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HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
1
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
5
TOPIC- When , Where and How (History) H1 AOI- Human Ingenuity SIGNIFICANT CONCEPT Different sources whether indigenous or foreign help us to gain knowledge about Modern India CONTENT- 1-New Land Marks, 2. mapping , 3. Sources 4. Reconstructing the History. MYP UNIT QUESTION- What do you know about the legacies of British Rule?
CRITERIA A Knowledge and understanding CRITERIA B Investigating
Students should be able to know CRITERIA A 1 Use humanities
terminology in
context to New
Land Marks.
2 Demonstrate
knowledge and
understanding of
subject
Reconstructing the History through descriptions,
explanations and
examples
CRITERIA B
1Formulate a clear
and focused
research on
Mapping.
2 Follow an action
plan to investigate
a research on the
sources of history.
3 Use methods
accurately to
collect and record
information
consistent with the
research of New
Land marks.
LEARNER PROFILE Knowledgeable, Thinker, Communicator Principled Open Minded Reflective ATTITUDE- Appreciation Curiosity Interdependence Creativity.
TOPIC H1 Focus on: Communication , Reflection, Thinking, Transfer SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills
TOPIC H1 Language - A
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
2
4 Effectively
address the
research on
Reconstructing the History.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
5
TOPIC-The Expansion of British Rule (History)H2 AOI- Community and Services SIGNIFICANT CONCEPTS Develop effective inquiry skills to achieve conceptual understanding of how the Britishers became real masters of India. CONTENT 1 English East India Company 2 French East India Company 3 Carnatic wars 4 the Battle of Plassey 5 The Battle of Buxar 6 Administrative Organisation MYP UNIT QUESTION- Did Battle of Plassey determine the fate of India?
CRITERIA B Investigating CRITERIA C Thinking critically
Students should be able to know CRITERIA B 1 Formulate a clear and focused research on English east India Company. 2 Follow an action plan to investigate a research on the French east India company. 3 Use methods accurately to collect and record information consistent with the research of The Carnatic wars. 4 Effectively address the research on Administrative
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Appreciation Commitment Tolerance.
TOPIC H2 Focuses on: Communication Thinker Collaboration Information Literacy SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making skills
TOPIC H2 History Geography.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
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Organisation CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on Battle of Plassey. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Battle of Buxar. 7 Recognize different perspectives and their implications of the three carnatic wars. 8 Make connections between information to make valid, well-supported arguments on how the Britishers who came to India with the intention of trade and then became the real masters.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
4
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
25
TOPIC- Natural Resources,( land , Soil and Water, Natural Vegetation and Wild Life, Minerals and Power Resources) G1, G2, G3, G4 AOI – Environment SIGNIFICANT CONCEPTS - Identify and develop a concern for human and environmental well-being in relation to natural resources. CONTENT – 1 Types of Resources Biotic, Abiotic Renewable, Non – Renewable, Potential, Actual, Agricultural, Pastoral, Energy, Mineral Resources. 2 Land, Mountain, Plateaus, Coastal Plains, Islands, The Indian Deserts, Soil, Water. 3 : Different Kinds of Forests, Conservation of Forest, Wild Life, Wild Life in India. 4 Minerals, Power
CRITERIA A Knowledge and understanding CRITERIA B Investigating CRITERIA C Thinking critically
Students should be able to know CRITERIA A 1 Use humanities
terminology in
context to Natural
resources.
2 Demonstrate
knowledge and
understanding of
subject natural and wildlife through descriptions,
explanations and
examples
CRITERIA B
1Formulate a clear
and focused
research on biotic
and abiotic
resources.
2 Follow an action
plan to investigate
a research on
Different kinds of
forests.
3 Use methods
accurately to
collect and record
information
consistent with the
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Creativity Curiosity Empathy
TOPIC : G1, G2, G3, G4 FOCUS ON - Communication Collaboration Information Literacy SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making skills Investigative skills
TOPIC G1 Language A (English)
TOPIC: G2, G3, G4 connected to Physics Biology.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
5
Resources, mineral and Power Resources in India, Hydroelectricity, Conserving Energy. MYP UNIT QUESTION : 1 Why are natural resources Important for us and to what extent that India is rich in natural Resources? 2 What are the advantages of using non - Conventional Resources ?
research of power
and mineral
resources.
