Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Schedule
Term 1
Week 2
● Introduction to USA:
● The American system of
government - structure, aims
and functions.
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
● Connection within
discipline:
- The system of checks and
balances has benefits but
can also be a
hindrance/can act against
the interests of the nation.
NE: Singapore is our
homeland; this is where we
belong.
(We want to keep our heritage
and our way of life)
● Students compare concept
of nationalism, patriotism,
symbols of nationhood of
with Singapore.
Processes
-
Environment
Classroom
● Lesson Activity type 1:
-
-
-
Students to identify the role
of Congress in limiting
presidential powers based
on article provided.
Homework: to research on
an article/event that supports
or refutes this view.
Article: 2011 Credit rating
crisis and influence of
Congress on Presidential
powers.
 Lesson Activity type 2:
Role Play:
- Taking on the role of news
anchor, students script and
interview ‘Obama’ on why
the issue of US losing its
triple A credit rating became
a political battle.
Socratic Questioning
R2D2 (lesson activity)
Role play
1
Curriculum of Identity
Identity of news anchor to
promote understanding of
importance of broadcast
journalist in providing
current news and
importance of the integrity
of the media in providing
accurate accounts of
current developments.
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
Resources
 Mastering Modern World History by Norman Lowe, pp.449 - 454
● Modern World History by Ben Walsh

Class discussion (article)
http://www.reuters.com/article/2011/08/06/us-usa-debt-downgrade-idUSTRE7746VF20110806
General websites
http://en.wikipedia.org/wiki/Separation_of_powers_under_the_United_States_Constitution
http://en.wikipedia.org/wiki/Federalism_in_the_United_States
Schedule
Term 1
Week 3
 Connections within
discipline:
● The Economic boom of
- Politics (Republican
the 1920s
support of big business)
has an impact on economic
- Reasons for the great
growth
boom of the 1920s
- Weaknesses
of
the
 Connections between
1920s boom
discipline (economics)
- The uneven growth of the
● Impact/Features of the
1920s characterized by the
roaring 1920s
simultaneous occurrence of
- Cultural change and
booming and declining
impact (changes in art,
industries is a common
music & entertainment)
Unit 1: The US after WWI
2
 Lesson Activity type 1:
- Using primary sources,
students to explain the
reasons for economic boom
 Lesson Activity type 2:
- Students to compare and
contrast the internet boom of
the 1990s with the consumer
boom in electrical goods in
the 1920s to evaluate what
forms the basis of growth in
the two cases and why they
both show uneven growth in
Curriculum of Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
-
-
Racial discrimination
(problems of new
immigrants)
Prohibition
*Resilience and creativity.
Tolerance and creativity
Processes
Causes and consequence
Products
Student presentations for
activity type 2
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
feature of all boom periods
because economic growth
and technological progress
can never benefit all
sectors in the same way.
the national economy.
- There is a historical pattern
to economic growth (eg
higher incomes in northeast
because of its past
development as a more
technologically advanced
region).
Environment classroom
Resources
- http://eh.net/encyclopedia/article/smiley.1920s.final
- Peter Clements. (2001) Prosperity, Depression and the New Deal. London: Hodder Murray. Chap 3
http://www.nrdc.org/nuclear/nuguide/nwi.asp
3
Curriculum of Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Schedule
Term 1
Week 4
●
-
●

The Great Depression
Reasons of the Great
Depression
- Long-term reasons –
 Short-term reason

Speculation
 Immediate reason – Wall
Street Crash
Impact of the Great
Depression & return of
Democrats
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
 Connections within
discipline:
- Immediate reasons for
economic collapse are
merely a symptom not the
cause of economic failure
- Economic climate affects
foreign policy eg resulted
in political pragmatism –
period of isolationism
partly influenced by the
need to conserve
resources.
Values Education:
* Importance of integrity
Processes
Causes and consequence
Lecture
Discussion
Online stock market game
Products
In groups, students to identify,
group/categorize and rank the
causes of Great Depression in
terms of importance.
Environment
Classroom (collaboration and
group work)
4
Lesson Activity type 2:
Students to play online stock
market game to discern patterns of
market activity (bullish vs bearish)
Curriculum of Identity
Identity of stockbrokers
and shareholders to
enhance understanding
that they influence market
activity as much as they
are influenced by the
market.
