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ST¨CATHERINE¨S - MOORLANDS SCHOOL -TORTUGUITAS
Individuals and societies - History syllabus for Level III - 2013
Unit 1: Concept of Revolution – Revolution in England
How far are we affected by the constant changes around us?
Difference with reform. Definition. Peaceful and violent revolutions. Examples. Agriculture (1750). Industrialization (1750-1850). The textile Industry: domestic versus factory System. Coal mining. Transport: roads, water and railways. Working conditions: factory reform. Poverty: living conditions. Public Health.
Key concept: Change
Unit 2: Concept of Revolution – Revolution in America
What makes organizations beneficial to people?
Britain and the Empire. The colonies in America. The idea of slavery in relation to the Empire and the colonies. The American independence.
Key concept: Systems
Unit 3: French Revolution
What do people do when they feel their rights are not being respected?
Direct and indirect causes. Enlightment versus Ancient Regime. Revision of the concepts of Absolutism and Divine Rights of kings. Key event from 1789 to 1795. Role of individuals: Louis XVI, Marie Antoinette and Robespierre. The Terror. Philosophers. The Declaration of the Rights of Man. Consequences of the Revolution. The legacy of the Revolution.
Key concept: Systems
Unit 4: Napoleonic era
To what extent can one single man change the course of a whole nation?
Napoleon as a product of the French Revolution: his rise and fall. Napoleon as a revolutionary or a counter-revolutionary
Key concept: Time, place and space
Unit 5: Congress system
How can countries cause and avoid conflicts with each other?
Liberalism and Nationalism in the nineteenth century. The consequence of the fall of Napoleon I. Congress system. Brief account on the 1848 revolutions throughout Europe.
Key concept: Global interactions
Individuals and societies objectives:
A Knowing and understanding
Knowledge and understanding is fundamental to studying individuals and societies subjects and forms the base from which to explore concepts and develop skills. Knowledge is both factual and conceptual.
At the end of the course, the student should be able to:
I. use individuals and societies terminology in context
II. demonstrate knowledge and understanding of subject-specific content and concepts, appropriate to the age level, using descriptions, explanations and examples.
B Investigating
The development of investigative skills within the subjects of individuals and societies is an integral part of the inquiry cycle. It enables students to plan and carry out research as individuals or in a group. The focus is placed on acquiring systematic research skills and processes. As part of, or during, this process, students might reappraise methods and/or research question(s) and make recommendations for improving the process and act on these where appropriate.
At the end of the course, the student should be able to:
I. formulate a clear and focused research question
II. follow an action plan to investigate a research question
III. use methods accurately to collect and record information consistent with the research question
IV. effectively address the research question.
C Thinking critically
The ability to think critically within individuals and societies subjects is vital in developing a deeper understanding of the subject and its concepts. At the end of the course, the student should be able to:
I. analyse concepts, events, issues, models and/or arguments
II. analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations
III. recognize different perspectives and their implications
IV. make connections between information 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.
At the end of the course, the student should be able to:
I. communicate information and ideas using an appropriate style for the audience and purpose
II. structure information and ideas in a way that is appropriate to the specified format
III. create a list of sources of information according to the task instructions.
ASSESSMENT: Oral and written work in class Oral lessons Special lessons prepared and explained by students Project Work Homework Paragraph writing Written tests Mid year exam
ATTITUDES:
Presents work neatly.
Is well equipped for work.
Completes assignments and meets deadlines.
Participates actively in class.
Strives to produce good work.
Shows respect to others.
Behaves appropriately in class
Bibliography:
BROCKIE, G; WALSH, R. (1994). Focus on the Past. Dublin: Gill & Macmillan Ltd.
ROCKIE, G; WALSH, R. (1986). 19th Century in Focus. Dublin: Gill & Macmillan Ltd. CARTER, M; CULPIN, CH; KINLOCH, N. (1989). Past into Present. London: Collins Educational
BYRON, J. (1997). Changing Minds. Britain 1500-1700. London: Longman CHILD, J; SHUTER, P; TAYLOR, D. (1991). Understanding History 1. London: Heinemann. CHILD, J; HODGE, T; SHUTER, P; TAYLOR, D. (1992). Understanding History 2. London: Heinemann. CAIRNS, T. (1978). The Birth of Modern Europe. London: Cambridge University Press. JONES, J. (1986). History in the making, The Early Modern World 1450-1700. London: Macmillan Education. SNELLGROVE, L.E. (1980). The Early Modern Age. London: Longman.
Teachers: Ana Botting - Soledad Whitelegg - Darío Martini
History criteria Level 3: assessment criteria
