Tenth Grade World History Course Outline
MYP Subject:
History/Social Studies
MYP Level
5
MYP Course:
World History and Geography A B
Teacher(s):
Ann Travis
Requirement
I. Brief description of the course that incorporates the following:
 MYP Fundamental Concepts
 The Learner Profile
World History and Geography for 10th grade continues on in time from the 6th and 7th Grade
curriculum. We begin with the Era of Revolutions, continue through to the Industrial
Revolution, Imperialism and Nationalism, World War I, Rise of Totalitarian States, World War
II, and the Cold War. We end the year with a unit on 21st century problems. Intercultural
awareness, holistic learning, and communication skills will be applied throughout the year.
II. Blend of state and local standards with MYP aims and objectives:
The aims and objectives time, place and space, change, systems, and global awareness are
woven through the California History/Social Studies Standards for Grade 10 World History and
Geography which are summarized below.
http://score.rims.k12.ca.us/standards/grades/?g=10
Grade 10 Standards
World History and Geography: The Modern World
Students in grade ten study major turning points that shaped the modern world, from the late
eighteenth century through the present, including the cause and course of the two world wars. They
trace the rise of democratic ideas and develop an understanding of the historical roots of current world
issues, especially as they pertain to international relations. They extrapolate from the American
experience that democratic ideals are often achieved at a high price, remain vulnerable and are not
practiced everywhere in the world. Students develop an understanding of current world issues and
relate them to their historical, geographic, political, economic, and cultural contexts. Students consider
multiple accounts of events in order to understand international relations from a variety of
perspectives.
III.
Role of the Areas of Interaction in your course.
Approaches to learning are incorporated into the students’ interactive notebooks in which the
students explore different methods to acquire and apply knowledge.
Community and service emphasized when studying decolonization and how the legacy of
imperialism effects the formation of new nations.
Health and social education are inherent in the inter departments Ethics and Genetics Projects.
Environments are addressed during the study of the Industrial Revolution and the migration from
rural to urban settings.
Human Ingenuity is addressed specifically in the Genetics project and whenever historical
thinking leads to decisions made by individuals that impacted the course of world history.
IV. Texts and resources
Ellis, Elisabeth Gaynor and Esler, Anthony. World History: The Modern World. Pearson Prentice
Hall. Boston, MA. 2007.
Los Angeles Times
Video excerpts and internet resources:
Duck and Cover
The Rise and Fall of the Berlin Wall
Bataan Rescue
Shoah
All Quiet on the Western Front
Napoleon
V. Methodology
Interactive notebook
Internet research
Charts and graphs
Primary and secondary documents analyzed for point of view
Class discussion based on students’ questions
Short lectures
Simulations (for the French Revolution, the Industrial Revolution and globalization
Collaborative groups
Inter-departmental projects
Reflections on projects
Formative assessments and re-teaching
Use of esaybib.com to conduct ethical use of sources
VI. Methods of Assessment
Criterion A: Knowledge and Understanding is assessed through a variety of tasks that involve
factual recall and explanation, such as essays, oral presentations and exhibits.
Criterion B: Concepts are powerful ideas that have relevance across the curriculum, but are
critical in the social studies. Students may demonstrate mastery of concepts (time, place and
space, change, systems, and global awareness) in essays, research, presentations and in
Socratic seminars.
Criterion C: Skills crucial to research and effective analysis of information are demonstrated
when the students design and carry out research and fieldwork. Data analysis and evaluation of
primary and secondary sources is assessed in research design and execution.
Criterion D: Organization and Presentation is assessed best in the end product of research that
is relevant to the student. The student’s design and progress toward the end product should be
assessed to enable the student to make steady progress to well developed, logical and correctly
documented project.
VII. Grading policy including how the use of MYP criteria related marks bands are recorded and
reported.
The students are assessed on LAUSD Period Assessments and through corek12 standards
tests.
The students’ progress and the teachers’ effectiveness are demonstrated by the CST scores.
Foshay will use the use grade boundaries found in the MYP Coordinators’ Handbook for final
grades of 1-7 using the conversion tables to ensure that IB grades are uniform across the
school.