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
Resources
- Peter Clements. (2001) Prosperity, Depression and the New Deal. London: Hodder Murray. Chap 4
- Video on “Grapes of Wrath” or book of same title.
http://www.smgww.org/
Schedule
Term 1
Weeks 5-6
●
Roosevelt and the New
Deal.
 Effectiveness of New
Deal legislation
 Response to New Deal:
support and opposition
 Achievements and
failures of New Deal
 The power and autonomy
between the state and
federal government
affects results of
government policy.
Related NE message: No one
owes Singapore a living.
(We must find our own way to
survive and prosper)
* Importance of teamwork,
integrity & excellence
Processes
(include
pedagogies
and indicate
infusion of
ICT)
Causes and consequence
Discussion
Paul’s Wheel of reasoning to
understand who and why some
supported and opposed the ND
5
Assume the role of different
stakeholders in USA’s recovery
from the Great Depression (govt,
private enterprise, individuals,
external events). They consider all
possible alternatives/ methods to
solve the economic and social
problems and the probable effects.
Curriculum of Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Products
(Assignment
s/
Tests/
Practicals)
Environment
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of Identity
Essay practice: How effective
was the new deal?
SBQ practice : New Deal
Collaborative groups
Resources
- Clements, Peter. (2001) Prosperity, Depression and the New Deal. London: Hodder Murray. Chap 3
- Lowe, Norman. (2005). Mastering Modern World History. New York: Palgrave Macmillan.
- Murphy, Derrick & Kathryn Cooper. (2008). United States 1917-2008. London: Harper Collins.
- Pennington, Joanne. Modern America The USA, 1865 to the Present. London: Hodder Murray.
- http://newdeal.feri.org/
- http://www.teachersdomain.org/resource/pres10.socst.ush.dww.newdeal/
- http://history.searchbeat.com/greatdepression.htm
http://regentsprep.org/Regents/ushisgov/themes/economic/newd.cfm
Week 7
TEST
Semester 1
Curriculum of Core
Schedule
Term 1
Week 8
Unit 2: The US after WWII
World War II and the
Challenges facing the US
Curriculum of Connection
Strand
Curriculum of Practice
 Rivalry between political
parties can benefit as well
as harm well-being of its
people (eg resulting in
6
 Students learn importance of
perspective in primary sources
based on graphic
organizer/thinkchart to identify
Curriculum of Identity
Students learn skills of
historian by reading
through primary sources
speeches and comments
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
after the war
● Economic developments
 Age of affluence
- Reasons for the rise in
affluence
- Problems of economic
development
● Political challenges
- The Second Red Scare and
McCarthyism
● Social challenges:
- Civil Rights movement
NE message: We must preserve
racial and religious harmony.
(Though many races, religions,
languages and cultures, we
pursue one destiny)
* Integrity and tolerance
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
affluence vs intrusion of
civil liberties)
 There are economic and
political basis to racial
discrimination i.e it is
perpetuated from those in
economically or/and
politically dominant
positions seeking to
sustain those positions eg
southern plantation
owners and institution of
slavery.
 Racial discrimination can
be perpetuated over long
periods of time largely
because they are
sustained by irrational fear
in the face of which
constitutional safeguards
(eg Bill of Rights) are
ineffective.
7
what criteria sources reveal why
McCarthy had the effect he had:
1. who supported him and why was
this important?
2. what his audience was like and
why was this important?
3. who were his opponents and
why was this important?
Interviews/comments of:
1. Freda Kirchwey, The Nation
(October, 1939)
2. Vito Marcantonio, speech (23rd
January, 1940)
3. Jessica Mitford, A Fine Old
Conflict (1977)
Barry Goldwater, With No
Apologies (1979)
Curriculum of Identity
made by significant figures
to process information and
detect bias
 draw up a graphic
organizer/thinkchart to
identify what criteria
sources reveal about
why McCarthy had the
effect he had:
1. who supported him and
why was this important?
4. what his audience was
like and why was this
important?
5. who were his opponents
and why was this
important?