4 Effectively
address the
research on
Resources in India
(CRITERIA - C) 5 Analyse concepts, events, issues, models and/or arguments on Wild Life in India. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of natural resources. 7 Recognize different perspectives and their implications of conservation of forests. 8 Make connections between information to make valid, well-
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
6
supported arguments on how are natural resources different than man-made resources.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
10
TOPIC : The Role of the Constitution and Need for Laws, Vision Set forth in the Indian Constitution
(Social and Political Life) SP1, SP2 AOI : Human Ingenuity, Community and Service SIGNIFICANT CONCEPT : act upon opportunities to be a responsible Indian citizen CONTENT 1 Constitution 2 Changes in the Constitution 3 Importance of Law 4 Preamble 5 Fundamental Rights 6 Fundamental Duties MYP UNIT QUESTION : The Role of Constitution in a Democracy.
CRITERIA B Investigating CRITERIA C Thinking critically
Students should be able to:
(CRITERIA B) 1Formulate a clear
and focused
research on
Constitution. 2
Follow an action
plan to investigate
a research on Importance of Law 3
Use methods
accurately to
collect and record
information
consistent with the
research of
Changes in the Constitution 4 Effectively
address the
research on
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Appreciation Commitment Respect Integrity
TOPIC : SP1, SP2 FOCUS ON - Communication Collaboration Information Literacy SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making skills
TOPIC : SP1, SP2 Connected to History
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
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Fundamental Rights CRITERIA – C 5 Analyze concepts, events, issues, models and/or arguments on Fundamental Duties 6 Analyze and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Role of Constitution in a Democracy. 7 Recognize different perspectives and their implications of Preamble. 8 Make connections between information to make valid, well-supported arguments on how Constitution is the Framework that determines the making laws of in the country.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
8
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
5
TOPIC- The Revolt of
1857 ( History ) H3
AOI - Human Ingenuity
SIGNIFICANT CONCEPT :
develop effective inquiry
skills to achieve
conceptual understanding
about the revolt of 1857.
CONTENT :
1- Causes for the Revolt 2. Results of the Revolt 3. Queen Victoria's Proclamation 4. causes for the failure of the Revolt MYP UNIT QUESTION - What should one do to make an establishment believe in the right decisions/actions of people?
CRITERIA B Investigating CRITERIA C Thinking critically
Students should be able to: CRITERIA B 1Formulate a clear and focused research on revolt of 1857 2 Follow an action plan to investigate a research on causes for the revolt. 3 Use methods accurately to collect and record information consistent with the research of Revolt of 1857 generated nationalism in India. 4 Effectively address the research Queen Victoria's Proclamation CRITERIA - C 5 Analyse concepts, events, issues, models
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective
ATTITUDE – Appreciation Commitment Confidence
TOPIC : H3 FOCUS ON - Organisation Collaboration Information Literacy SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills
TOPIC H3 Language A (English)
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
9
and/or arguments on Results of the Revolt 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of causes for the failure of the Revolt. 7 Recognize different perspectives and their implications of effect of revolt on the people. 8 Make connections between information to make valid, well-supported arguments on revolt of 1857.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
10
TOPIC – Agriculture, Major Crops.(Geography) G5, G6
CRITERIA B Investigating CRITERIA C Thinking critically
Students should be able to
CRITERIA B
LEARNER PROFILE Knowledgeable Thinker
TOPIC : G5, G6 FOCUS ON - Organisation Collaboration
TOPIC : G5, G6 Hindi, Gujarati, Biology.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
10
AOI : Environment. SIGNIFICANT CONCEPT: develop effective inquiry skills to achieve conceptual understanding agriculture and major crops. CONTENT : 1 Types of farming 2 Commercial Agriculture 3 Major crops 4 Food crops 5 Beverage crops 6 Fibre Crops MYP UNIT QUESTION : 1 Why are farming practices different in different areas? 2 Where in India did the Green revolution show the best results?
1Formulate a clear and focused research on Cooperative farming.
2 Follow an action plan to investigate a research mixed farming
3 Use methods accurately to collect and record information consistent with the research of beverage crops. 4 Effectively address the research Shifting cultivation.
