (A1, A2) Map with labeled features
Change and Continuity Compare and Contrast of Minoan and Mycenaean Artifacts
Cause and Consequence Oral Debate – Athens vs. Sparta Chart
Significance Knowledge and Understanding (A1, A2) Tracing the Development of Democracy
Interpretations Thinking Critically (C1, C2, C4, C5) Chart
Global Awareness Communicating (D1) Understanding the Persian War Through Visual Metaphors
Visual representations
Written Debate – Alexander: Hero or Villain Athens vs. Sparta and Understanding the Peloponnesian War
Knowledge and Understanding (A1, A2) Compare, contrast, predict
Ancient Greece
Thinking Critically (C1, C2, C4, C5) Primary Source Interpretation – Alexander the Great
Communicating (D1) Compare, contrast, discuss
Presentation – Recognizing Greek Achievement in the Modern World
Knowledge and Understanding (A1, A2)
Thinking Critically (C1, C2, C3, C5)
Communicating (D1, D2, D3)
31Time and Place Research and Timeline Creation Secondary Sources from the Library
Place and Space Knowledge and Understanding (A1, A2) How to take notes, paraphrase, and cite
Change and Continuity Investigating (B2, B3, B4) Mapping the Punic Wars
Cause and Consequence Thinking Critically (C1, C2, C3, C5) Mapping conflict
Significance Debate
Test – Key Terms and Comprehension
Did military expansion help or hurt?
Knowledge and Understanding (A1, A2)
Evaluating Leaders
Presentation – Modern Republics and Other Forms of Government Comparing Roman Emperors
Knowledge and Understanding (A1, A2) Article Review
Investigating (B2, B3, B4) Patricians and Plebeians: Struggle for
Communicating (D1, D2, D3) Power
Primary Source Interpretation
DBQ – Document Based Question - What Caused the Fall of the Roman
Ancient Rome
Excerpts from the Bible
Empire?
Knowledge and Understanding (A1, A2)
Investigating (B1, B2, B3, B4)
Thinking Critically (C1, C2, C5)
Communicating (D1, D2, D3)
32GRADE 7 SOCIAL STUDIES SYLLABUS
Time and Place Essay – Comparing Plight of Medieval Serfs with Homeless Today Feudal Living Simulation/Game Challenge
Place and Space Knowledge and Understanding (A1, A2) Reflection and connection
Change and Continuity Thinking Critically (C1, C2, C3, C4, C5) Feudal Societies Jigsaw
Cause and Consequence Communicating (D1, D2) Note taking and re-teaching
Faith and Conflict – Medieval
Significance Rise of Christianity and Byzantium Video
Test – The Role of the Catholic Church in Medieval Europe
Europe and The Crusades
Interpretations Sheet fill-in and reflection
Significance Knowledge and Understanding (A1, A2) Mapping the Rise of Islam
Systems Thinking Critically (C5) Chart fill-in
Global Awareness Contributions of Muslims
Essay – Compare and Contrast – Islam and Christianity Chart fill-in
Knowledge and Understanding (A1, A2) Role Play
Thinking Critically (C1, C2, C3, C4, C5) Crusades
Communicating (D1, D2) Contemporary Connections
Current Events article on conflict, especially
Article Review – Faith and Conflict those concerning faith
Knowledge and Understanding (A1, A2) Field Trip to Medieval City in Italy
Thinking Critically (C1, C2, C3, C4, C5) Worksheet
Communicating (D1, D2, D3)
Time and Place Test – Key Terms and Concepts– Renaissance Italy and Elsewhere Simulation – You Be the Curator
Place and Space Knowledge and Understanding (A1, A2) Activity Reflection and comprehension sheet
Rebirth – The Italian Renaissance
Change and Continuity Creating Renaissance Style Art
Cause and Consequence Presentation – Comparing and Contrasting – Art and Architecture In art class or in class
Significance Knowledge and Understanding (A1, A2) Museum Visit
Interpretations Thinking Critically (C1, C2, c 4 C5) Reflection
Systems Source Analysis and Interpretation
Global Awareness DBQ – Document Based Question – Exemplifying Rebirth in Renaissance Practice for DBQ
Knowledge and Understanding (A1, A2) Video Collection: Medici: Godfathers of the Renaissance
Investigating (B1, B2, B3, B4) Accompanying worksheets
Thinking Critically (C1, C2, C5) Library Research
Communicating (D1, D2, D3) Data collection
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)
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