Interviews/comments of:
4. Freda Kirchwey, The
Nation (October, 1939)
5. Vito Marcantonio,
speech (23rd January,
1940)
6. Jessica Mitford, A Fine
Old Conflict (1977)
Barry Goldwater, With No
Apologies (1979)
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Processes
Compare and contrast
Cause and effect
Products
worksheet
Environment
discussion
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of Identity
Resources
McCarthyism. Spartacus International. http://www.spartacus.schoolnet.co.uk/USAmccarthyism.htm
Martin Luther King’s “I have a dream” speech
Biography of Malcolm X
“Malcom X” Film (1992)
Resources: Music and movies of the ‘60s Morris, Terry, Russia 1955-1964, (HarperCollins, 2008) pp. 160-170.
http://regentsprep.org/Regents/ushisgov/themes/reform/civilrights.htm (Civil Rights movement major events, and laws passed in the United States)
● Personal reflections on
Schedule
Term 1
Week 9
Processes
●
Presidencies of John F.
Kennedy and LB Johnson
 Foreign policy
(overview)
 Vietnam War
lessons learnt from
Watergate Scandal.
*Integrity and excellence
Student presentations
8
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
(include
pedagogies
and indicate
infusion of
ICT)
Products
(Assignment
s/
Tests/
Practicals)
Environment
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
Discussion forum / discussion
thread: what makes a good
leader?
Students to consolidate
research findings on various
Presidents and assess their
leadership. E.g. using criteria
to measure effective leadership.
They then present to teach the
class.
Suggested ACE activity:
students design worksheet
testing different skills of
source-based question
based on a related issue.
Practice SBQ/Essay – Civil
rights movement
Collaborative groups
Group work
Individual / pair work
Resources
Book or movie “All the President”s Men”
Schedule
Term 2
weeks 1-3
Curriculum of Identity
● Students use Paul’s wheel of
reasoning to determine why
students think it is US or USSR
that should be blamed for Cold
War. (view from different
Unit 3: US Foreign Policy in
the Cold War Era

Origins of the Cold War in
Europe after WWII
9
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
1. Introduction – the rise of US
and USSR as superpowers
after the war
perspectives)
● Students in groups will study
explanations from traditionalist
and revisionist historians
2. USA and USSR’s motives:
political, strategic, economic
and ideological (eg
conflicting economic and
political systems, issue of
security and defence)
3. US policy of containment:
- The Truman Doctrine
- The Marshall Plan
- The formation of NATO
4. Sovietisation of Eastern
Europe
- The Berlin Blockade
- The Warsaw Pact
 Hilda Taba concept
development: What
constitute power?
 Hilda Taba’s concept
development: What
constitute power?
Manifestation of power.
10
Curriculum of Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Processes
Cause and consequences
Problem solving
Hilda Taba concept
development:
Products
worksheet
Term 2 Test :
Source-based question /
structured-essay
Environment
classroom
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
Curriculum of Identity
Resources
PMH Bell, The World Since 1945: An International History, London: Arnold, 2001
Teacher’s own resources
http://www.fas.harvard.edu/~hpcws/declassified.htm
http://www.mtholyoke.edu/acad/intrel/coldwar.htm
http://regentsprep.org/Regents/ushisgov/themes/foreignpolicy/cold_war.htm (Cold War Timeline from a US history website.)
Schedule
Term 2
Week 4
●
Extension of the Cold War
outside Europe
- The Korean War
- Cuban Missile Crisis
 Connections within
discipline:
- Superpower rivalry
intensified localized
conflicts to a broader
significance of proxy wars.
11
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
and the local contexts in
which such tensions arose
i.e. the indirect economic,
military and social aims for
expansion aside from
ideological proliferation.
12
Curriculum of Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Schedule
Term 2
Week 5
The arms race:
● Reasons for the arms race
● Milestones in the nuclear
race
● Attempts at disarmament
● Effects of the arms race
Students to discuss/debate on
the merits and demerits of
possessing nuclear weapons .
Why is it important for countries
to own nuclear weapons?
Processes
(include
pedagogies
and indicate
infusion of
ICT)
Products
(Assignment
s/
Tests/
Practicals)
Environment
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
Suggested ace :
Research cum presentation:
Students to compare with :
 arms race between India
and Pakistan.
 The threat of nuclear
power; N. Korea
Debate
discussion
Ace-related
Research
Student-presentations
Resources
13
Students take on role of
participants of nuclear arms rally
and stage one such rally
Suggested ace :
2. Students design poster with
hidden message on merits /
dangers of possessing nuclear
weapons. Poster to be
accompanied by reflections and
references.