CRITERIA - C
5 Analyse concepts, events, issues, models and/or arguments on Fibre crops. 6 Analyse and evaluate a range of sources in terms of origin
Communicator Principled Open Minded Reflective ATTITUDE –
Information Literacy
SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making skills Investigative skills
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
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and purpose, recognizing values and limitations of why are farming practices in different areas. 7 Recognize different perspectives and their implications Commercial Agriculture
8 Make connections between information to make valid, well-supported arguments between Subsistence agriculture and intensive subsistence agriculture.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
5
TOPIC : Government at the Centre SP3 AOI : Community and
CRITERIA B Investigating CRITERIA C
Students should be able to CRITERIA B
LEARNER PROFILE Knowledgeable
TOPIC : SP 3 FOCUS ON - Collaboration
TOPIC SP3 History, Hindi, Gujarati.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
12
Service SIGNIFICANT CONCEPT : understand the interactions and interdependence of individuals, societies and environments in how the government functions. CONTENT : 1. The right to Know 2. Functioning of the Government 3. The legislature at the central Level 4. law making 5. The Composition of the executive MYP Unit Question : Difference between Democracy and Monarch. Discuss
Thinking critically
1Formulate a clear and focused research on government. 2 Follow an action plan to investigate a research on democratic government. 3 Use methods accurately to collect and record information consistent with the research of making of laws. 4 Effectively address the research on legislature CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on executive. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Democracy is the Government of
Thinker Communicator Principled Open Minded Reflective ATTITUDE – Interdependence
Respect
Integrity
Information Literacy
SUBJECT SPECIFIC SKILLS. Decision-making skills Investigative skills
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
13
the People , For the People and By the People. 7 Recognize different perspectives and their implications . Functioning of the Government 8 Make connections between information to make valid, well-supported arguments between democracy and monarch.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
25
TOPIC : What is Disaster Management, Disaster Management - Earth Quake, Weather Related Disaster and man Made Disasters ( Geography ) G7, G8, G9, AOI :Environment SIGNIFICANT CONCEPT :
develop effective inquiry skills to achieve conceptual understanding
CRITERIA A Knowledge and understanding CRITERIA B Investigating CRITERIA C Thinking critically CRITERIA D Communicating
Students should be able to CRITERIA A 1 Use humanities terminology in context to disasters. 2 Demonstrate knowledge and understanding of subject disaster management
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective
ATTITUDE – Creativity Curiosity
TOPIC : G7, G8, G9, FOCUS ON - Communication Thinker Information Literacy
SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills
TOPIC: G9 Physics, Chemistry.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
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the different disasters and how to manage them. CONTENT :
1 Effects of Disaster 2 Loss of Life 3 Damage to Property 4 Environmental damage 5 Loss of Livelihood and work. 6 Earthquake zones in India 7 Precautions during an earthquake 8 Coping with an Earthquake 9 Floods 10 Cyclones 11. Droughts 12 Nuclear Disasters 13. Chemical Disasters 14. Biological Disasters MYP UNIT QUESTIONS
1 Discuss the Role of government in disaster management. 2 Why is Himalayan region so prone to earthquake? 3 Tsunami in Japan. Discuss
through descriptions, explanations and examples.
(CRITERIA B)
1 Formulate a clear and focused research on weather related disaster. 2 Follow an action plan to investigate a research on man – made disaster. 3 Use methods accurately to collect and record information consistent with the research of effects of Disaster. 4 Effectively address the research on Biological Disasters CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on . Chemical
Decision-making skills Investigative skills
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
15
Disasters 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of earthquake as a disaster and also how to cope up with it. 7 Recognize different perspectives and their implications role of government in disaster management. 8 Make connections between information to make valid, well-supported arguments between nuclear and biological disasters. CRITERIA - D 9 Communicate information and ideas using an appropriate style
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
16
for the audience and purpose for natural disasters. 10 Structure information and ideas of man- made disasters in appropriate format. 11 Create a list of sources of information of the different earthquake zones in India.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
15
TOPIC : Making of Laws, Judiciary ( Social and Political Life ) SP4, SP5 AOI : Community and service SIGNIFICANT CONCEPT : act upon opportunities to be a responsible Indian citizen. CONTENT : 1 Right to Information 2 Mazdoor kisan Shakti Sangathan 3 The structure of the
CRITERIA B Investigating CRITERIA C Thinking critically
Student should be able to
(CRITERIA B)
1 Formulate a
clear and focused
research on laws.
