Humanities

Grades 9 & 10

In Grades 9 and 10 students are required to take one Humanities subject, either Geography or History. It is also possible to take both subjects if a student wishes.

Geography

The course is built around the MYP Humanities framework and is designed to stimulate an interest in the geographical processes that shape the natural and human landscapes in the world around us. Emphasis is laid on the inter-relationships between the natural environment and human activities.

Through case studies students examine the ways in which humans are influenced by and respond to their environment. Current examples include: earthquakes in Turkey and Japan, the Asian tsunami of 2004, the impact of economic development in China, the management of global warming and the impact of tourism on the environment. A feature of the subject is that current events may become the basis for new case studies.

There is an emphasis on the development of geographical skills. These include: map work, the use of Geographical Information Systems (GIS), data analysis and interpretation, research of current events and the application of concepts, such as the measurement of the student’s own ‘ecological footprint’.

Fieldwork is a compulsory element of assessment and is conducted in the local area. Previous studies have included a survey of shopping patterns in Weilheim and an investigation of river processes at Maising. At the end of grade 10 students have the opportunity to sit the OCR GCSE examination.

History

The History curriculum model in grades 9 & 10 is based on a guiding question, ‘How do societies change?’ Four aspects of change are explored: conflict and resolution, the role of individuals, revolution and the impact of technological development.

Throughout the course students are encouraged to develop their understanding of the key historical concepts of continuity and change, cause and consequence, similarity and difference.

Students are expected to develop the skills needed to interpret and evaluate a range of historical sources and to be able to look at events and issues from the perspective of people in the past. (These skills are also required at IB Diploma level).

MYP History includes elements of personal and social history as well as the more conventional ‘Modern World History’ course that is based on the OCR GCSE History syllabus. Each teaching unit is based on one of the key historical concepts.

Current units in Grade 9 are: the ‘Generations’ project, the emergence of modern states (such as India and South Africa), the causes & consequences of conflict (the Arab-Israeli conflict 1948-95), and a study of the development of medicine through the ages.

In grade 10, there is more focus on preparation for GCSE and the central theme will be the Cold War 1945-91. All students have to complete a course work assessment based on a prescribed theme, ‘Social Change in Britain 1890-1918’.

Grades 11 & 12

In grades 11 and 12 IBDP students are required to take at least one Group 3 `Individuals and Societies´ subject: this includes Geography HL, Geography SL, History HL and History SL in this department. For Geography and History at Higher Level it is useful to have studied the respective subject in grades 9 and 10. At Standard Level this is not a requirement.

IB Geography (Higher Level)

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt to and respond to change and evaluates the management strategies associated with such change. Geography seeks to develop international understanding and foster a concern for global issues as well as to raise students’ awareness of their own responsibility at a local level. Geography also aims to develop values and attitudes that will help students reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interconnected world. (IB Geography guide, 2008, page 4)

Core syllabus: The course examines four core themes of population dynamics, disparities in wealth and development, patterns of resource consumption and sustainable development. Key issues include: the Millennium Goals and the widening gap in human development between countries, the impact of global climate change, the impact of diseases such as AIDS on the economic and social development of nations and the need to conserve and manage resources such as food and oil in better ways.

Higher Level students study three optional topics. These will be selected from: Oceans and coastal management, the geography of Food and Health, Urban environments, Hazards and natural disasters. The main focus of the options is on the interaction between human development and the physical environment.

The Higher Level extension (Global Interactions) is a further unit of study, designed to enhance the students’ ability to demonstrate critical evaluation.

Another key objective is the development of a range of geographical skills. Students will actively work with a variety of resources, including maps, statistical data and Geographical Information Systems (GIS), including the Internet as a source of contemporary data and news. Students will be engaged in individual research as well as to participate in group work and discussion. Assessment includes one piece of school-based coursework, which will be either a fieldwork investigation or a research assignment.

Higher Level students sit three examination papers (total 4 hrs. 30 mins.), worth 80% of the final grade. Course work is worth 20%.

IB Geography (Standard Level)

The course is designed for those with little or no previous knowledge of geography although it also gives those who have taken MYP geography a new perspective.

The core syllabus is identical to the one followed at Higher Level. The course examines four core themes of population dynamics, disparities in wealth and development, patterns of resource consumption and sustainable development. Key issues include: the Millennium Goals and the widening gap in human development between countries, the impact of global climate change, the impact of diseases such as AIDS on the economic and social development of nations and the need to conserve and manage resources such as food and oil in better ways.

In addition to the core syllabus, Standard Level students study two optional topics. For the 2011 examinations these will be, Oceans and coastal management and the geography of Food and Health.

Standard Level students will also develop the same range of geographical skills as Higher students (outlined above) and will be required to engage in school-based course work, which is usually a field work investigation.

Standard Level students sit two examination papers (total 2hrs. 50mins.), worth 75% of the final grade. Course work is worth 25%.

IB History (Higher Level)

This newly redesigned course to be first examined in May 2010 looks in depth at various global developments of the 20th century. The focus is on three 20th Century core topics: the causes, practices and effects of wars, the origin and development of single party states and the origins and developments of the Cold War.

In addition to these topics, which have an international focus, HL students are also required to study aspects of European and Middle Eastern history in depth. Periods of study range from the 18th Century up until the year 2000 and cover Europe and the Middle East. The choice of topics will be influenced largely by teacher expertise and resource availability. Students will be encouraged to look at issues from various perspectives, to develop critical thinking and analytical skills and to be able to use historical evidence in a logical, selective and evaluative manner.

Case studies cover the emergence of nation states, World War One, the Inter-War Years, European Dictatorships, Revolutionary Russia to the fall of the Soviet Empire in Central Europe and post WWII developments in all areas.

The internal assessment is a Historical Investigation, researched and written by the student with guidance from the subject teachers. Readings from a broad range of historical sources supplement the texts and guide students to the in-depth knowledge and understanding necessary to tackle the examination papers.

At Higher Level there are three external examination papers that count for 80% of a student’s final grade, while the Historical Investigation accounts for 20%.

IB History (Standard Level)

This Standard Level (SL) course also redesigned and first examined in 2010 is similar to IB Higher Level (HL) History with comparable emphasis on the development of skills and academic rigour while focusing on the same three IB core 20th Century topics as Higher students. However, less time is allocated for study at this level. Consequently, although the content is largely similar, there is no `in depth´ study on Europe or the Middle East.

There are two exam papers and an internal assessment. IB History SL and HL exam papers 1 and 2 are common and demand the same level of analysis and interpretation.

The internal assessment is an Historical Investigation, researched and written by the student with guidance from the subject teachers. Readings from a broad range of historical sources supplement the texts and guide students to the in-depth knowledge and understanding necessary to tackle the examination papers.

For Standard Level students, examination papers 1 and 2 account for 75% of their final IB grade whilst the Historical Investigation counts for 25%.