Curriculum of Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 1
Curriculum of Core
Level: Secondary 4
Strand
Curriculum of Connection
Curriculum of Practice
Wikipedia, the free encyclopedia, available at http://en.wikipedia.org/wiki/Nuclear_arms_race
The Internet and the Bomb: A Research Guide to Policy and Information about Nuclear Weapons, available at
http://www.nrdc.org/nuclear/nuguide/nwi.asp
The Atomic Cafe
(1982 Documentary about nuclear warfare.)
http://en.wikipedia.org/wiki/The_Atomic_Cafe
14
Curriculum of Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Curriculum of Core
Schedule
Term 2
Week 6
Détente
- Reasons for détente
- Attempts at détente
- Threats to détente
Processes
Causes and consequences
research
Level: Secondary 4
Strands
Curriculum of Connection Curriculum of Practice
Understanding the
complexities of international
relations
Products
worksheet
(Assignment
s/ Tests)
Environment discussion
Resources
PMH Bell, The World Since 1945: An International History
Schedule
Term 2
Week 7

End of Détente
Renewal of tensions – the
Reagan years
End of the Cold War
Collapse of the Soviet Union
Collapse of the Soviet Union
Theme of continuity and
change :
Students analyze the
consequences of US as the
only superpower. then and
now.
Compare leadership at a
political level to an
15
● Students research into attempts
at or threats to détente and
share what they have learned:
- SALT talks
- Helsinki Conference 1975
- Nixon’s visit to China
- Afghanistan 1979
- Human Rights issue
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Curriculum of Core
● Reasons for Collapse of
Level: Secondary 4
Strands
Curriculum of Connection Curriculum of Practice
organization.
Soviet Union
● Assessment of Gorbachev’s
contribution to international
relations
Processes
(include
pedagogies
and indicate
infusion of
ICT)
Products
(Assignment
s/
Tests/
Practicals)
Lecture
Research
presentation
Worksheets :
Using teacher-designed video
worksheet, students draw
conclusions to why the
phenomenon of “people’s
power” became such a strong
force that removed communist
governments in Eastern Europe.
Group work
Environment
Resources
Modern World History by Ben Walsh
Fall of Communism available in Hwa Chong library (VCD909.8/FAL)
Video: CNN Cold War Vol 12
VCD 973/COL
- The Wall comes down Disc 1
- Conclusions 1989-1991 Disc 2
16
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Level: Secondary 4
Strands
Curriculum of Connection Curriculum of Practice
Curriculum of Core
Week 8
Week 9
Test
Sabbatical
Week 10
Test Review
Semester 2
Strands
Curriculum of Connection Curriculum of Practice
Curriculum of Core
Schedule
Term 3
week 1-2
Unit 4: Bilateral relations

 US-China Rapprochement
(1970s):
- Reasons for normalization of
relations
- Triangular diplomacy
-
Connection within
discipline:
disputes can form even
between countries with
similar political systems.
- Impact of renewed US-China
relations
Processes
Cause and consequences
Products
Student presentations
● Students to carry out
17
Curriculum of
Identity
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 2
Curriculum of Core
Level: Secondary 4
Strands
Curriculum of Connection Curriculum of Practice
research on the events
listed to trace reasons for
Sino-Soviet relations to
change from cordial to
hostile terms.
Environment
Collaborative groups
Resources
Alan Lawrence, China under Communism, Routledge, London. 1998.
Chapter 2, ‘Leaning to one side’ 1950-53, pp. 18-27 &
Chapter 4, China’s independent road, 1954-64, pp. 43-54
Edwin Moise, The Present and the Past: Modern China, A History. Longman, London. 1986. pp. 144 -155.
PMH Bell, The World Since 1945: An International History, Arnold, London. 2001, pp. 429 -437.
Schedule
Term 3
Week 3
 Rise of China as an
economic power (late
1970s – 1980s) :
- The Four modernizations.
- Limits/Problems of Reform
- Overview: Rise of the China
in the global economy
- Students to research on
reasons for reforms and
types of reform adopted by
China’s leaders to modernize
● Students relate in a wider
context the impact of
China’s globalization on
the world.
