International baccalaureate organization

.

Criterion B: concepts

Maximum 10

Concepts are powerful ideas that have relevance within and across the Middle Years Programme, and

students must explore and re-explore these in order to develop understanding. Learners develop their

understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills.

Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of

the concepts specified within, or across, disciplines. It is not intended that any one piece of work will assess

all of the humanities concepts (time, place and space, change, systems and global awareness). Suggested

tasks for assessment include extended writing, oral presentations, research projects, case studies, essays

and tests, and must give students the opportunity to demonstrate the requirements of the highest level

descriptor.

Achievement level	Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1–2	Application of concepts is inappropriate. The student may demonstrate some conceptual awareness and understanding by recognizing basic connections to the subject matter.
3–4	Application of concepts is not always appropriate. The student demonstrates conceptual awareness and understanding by describing basic connections to he subject matter.
5–6	Application of concepts is appropriate but superficial. The student demonstrates conceptual awareness and understanding by describing connections to the subject matter.
7–8	The student attempts to apply concepts to other situations but is not always successful. Application of concepts is appropriate and shows some depth. The student demonstrates conceptual awareness and understanding by explaining connections to the subject matter. The student applies concepts to other situations. Application of concepts is appropriate and sophisticated.
9–10	The student demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. The student applies concepts effectively to other situations.

Criterion C: skills

Maximum 10

The development of skills in humanities is critical in enabling the student to undertake research and

demonstrate an understanding of knowledge and concepts. Developments in the student’s technical, analytical,

decision-making and investigative skills will be invaluable in transferring these skills to other subject groups

in the MYP, and for lifelong learning.

Assessment tasks may give the student the opportunity to demonstrate one or more of the skills described

in the objectives. Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation of

sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral

presentations/interviews.

Note: Certain elements within each descriptor apply to specific skills. Teachers should use only the relevant

elements of the descriptors when assessing different skills.

Achievement level	Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1–2	The student can select and use some relevant information. The student displays minimal analytical skills. The student’s arguments, decisions or judgments are not always relevant, or may be absent. The student attempts to carry out investigations, demonstrating few skills.
3–4	The student selects and uses mostly relevant information. The student’s work lacks the required depth in analysis. The student makes some relevant arguments, decisions or judgments though these are unsupported. The student demonstrates basic investigative skills.
5–6	The student selects and uses relevant information. Work shows satisfactory evidence of analysis. Arguments, decisions and judgments are supported and balanced but superficial. The student demonstrates adequate investigative skills.
7–8	The student selects and uses a range of relevant information. Work shows a good level of critical analysis. Arguments, decisions and judgments are well supported and balanced. The student demonstrates effective investigative skills.
9–10	The student selects and uses a wide range of relevant information. Work shows a high level of critical analysis. Arguments, decisions and judgments are fully supported and well balanced. The student demonstrates sophisticated investigative skills.

Criterion D: organization and presentation

Maximum 8

Students need to develop the ability to organize and present information and ideas in order to be able to

demonstrate their grasp of humanities knowledge, concepts and skills.

Criterion D is more suited to assessing extended pieces of work, for example, fieldwork, research projects

or essays. Teachers should use only the relevant elements of the descriptors when assessing organization

and presentation.

Schools must ensure that there is a set of recognized conventions for students to adhere to when documenting

sources.

Achievement level	Descriptor
0	The student does not reach a standard described by any of the descriptors below.
1–2	The student communicates information that may not always be relevant. The student attempts to structure the work, but it may be unclear and/or inappropriate to the format required. Presentation and expression are unclear and imprecise. There may be some evidence of documentation.
3–4	The student communicates information that is mostly relevant. The student attempts to structure and sequence the work but is not always successful. Presentation and expression are occasionally unclear. Sources of information are documented, though there may be omissions or consistent errors in adhering to conventions.
5–6	The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the content logically. Writing and expression are clear; attention is paid to the purpose in terms of appropriate language, style and representation.
7–8	The student communicates information that is always relevant. The student organizes information into a well-developed and logical sequence, appropriate to the format required. Writing and expression are clear, concise and effective, and the language, style and representation used are always appropriate to the purpose.