2 Follow an action
plan to investigate
a research on right
to information.
3 Use methods
accurately to
collect and record
information
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective
ATTITUDE – Commitment Integrity Respect Tolerance
TOPIC : SP4, SP5
FOCUS ON - Communication Thinker Reflective Collaboration Information Literacy
SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making
TOPIC : SP4, History TOPIC : SP5 Geography .
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
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Judiciary 4 Jurisdiction 5 High Courts 6 Distinction between Civil and Criminal Cases MYP UNIT QUESTION : 1 Law and Order in India. Discuss. 2 Recent Cases in Supreme Court. Discuss
consistent with the
research of
Mazdoor Kisan
Shakti Sangathan.
4 Effectively
address the
research on judiciary.
CRITERIA - C5 Analyse concepts, events, issues, models and/or arguments on . Jurisdiction.6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of civil and criminal cases. 7 Recognize different perspectives and their implications of law and order in India. 8 Make connections between information to make valid, well-supported
skills Investigative skills
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
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arguments between supreme and high court.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
10
TOPIC- Education And The British Rule, Women Reform ( History ) H4, H5
AOI- Community and Service SIGNIFICANT CONCEPT : understand the interactions and interdependence of individuals, societies and environments in relation to education and reforms. CONTENT: 1 Indigenous school 2 Coming of the British and the education 3 Concept of national education 4. Education - Self Identity and Power 5 Position of Indian women in the society. 6 Challenges and issues before the reformers. Widows and remarriages. 7 Child marriages. 8 Women and Education. MYP UNIT QUESTION - How does Education
CRITERIA B Investigating CRITERIA C Thinking critically
Student should be able to
CRITERIA B
1 Formulate a
clear and focused
research on
education.
2 Follow an action
plan to investigate
a research on
Indigenous school
3 Use methods
accurately to
collect and record
information
consistent with the
research of. Education - Self Identity and Power.
4 Effectively
address the
research on Concept of
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Appreciation Commitment Confidence
TOPIC : H4, H5 FOCUS ON - Communication Thinker Collaboration Information Literacy
SUBJECT SPECIFIC SKILLS. Analytical skills Decision-making skills Investigative skills
TOPIC : H4, H5 Language A.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
19
empower a person?
national education CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on Position of Indian women in the society. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Challenges and issues before the reformers. Widows and remarriages. 7 Recognize different perspectives and their implications of Child marriages. 8 Make connections between information to make valid, well-supported arguments
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
20
between Women and Education.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
10
TOPIC : The State and Social Justice, Untouchability SP6,SP7 AOI : Community and Service SIGNIFICANT CONCEPT : Men are born equal. CONTENT : 1The Last Rites 2 The Scheduled Castes 3 The Scheduled Tribes 4 Affect of Social inequalities on Economic Status. 5 Caste System. 6 Different forms of untouchability. MYP UNIT QUESTION : 1 Backward Class and Government. 2 What is law on manual scavenging?
CRITERIA B Investigating CRITERIA C Thinking critically
Student should be able to
CRITERIA B
1 Formulate a
clear and focused
research on
justice.
2 Follow an action
plan to investigate
a research on
caste system. 3 Use methods
accurately to
collect and record
information
consistent with the
research of
provisions for
different castes.
4 Effectively
address the
research on effect of social inequalities on economic status.
CRITERIA - C
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective
ATTITUDE – Commitment Confidence Respect
TOPIC : SP5, SP6 FOCUS ON - Communication Thinker Collaboration Information Literacy.
SUBJECT SPECIFIC SKILLS. Decision-making skills Investigative skills
TOPIC : SP5, SP6 History.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
21
5 Analyse concepts, events, issues, models and/or arguments on manual scavenging. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of backward class and government. 7 Recognize different perspectives and their implications for schedule caste and schedule tribe. 8 Make connections between information to make valid, well-supported arguments between the different castes.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
22
15
TOPIC : Human Resources (Geography) G6 AOI - Health and Social Education SIGNIFICANT CONCEPT : human beings are the greatest resource that can make a nation strong and developed. CONTENT
1 Population Distribution 2 The Densely populated areas 3 Growth of Population 4 Factors influencing Population Distribution 5 Population Distribution in India 6 Pattern of Population 7 Improving Social structure and Welfare . MYP UNIT QUESTION : human beings are the greatest resource that can make a nation strong and developed. Explain.