● Students to compare if
China’s reasons for
modernization differ from
Japan - the other East
Asian economic and why
there are differences (if
any)
18
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 2
Curriculum of Core
China.
- Students discuss on why
there were limits to the
success of such reforms.
Processes
(include
pedagogies
and indicate
infusion of
ICT)
Products
(Assignment
s/
Tests/
Practicals)
Environment
Level: Secondary 4
Strands
Curriculum of Connection Curriculum of Practice
● Critical thinking by
comparison:
to carry out research and
then share on the reasons
for China’s success in
joining the global
economy, how leaders
must resolve the coexistence of a market
economy within a
communist framework.
Research
discussion
Template with an outline of
research
Collaborative learning
Resources
Norman Lowe, Mastering World History, Palgrave Macmillan, pp. 415-429. (basic reading)
19
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 2
Curriculum of Core
Level: Secondary 4
Strands
Curriculum of Connection Curriculum of Practice
Fairbank, et al, East Asia, Tradition and Transformation, Boston: Houghton Mifflin Co, 1973, pp. 516-527.
Alan Lawrence, China under Communism, Routledge, London. 1998.
Chap 7, A Great Power Triangle 1964-1979, pp. 33-40, 107-131.
Edwin Moise, The Present and the Past: Modern China, A History. Longman, London. 1986. pp. 194-200, 204 – 214.
http://yaleglobal.yale.edu
http://www.whartonsp.com/articles
http://www.smarteconomist.com
Schedule
Term 3
Weeks 4-6
China’s Foreign Policy (1980s
- 90s):
- Relations with Taiwan
- Relations with Japan
Processes
(include
pedagogies
and indicate
infusion of
ICT)
Products
(Assignment
s/
Tests/
Practicals)
Timeline
Assume role of reporter to report
on selected conflict with regard to
China’s foreign relations with
Taiwan / Japan.
Student / teacher- designed
worksheet to chart progress in
relations.
20
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 2
Curriculum of Core
Level: Secondary 4
Strands
Curriculum of Connection Curriculum of Practice
Environment Collaborative group
Resources
http://www.fmprc.gov.cn/eng/premade/28067/sino-us2.htm
John Witney Hall, Japan from Prehistory to ModernTimes, New York: Dell Publishing, 1970
http://news.bbc.co.uk/1/hi/world/asia-pacific/223038.stm
http://www.mofa.go.jp/region/asia-paci/china/index.html
http://www.american.edu/TED/ice/DIAOYU.HTM
http://www.globalissues.org/Geopolitics/ArmsTrade/Spending.asp
http://www.twq.com/06autumn/docs/06autumn_yang.pdf
Schedule
TEST
Term 3
Week 7
Processes
Summary skills
(include
i-mindmapping tools
pedagogies
and indicate
infusion of
ICT)
Products
Mindmap to summarize
(Assignment superpower rivalry and
s/
challenges
Tests/
21
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Semester 2
Curriculum of Core
Practicals)
Environment
Schedule
Term 3
Week 8
Level: Secondary 4
Strands
Curriculum of Connection Curriculum of Practice
Collaborative groups
Conclusion of US-China
relations
- Obama’s present policy on
strategic reassurance
Schedule
Term 3
Week 9
Sabbaticals/Camp
Schedule
Term 3
Week 10
Schedule
Term 4
Weeks 1-3
Review of ACE
(Teacher’s day disruption/PTG
etc)
Revision and exam
ASSESSMENT:
22
Curriculum of
Identity
Hwa Chong Institution (High School Section)
Scheme of Work 2012
Subject: IHE History
Tests:
No. of class test per term: 1
Duration of class test: 50 min
Level: Secondary 4
No. of class tests per year: 3
Format of class test paper:
Note :
Either source-based question or structured-essay will be tested for each test.
By the end of Term 3, BOTH source-based questions and structured-essay questions MUST be tested.
Source-based question [30m] from the following source-based skills.
(a) inference (simple / higher level targeting at message / purpose)
(b) comparison
(c) reliability
(d) usefulness
(e) Study all sources….
structured-essay question [25m]
(a) explanation, e.g. Was X the main reason…(12m)
(b) judgemental, e.g. How far / To what extent / How successful / How important etc…. (13m)
23