Guiding Questions: Guiding questions for each unit will be posted on the board and on each unit review sheet.
Vertical Alignment: Units will be coordinated with other academic disciplines in order for students to understand the connection between (subject) and the real world.
Resources:

Text

[Beck, Roger B., Black, Linda, Krieger, Larry S., Naylor, Phillip C., Shabaka, Dahia Ibo.] World History: Patterns of Interaction Evanston, IL: McDougal Littell, 2006. $65.00

In addition to the textbook, supplementary material will come from a variety of sources:

View artifacts on transparencies such as those found at Lascaux and Chauvet, France

Read Hammurabi’s Law Code
http://www.fordham.edu/halsall/ancient/asbook.html

http://users.hol.gr/~dilos/prehis.htm

http://www.ancientegypt.co.uk/menu.html

http://www.wsu.edu/~dee/MESO/GILG.HTM
From Sources of the West, 2001 edited by Mark Kishlansky read The Book of the Dead
http://www.nationalgeographic.com/egypt/

http://eawc.evansville.edu/index.htm

http://www.fordham.edu/halsall/jewish/jewishsbook.html
Video Resources:

Time Life’s Lost Civilizations – Mesopotamia: Return to Eden

PBS – The Secret’s of the Pharaohs

Ancient Civilizations – The Land of the Pharoahs

Time Life’s Lost Civilizations – Egypt: Quest for Immortality
32 Problems in World History

Scott, Foresman and Company 1969

Problem 1 – The Importance of the Neolithic Revoltuion

Problem 2 – Law and Life in Two Ancient Societies

Readings in World History

Harcourt Brace Jovanovich, 1990

Reading 3 – The First Painters

Reading 4 – An Early Agricultural Village

Reading 5 – Advice for Egyptian Students

Reading 6 – An Early City in the Tigris-Euphrates Valley

http://www.wsu.edu:8000/~dee/CHPHIL/PRECONF.HTM.

http://mc.maricopa.edu/cult_sci/anthro/asb_china/links/confnci.htm

http://www.campus.northpark.edu/history/WebChron/China/LaoTse.html

http://www.his.com/~merkin/daoBrief.html

http://www.maxwell.syr.edu/maxpages/special/ramayana

http://www.stockton.edu/~gilmorew/ consorti/1cindia.htm.

http://www.si.edu/asia/html/puja.htm.

http://www.sscnet.ucla.edu/southasia/History/Ancient/Kautilya.html

http://www.humanities.ccny.cuny.edu/history/ reader/arthas.htm

http://www.civilization.ca/civil/maya/mmwwweng.html

http://www.archaeolink.com/ancient_inca_civilization_.htm

the above link will take you to several other ancient civilizations

http://www2.truman.edu/~marc/webpages/nativesp99/aztecs/aztec_template.html

http://www.tribalarts.com/feature/olmec/

http://www.archaeology.org/online/features/olmec/index.html

http://www.fordham.edu/halsall/eastasia/eastasiasbook.html
Video Resources:

The Celts: Rich Traditions and Ancient Myths

Time Life’s Lost Civilizations: Aegean: Legacy of Atlantis

Time Life’s Lost Civilizations: China: Dynasties of Power

Great Cultures Great Nations: Japan: The Land of the Rising Sun

Time Life’s Lost Civilizations: Greece: A Moment of Excellence

PBS Video – The Spartans

Time Life’s Lost Civilizations – Rome: The Ultimate Empire

The History Channel – Ancient Rome

PBS Video – The Incas

Time Life’s Lost Civilizations – Maya: The Blood of Kings

The History Channel – In Search of History: The Aztec Empire

The Western Tradition – Alexander The Great; The Hellenistic Age

The History Channel – The True Story of Alexander The Great

A&E Biography – Cleopatra

Discovery Channel – Religion and Culture: Buddhism

Films for the Humanities - Religions of China

Kultur Films – Eastern Philosophy

A&E Confucius: Word of Wisdom
32 Problems in World History

Scott, Foresman and Company, 1969

Problem 9 – A Hindu View of Life

Problem 10 – Confucius on Good Government

Problem 3 Pericles’ Funeral Oratiion
Readings in World History

Harcourt Brace Jovanovich, 1990

Reading18 – The Making of Spartan Soldiers

Reading 20 – The Greatness of Athens

Reading 21 – The Death of Socrates

Reading 22 – Aristotle’s Views on Education

Reading 23 – The Medical Aphorisms of Hippocrates

Reading 25 – Rome’s Perfect Location

Reading 26 – Caesar’s Funeral

Reading 27 – Christians in the Roman Empire

Reading 52 – The Incas: Worshippers of the Sun
http://campus.northpark.edu/history/WebChron/EastEurope/Byzantium.html

http://www.pbs.org/empires/islam/index.html

http://www.ucalgary.ca/applied_history/tutor/islam/mongols/timurid.html

http://www.crusades.org/

http://www.crusades-history.com/

http://www.fordham.edu/halsall/sbook1k.html

http://www.fordham.edu/halsall/byzantium/

http://www.fordham.edu/halsall/islam/islamsbook.html

http://www.fordham.edu/halsall/africa/africasbook.html

http://www.fordham.edu/halsall/women/womensbook.html

http://labyrinth.georgetown.edu/

http://www.historychannel.com/classroom/unesco/timbuktu/mansamoussa.html

http://www.mrdowling.com/609-mansamusa.html

http://www.asianart.com/exhibitions/korea/index.html
Video Resources:

Time Life’s Lost Civilizations – Africa: A History Denied

The Story of a Continent: Africa

Discovery Channel – Religion and Cuture: Islam

A&E Foot Soldier: Medieval

Charlemagne: Unifier of Europe

A&E Foot Soldier – Viking

A&E Ghengis Khan

PBS Islam: Empire of Faith
Readings in World History

Harcourt Brace Jovanovich, 1990

Reading 29 – Justinian’s Code

Reading 34 – Muslim Towns and Trade in North Africa

Reading 37 – Peasant Life During the Time of Charlemagne

Reading 38 – The Table of a 13^th Century English Lord

Reading 39 – A Saxon View of William the Conqueror

Reading 40 – An Exchange Between Pope Gregory VII and Henry IV

Reading 41 – Saladin’s Courage and Steadfastness

Reading 42 – The Black Death in Paris

Reading 50 – Mansa Musa’s Pilgimage
32 Problems in World History

Scott, Foresman and Company, 1969

Problem 6 – 13^th Century France as Seen Through a Medieval Romance

Problem 7 – The Medieval Cathedral in it Cultural Setting

Problem 8 – Mohammed as a Man of his Time
http://history.hanover.edu/early/italren.html

http://www.wsu.edu:8080/~dee/REN/REN.HTM

http://www.costumes.org/classes/fashiondress/latemedieval.htm

http://www.lib.byu.edu/~rdh/eurodocs/germ/1648.html

http://www.lib.byu.edu/~rdh/eurodocs/

http://history.hanover.edu/early/prot.html

http://history.hanover.edu/texts.html

http://www.chenowith.k12.or.us/tech/subject/social/explore.html

http://www.cksd.wednet.edu/cc/sites/econ/steed/ageof.htm

http://www.mariner.org/educationalad/ageofex/portuguese_exp.php

http://englishhistory.net/tudor/contents.html

http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/chinhist.html
Video Resources:

A&E Henry VII

A&E Elizabeth

The History Channel – Elizabeth

The Sword and the Cross

Reformation: Age of Revolt

A&E Michelangelo

A&E William Shakespeare

Readings in World History

Harcourt Brace Jovanovich, 1990

Reading 53 – Advice to Princes

Reading 57 – First Impressions of the New World

32 Problems in World History

Scott, Foresman and Company, 1969

Problem 13 – Machiavelli and Realistic Politics

Problem 14 – Causes of the Reformation

http://campus.northpark.edu/history/WebChron/Islam/Islam.html

http://www.ucalgary.ca/applied_history/tutor/islam/empires/

http://www.fordham.edu/halsall/mod/modsbook09.html

http://web.clas.ufl.edu/users/rhatch/pages/03-Sci-Rev/SCI-REV-Home/index.htm

http://ccat.sas.upenn.edu/~nsivin/scirev.html

http://idcs0100.lib.iup.edu/modernera/favorite.htm

http://www.napoleon.org/en/home.asp

http://www.napoleonseries.org/

http://www.pbs.org/empires/napoleon/flash/fl_home.html
Video Resources:
A&E Video – Sir Isaac Newton

A&E Video – Napoleon

PBS – Napoleon

Kultur – Western Philosophy

The Western Tradition – The Philosophes; The French Revolution
Readings in World History

Harcourt Brace Jovanovich, 1990

Reading 36 – A Day in the Life of a Mogul Emperor

Reading 71 – Suleyman the Magnificent Captures Belgrade

Reading 56 – On the Motion of the Heart and Blood

Reading 59 – A Day in the Life of Louis XIV

Reading 61 – The Gunpowder Plot

Reading 62 – Charles I’s Speech on the Scaffold

Reading 66 – The Sentencing of Louis XVI

Reading 67 – Robespierre and Saint-Just Defend the Arrest of Danton

Reading 68 – A View of Napoleon’s Character
http://www.fordham.edu/halsall/mod/modsbook14.html

http://www.fordham.edu/halsall/mod/modsbook35.html

http://www.womeninworldhistory.com/lesson7.html

http://pittsford.monroe.edu/pittsfordmendon/socstud/jyager/socialism/index.htm

http://www.fact-index.com/s/so/socialism_1.html
Video Resources:

Teacher’s Video – The Industrial Revolution

Readings in World History

Harcourt Brace Jovanovich, 1990

Reading 70 – Yoshido Shoin: Philosopher of the Meiji Restoration

Reading 91 – The Living Conditions of Japanese Workers During the Meiji Period

Reading 73 – An Accident at the Opening of a Railroad Line

Reading 74 – A Working Day in a Manchester Cotton Mill

Reading 76 – A Visit to New Lanark

Reading 81 – A Suffragette goes to Prison

32 Problems in World History

Scott, Foresman and Company, 1969

Problem 20 – John Stuart Mill On Liberty

Problem 22 – Karl Marx and Friedrich Engels Manifesto of the Communist Party

http://www.fordham.edu/halsall/mod/modsbook34.html

http://www.marxists.org/archive/lenin/works/1916/imp-hsc/index.htm

http://campus.northpark.edu/history/WebChron/WestEurope/AgeNationStates.Chron.htm

http://www.lib.byu.edu/~rdh/wwi/

http://idcs0100.lib.iup.edu/modernera/wwi1.htm
Video Resources:

The History Channel – Russia the Land of the Czars

Discovery Channel – The Forbidden City

Japan: The Land of the Rising Sun

Readings in World History

Harcourt Brace Jovanovich, 1990

Reading 69 – Treaty of Nanjing, 1842

Reading 89 – A Justification of British Colonialism in Africa

Reading 90 – The Doctrine of Passive Resistance

Reading 86 – Bismark “Edits” the Ems Dispatch

32 Problems in World History

Scott, Foresman and Company, 1969

Problem 24 – The Meaning of Imperialism
http://www.lib.byu.edu/~rdh/wwi/

http://idcs01http://userpages.aug.com/captbarb/femvets4.html

http://www.bbc.co.uk/history/war/wwone/

http://worldatwar.net/article/autocracy/index.html

http://www.bc.edu/bc_org/research/cjl/Israel_Palestine/between_world_wars.htm

http://www.digitalhistory.uh.edu/modules/great_depression/index.cfm

http://www.fsu.edu/~ww2/links.htm

http://www.holocaust-history.org/

http://www.trumanlibrary.org/teacher/potsdam.htm

00.lib.iup.edu/modernera/wwi1.htm
Video Resources:

PBS – The Great War

Survivors of the Holocaust

Battle of the Bulge

Hiroshima

World War II Prelude to War and Nazi Strike

Tora, Tora, Tora

A&E Mussolini

Readings in World History

Harcourt, Brace Jovanovich, 1990

Reading 93 – The Home Front in Germany

Reading 94 – Songs of a Campaign

Reading 95 – The Storming of the Winter Palace

Reading 96 – The Germans are Informed of the Terms of the Treaty of Versailles

Reading 98 – The Jarrow Crusade

Reading 104 – A Justification of Japanese Expansionism

Reading 105 – Two Poems of the Spanish Civil War

Reading 106 – The Evacuation of Dunkirk

Reading 108 – The Morning of the 500-ton Bomb
32 Problems in World History

Scott, Foresman and Company, 1969

Problem 25 – The Causes of World War I

Problem 27 – The Failure of the League of Nations

Problem 28 – Lenin as Architect of the Russian Revolution

Problem 29 – The Organization and Program of the Nazi Party

Problem 30 – The Diplomatic Prelude to World War II
http://www.cnn.com/SPECIALS/cold.war/

http://www.coldwar.org/

http://wwics.si.edu/index.cfm?topic_id=1409&fuseaction=topics.home

http://www.stmartin.edu/~dprice/cold.war.html

http://www.dean.usma.edu/history/web03/atlases/chinese%20civil%20war/chinese%20civil%20war%20index.htm

http://www.fordham.edu/halsall/mod/modsbook55.html

http://users.erols.com/mwhite28/20centry.htm

http://www.etext.org/Politics/MIM/countries/panafrican/index.html
Video Resources:
CNN Cold War Series

Annenberg Collection – Americas

Annenberg Collection – The Africans

Latin America in Transition

A&E Stalin

Films for the Humanities – The Vietnam War

The Rise and Fall of the Soviet Union
Reading in World History

Harcourt Brace Jovanovich, 1990

Reading 110 – George Marshall Outlines the Need for a European Rehabilitation Program

Reading 112 – Soviet Dissidents Decry the Invasion of Czechoslovakia

Reading 113 – Rewriting History in China

Reading 117 – Jomo Kenyatta Stirs Nationalist Feeling Among the Kikuyu

Reading 118 – Nelson Mandella Explains Why There is a South African Resistance Movement

Reading 127 – Glasnost and Journalism

Reading 131 – The Opening of the Berlin Wall

Reading 124 – The Tragedy of Columbia

Reading 122 – Guerilla Priest

Reading 115 – A New Leader for Pakistan

32 Problems in World History

Scott, Foresman and Company, 1969

Problem 31 - The Cold War

Problem 32 – Rich Country Poor Country

http://docs.lib.duke.edu/igo/guides/ngo/

cia.gov

http://www.gdrc.org/ngo/

http://www.opec.org/home/

http://www.un.org/

http://www.refstar.com/techhist/
Video Resources:

CNN A Chance for Peace

ABC News – The US and the Muslim World

About the United Nations Series

Films for the Humanities – International Trade
Readings in World History

Harcourt Brace Jovanovich, 1990

Reading 119 - The Meaning of Intifada

Reading 109 – The Universal Declaration of Human Rights

Reading 114 – The Japanese Passion for Comics

Reading 120 – Beirut Diary

Reading 130 – Books, Gadgets, and Freedom

Reading 132 – Rock Music and Politics

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