MIDDLE AND HIGH SCHOOL - ISG

 
MIDDLE AND HIGH SCHOOL - ISG
2012-2019

ISG   MIDDLE AND HIGH SCHOOL

       CURRICULUM | SOCIAL STUDIES v2
MIDDLE AND HIGH SCHOOL - ISG
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

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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

                                                                                                                                                                                                                               3
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

                                                      5
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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 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.

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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.

                                                                                         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.

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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
                                                                                                                           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.

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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
                                                                                                                    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.

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GRADE 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.

20
GRADE 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.

                                                                                                                                                                                     21
22
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.

                                                                                                                    23
GEOGRAFIA

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.

24
STORIA

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.

                                                                                                                                                   25
CURRICULUM REVISION POLICY
A curriculum revision process is established at ISG to ensure that the social studies syllabus is

        adequate to current students’ needs
        in line with current educational thinking
        pursuant to the current IBDP History Curriculum and to the Italian State Examinations.

To this effect, the results of student assessment – both internal (e.g. ISG tests) and external (e.g. ISA testing, IBDP
scores) – will be carefully evaluated to identify areas of weakness and strength in the delivery of the curriculum.

A four-year revision cycle is established for each curricular area on a rotation basis, with two curricula revised
each academic year.

                                 REVISION PROCESS AND TIMETABLE

The present document will become effective at the beginning of the academic year 2012-2013. During its first year
of validity, it will be completed and updated in all its parts as a work-in-progress process. It will then be in place in
its definite form for the academic years 2013-2014 through 2017-2018. The next year will be a curriculum review
year, with the new document entering into effect by September 2019.

                academic year              curriculum in place                   Action
                                                                              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

26
27
SYLLABUS BY GRADE
The following section contains the details of the syllabus. Each grade level syllabus is split in the different topics
taught, with information on the key concepts addressed, the typical assessment tasks and the relevant objectives,
and the activities performed in class with the corresponding skills.

Example:

                                                                                     assessment task
                                 key concepts

                         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.

28
GRADE 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

29
Time 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)

30
Time 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)

31
Time 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)

32
GRADE 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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