CRITERIA A Knowledge and understanding CRITERIA B Investigating CRITERIA C Thinking critically
Students should be able to CRITERIA A 1 Use humanities
terminology in
context to human
resources.
2 Demonstrate
knowledge and
understanding of
subject population
distribution. CRITERIA B 1 Formulate a
clear and focused
research on
densely populated
areas in India.
2 Follow an action
plan to investigate
a research on
Growth of Population 3 Use methods
accurately to
collect and record
information
consistent with the
research
Population Distribution in Indian 4 Effectively
address the
research on effects of
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Appreciation Integrity Interdependence
TOPIC : G6 FOCUS ON - Communication Thinker Collaboration Information Literacy
SUBJECT SPECIFIC SKILLS. Technical skills Analytical skills Decision-making skills Investigative skills
TOPIC : G6 History, Business Studies.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
23
population. CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on factors influencing Population Distribution 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Improving Social structure and Welfare . 7 Recognize different perspectives and their implications Pattern of Population 8 Make connections between information to make valid, well-supported arguments on how the quality of population is
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
24
determined.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
5
TOPIC : The Government and Economic Development ( Social and Political Life) SP 8 AOI- Health and Social education SIGNIFICANT CONCEPTS- India achieved a tremendous development in all fields CONTENT : 1 The State and development 2 Economic sector 3 highways 4 Ports 5 Air Ports 6 Power MYP UNIT QUESTION : What are the Achievements of India in the field of Technology?
CRITERIA B Investigating CRITERIA C Thinking critically
Student should be able:
CRITERIA B
1 Formulate a
clear and focused
research on state
development.
2 Follow an action
plan to investigate
a research on
economic sector. 3 Use methods
accurately to
collect and record
information
consistent with the
research national highways. 4 Effectively
address the
research on ports in India.
CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on airports in
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Commitment Confidence
TOPIC : SP8 FOCUS ON - Communication Thinker Collaboration Information Literacy
SUBJECT SPECIFIC SKILLS. Analytical skills Decision-making skills Investigative skills
TOPIC : SP8 History, Economics.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
25
India. 6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of social sector. 7 Recognize different perspectives and their implications for education. 8 Make connections between information to make valid, well-supported arguments on how India has achieved a tremendous development in all fields?
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
25
TOPIC : Industries, Major
Industries (Geopgraphy)
G7, G8
AOI : Community and
Service
CRITERIA A Knowledge and understanding CRITERIA B Investigating
Students should be able to CRITERIA A 1 Use humanities
LEARNER PROFILE Knowledgeable Thinker Communicator
TOPIC : G7, G8
FOCUS ON -
Communication
Thinker
Collaboration
TOPIC : G7, G8 Chemistry, Physics, Business Studies, Economics.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
26
SIGNIFICANT CONCEPT
develop effective inquiry
skills to achieve
conceptual understanding
in industries and major
industries.
Content :
1 Factors Influencing
location of Industry
1a. Availability of Power 1b. Raw materials 1c. Transport 1d. Capital 1e. market 2 Major Industries MYP UNIT QUESTION : Evolution of Industrial Growth in India
CRITERIA C Thinking critically
terminology in
context to factors
influencing
location of
industries.
2 Demonstrate
knowledge and
understanding of
subject raw
material.
CRITERIA B 1 Formulate a
clear and focused
research on
availability of Power
2 Follow an action
plan to investigate
a research on
transport. 3 Use methods
accurately to
collect and record
information
consistent with the
research of growth of industries. 4 Effectively
address the
research on capital.
CRITERIA – C
5 Analyse
Principled Open Minded Reflective ATTITUDE – Interdependence Tolerance.
Information
Literacy
SUBJECT SPECIFIC SKILLS. Technical skills Decision-making skills Investigative skills
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
27
concepts, events, issues, models and/or arguments on factors influencing markets.
