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Diploma Programme subject outlineGroup 3: individuals and

societies

School name
Name of the DP subject

The International School of Macao

School code

301336

History-English

(indicate language)

Level

Higher

(indicate with X)

Name of the teacher who


completed this outline
Date when outline was
completed

Seamus Murphy
Nov. 3, 2016

Standard completed in two years

Standard completed in one year *

Date of IB training

October 2016

Name of workshop

History (Online)

(indicate name of subject and workshop category)

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in
one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

If you will teach history, complete the following chart.


Prescribed subject

The Move to Global


War

1.

Topics

HL option and sections

World History topic


10 : Authoriatian
states

Option 2 : History of the Americas


Options 1 : Great Depression and the Americas

World Histoyr topic


11 : Causes and
effects of 20th
century wars.

Option 15 : Political developments im the United States

16: The cold war and the Americas

Course outline

Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for
example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that
students are prepared to comply with the requirements of the subject

This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should
not just be a copy and paste from the subject guide.

If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
Topic/unit

Contents

(as identified in the


IB subject guide)

Allocated time

One class is

State the topics/units in the order


you are planning to teach them.

In one week there are

Year 1

Intro to IB.

Introduce the
course and

August

Assessment
instruments to be
used

80 minutes.
5

classes.

Resources
List the main resources to be
used, including information
technology if applicable.

Prescibed subjectThis will center on Japan-Four weeks (Sept-Oct)


Japan Expansion in
the causes of
Gemany and Italy-Four weeks
East Asia and German expansion, the
(October/November
and Intalian expansion events and
responces. This
will be tied into
our examination
of nationalism
that will be doing
for their Alberta
social sudies 20
class. This one
deals with what is
a nation, how
nationalism
causes conflict
and this time
period is a case
study.

-Source Analazise Need to be


questions
resourced
-Essays whos
format mimics the
ones they will have
to write.
--specimen
examinations
-document analysis
exercises (values,
limits, comparison)
- Introduction to
research (source
reliability,
objectivity)
-example
examinations
-document analysis
evaluation
-markbands
-reflection analysis

Topic 11 : Causes and This will look at


effects of the 20th
the causes,
century wars
practicies and
outcome of war.
This matches well
with Albertas
social studies 20
class they will be
taken as we look
at these issues in
that class. Case
studies examined
would be cross
regional wars,
Irish war of
Indepences,
World History topic
-This will hit on
10 : Authoriatian
themes touched
states Paper 2
on in the
completed.
nationalism
course, which has
ended. It
examines Hitlers
rise to power
power.
-We will focus on
Europe(Hitler,
Stalan) and Asian
examples(Mao,
Pol Pot). These
are selected as
they come up in
the Alberta social
30 exam.

7 weeks (October, November,


December, January)

7 weeks (January, Febrary,


March, April). Revision in May

Year 2

HL secition Americas This will run along 14 weeks (Sept, Oct. Nov.
topics
side the Alberta December, Jan)
12: Depression and
12 social studies
the America, Americas course on
15: Political
Ideologies. This
developments in the course touches on
Unitred States
all three topics
16: The cold war and and there are lots
the Americas
of links.
IA Historical
Any topic they
See IA outline for a breakdown
Investigation
have selected.
of assessment
Revision

2.

-Source Analazise Need to be


questions
resourced.
-Essays whos
format mimics the
ones they will have
to write.
--specimen
examinations
-document analysis
exercises (values,
limits, comparison)
- Introduction to
research (source
reliability,
objectivity)
-example
examinations
-document analysis
evaluation
-markbands

IB internal assessment requirement to be completed during the course


Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement, when the internal
assessment requirement will be due and how students will be prepared to do it.

Year One (term one)


Mock Source One paper-Dec/Jan
Source one paper- Jan year 1
Year One (term two)
-Mock Source two paper-April
-Sourse paper 2 May/June
During this year, the students will get to do a smaller pratice research task.
Year Two (term one)
Start paper 3
Mock exams
Alberta social studies exam
Year Two (term two)
Finish Paper three.
IA Historical Investigation
Early January: Topic Finalized and Complete Reading List Due
Early Febuary: Finalized Research Question Due
Mid March: First Draft Submitted for Review
Early April: Second Draft Submitted for Review
End of May: Final IA Paper Due
Exam Review Mid April
Mock Exams
May IB Exams

3.

Links to TOK
You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course
outline that would allow your students to make links with TOK. Describe how you would plan the lesson.
Topic

Link with TOK (including description of lesson plan)

Causes and effects of 20th We will be examining a whole bunch of primary sources and secondary sources and evaluating thier usefulness to
century war
exdplore the issue. In particular, we will be taking a look at primary source correspondence from the royal
families as there are surviving records from letters between Russia, Germany and England. What can these
sources tell us ? What problems are they using them ?
4.

Approaches to learning
Every IB course should contribute to the development of students approaches to learning skills. As an example of how you would do this, choose one topic from
your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or
research).
Topic
Research

5.

Contribution to the development of students approaches to learning skills (including one or more skill category)
There will be a few research essays built in during the first year. This will be in a simular format and marked in a
simular way as the major essays

International mindedness
Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic from
your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will
use to achieve this goal.
Topic

Contribution to the development of international mindedness (including resources you will use)

WW1-What cause WW1

6.

For this one, we examine positions of various countries and the logic behind them. We will then use these
different perspectives to see how each side viewed the otherside and perhaps misunderstood each other.

Development of the IB learner profile


Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one
topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you
will identify.
Topic
Thinkers

7.

Contribution to the development of the attribute(s) of the IB learner profile


During th German Expansion unit, we would look at the issue of involvement with war and ethics. Should
countries get involved with conflicts in other countries ? If so, under what circomstances should a country get
involved with the affirs of another country? If it does, what, if any, rules should there be. How does this play out
when it comes to conflict? Can you have ethics and war ?

Resources
Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the
courses? Will students have access to resources beyond the ones available at school? Briefly describe what plans are in place if changes are needed.

We dont really have the resources yet for this. This will have to be something we will have to improve. We would have to
increase the scholar databases we have access to. I would like to get a few of them, such as Jstor.