6 Analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations of Industrialized nations must possess potential factors to become completely developed 7 Recognize different perspectives and their implications large scale industries. 8 Make connections between information to make valid, well-supported arguments on how industries are classified in
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
28
different ways.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
5
TOPIC : Rural Life (History) H6 AOI : Community and Service SIGNIFICANT CONCEPT : identify and develop a concern for human and environmental well-being CONTENT : 1 Rural Life. 2 Rural life in Mughal times. 3 East India Company. 4 Land Tenure Systems. 5 Commercialization of agriculture. 6 Famines. 7 Irrigation. 8 Indigo Revolt. MYP UNIT QUESTION : What the reason for India suffering from so many famines during the colonial period?
CRITERIA B Investigating CRITERIA C Thinking critically
Students should be able to know CRITERIA B 1 Formulate a
clear and focused
research on rural
life. 2 Follow an action
plan to investigate
a research on East India Company.3
Use methods
accurately to
collect and record
information
consistent with the
research of land tenure systems. 4 Effectively
address the
research on ryotwari system. CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on famines. 6 Analyse and evaluate a range
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE – Interdependence Tolerance. Respect Commitment
TOPIC : H6 FOCUS ON - Communication Thinker Collaboration Information Literacy
SUBJECT SPECIFIC SKILLS. Analytical skills Investigative skills
TOPIC : H6 Language A English, Social and Political Life.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
29
of sources in terms of origin and purpose, recognizing values and limitations of Commercialization of agriculture. 7 Recognize different perspectives and their implications mahalwari system. 8 Make connections between information to make valid, well-supported arguments on Indigo revolt.
NO. OF SESSIONS
GRADE 8 (HUMANITIES)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
25
TOPIC-The March to Freedom, Path beyond freedom. ( History ) H7, H8 AOI-Human Ingenuity and Community and Service SIGNIFICANT CONCEPT : India attained a democratic form of Government in 1947
CRITERIA A Knowledge and understanding CRITERIA B Investigating CRITERIA C Thinking critically
Students should be able to CRITERIA A 1 Use humanities
terminology in
context to
nationalism. 2 Demonstrate
knowledge and
understanding of
subject growth of
LEARNER PROFILE Knowledgeable Thinker Communicator Principled Open Minded Reflective ATTITUDE –
TOPIC : H7, H8 FOCUS ON - Communication Thinker Collaboration Information Literacy SUBJECT SPECIFIC SKILLS.
TOPIC : H7, H8 Language A English. Geography.
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
30
CONTENT : 1 growth of nationalism 2 Freedom Movement 3 Partition of Bengal 4 The Muslim League 5 The Rowlat Act 6 The Khilafat and Non Co Operation Movement 7 The Swaraj Party 8 The Dandi March 9 The Round Table Conferences 10 Quit India Movement 11 Birth of a New Nation 12 the India of my Dreams 13 Partition and its Aftermath 14 Our Foreign Policy 15 India and the UN 16 Our Socio economic Problems 17 Economic and Industrial progress 18 India and her Neighbours. MYP UNIT QUESTION - Is India free in all respects?
CRITERIA D Communicating
nationalism through
descriptions,
explanations and
examples. CRITERIA B 1 Formulate a
clear and focused
research on
Freedom movement 2 Follow an action
plan to investigate
a research on
Rowlat Act 3 Use methods
accurately to
collect and record
information
consistent with the
research of
Khilafat and Non Co Operation Movement 4 Effectively
address the
research on Swaraj Party CRITERIA - C 5 Analyse concepts, events, issues, models and/or arguments on Dandi March. 6 Analyse and evaluate a range
Interdependence Tolerance. Respect Commitment
Technical skills Analytical skills Decision-making skills Investigative skills
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
31
of sources in terms of origin and purpose, recognizing values and limitations of Socio economic Problems. 7 Recognize different perspectives and their implications Partition and its Aftermath 8 Make connections between information to make valid, well-supported arguments between India and her Neighbours. CRITERIA - D 9 Communicate information and ideas using an appropriate style for the audience and purpose for India and the UN 10 Structure information and ideas of Our Foreign Policy in appropriate
HUMANITIES GRADE 8 Navrachana International School, Vadodara (2013-2014)
32
format. 11 Create a list of sources of information of Birth of a New Nation
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