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Diploma Programme programme outline—CAS School name Brooklyn Prospect Charter School School code 049097 Name of CAS coordinator Joanne Jordan Date of IB training October 19, 2013 Date when outline was completed September 15, 2013 Name of workshop (indicate name of subject and workshop category) Category 1: CAS A: Context 1. Projected number of Diploma Programme students who will be entered in the first exam session, once the school has been authorized 15 2. Describe the social and physical environment of the community in which the school is located. Brooklyn Prospect Charter School occupies a 4-story, 60,000 square foot campus at 3002 Fort Hamilton Parkway in Windsor Terrace, Brooklyn. Our building provides our middle and high school students with space and enhanced facilities, including updated classrooms, a full-size gymnasium and dance studio, wireless internet throughout the building, outdoor recreational spaces including a courtyard and playground, as well as a library. Outside of the classroom, Brooklyn Prospect hosts a plethora of extra-curricular activities that reflect the interests and develop the talents of our community. Clubs offered range from Student Council and Yearbook to Urban Culture Club and Maker Club. Sports played include Lacrosse, Rugby, Basketball, Volleyball, and Softball. The school is located in Brooklyn, New York, a borough that contains great geographic, economic and cultural diversity as well as numerous public institutions. Students in Brooklyn have access to beaches, zoos, museums, art galleries, animal shelters, public parks, playgrounds, athletics fields, soup kitchens and many other locales and institutions that might form a part of a student’s CAS experience. B: Organization of CAS Schools are required to provide resources and staff to support the delivery of an appropriate and varied CAS programme. 1. Coordination a. Will the CAS coordinator have only this role in the school? Yes No X b. If your answer is no, answer the following questions: i. What additional responsibilities will the CAS coordinator have? The CAS coordinator teaches high school math as a special educator in addition to he role as the CAS coordinator.
Transcript
Page 1: Diploma Programme programme outline—CAS · Diploma Programme programme outline—CAS ... Volleyball, and Softball. The school is located in Brooklyn, New York, a borough that contains

Diploma Programme programme outline—CAS

School name Brooklyn Prospect Charter School School code 049097

Name of CAS coordinator

Joanne Jordan Date of IB training October 19, 2013

Date when outline was completed

September 15, 2013 Name of workshop (indicate name of subject and workshop category)

Category 1: CAS

A: Context

1. Projected number of Diploma Programme students who will be entered in the first exam session, once the school has been authorized 15

2. Describe the social and physical environment of the community in which the school is located.

Brooklyn Prospect Charter School occupies a 4-story, 60,000 square foot campus at 3002 Fort Hamilton Parkway in Windsor Terrace, Brooklyn. Our building provides our middle and high school students with space and enhanced facilities, including updated classrooms, a full-size gymnasium and dance studio, wireless internet throughout the building, outdoor recreational spaces including a courtyard and playground, as well as a library. Outside of the classroom, Brooklyn Prospect hosts a plethora of extra-curricular activities that reflect the interests and develop the talents of our community. Clubs offered range from Student Council and Yearbook to Urban Culture Club and Maker Club. Sports played include Lacrosse, Rugby, Basketball, Volleyball, and Softball.

The school is located in Brooklyn, New York, a borough that contains great geographic, economic and cultural diversity as well as numerous public institutions. Students in Brooklyn have access to beaches, zoos, museums, art galleries, animal shelters, public parks, playgrounds, athletics fields, soup kitchens and many other locales and institutions that might form a part of a student’s CAS experience.

B: Organization of CAS

Schools are required to provide resources and staff to support the delivery of an appropriate and varied CAS programme.

1. Coordination

a. Will the CAS coordinator have only this role in the school? Yes No X

b. If your answer is no, answer the following questions:

i. What additional responsibilities will the CAS coordinator have?

The CAS coordinator teaches high school math as a special educator in addition to he role as the CAS coordinator.

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ii. What percentage of the CAS coordinator’s scheduled time will be devoted to CAS?

25%

c. In larger schools a team approach is recommended. If this is the case in the school, answer the following questions:

i. How will the school identify CAS advisers to ensure that the students are helped to make the most of their CAS experience?

Every student at Brooklyn Prospect is placed in an Advisory class of approximately 12 students. Each Advisory is taught by a BPCS staff/faculty member, who will also serve as that student’s CAS adviser. Advisers will provide personal advice and support to individuals. CAS advisers will receive training through a series of professional development seminars given by the CAS coordinator.

ii. How many students will be under each CAS adviser’s responsibility?

No more than 13, of which at

most 3 will be full DP

candidates.

iii. How will the CAS coordinator guide and supervise the advisers?

In order to ensure a quality CAS programme, the CAS coordinator needs to oversee every aspect of the CAS curriculum. To best guide and supervise the advisers, the CAS coordinator will provide leadership for staff involved in CAS through monthly 11th and 12th grade Advisory curriculum meetings. Though these meetings, advisers will become familiar with the aims of the CAS program as well as student learning outcomes of CAS. The CAS coordinator will also help advisers understand policy statements.

iv. What procedures will be in place to ensure consistency among advisors’ responses to questions related to proposed activities?

In order to ensure consistency among advisers’ responses to questions related to proposed activities, it is imperative that CAS advisers who are mentoring the programme understand the goals of the CAS programme. Through the monthly Advisory curriculum meetings, advisers will come to understand the range and diversity of acceptable activities, as well as the responsibilities of the student, self-evaluation by the student, the cycle of experiential learning, and how students can reflect, record, and report their CAS activities. The CAS coordinator will assess the knowledge of the participants through an informal evaluation to assess consistency of responses. Should the data not be homogenous, further professional development sessions will take place to ensure consistent application of the CAS programme.

2. Time allocation

Indicate the weekly time allocation for CAS activities. Identify the time allocated for meetings of students with advisers/CAS coordinator and time allocated for CAS activities.

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Weekly time allocated for students to meet with

CAS coordinator/advisers

Weekly time students devote to CAS activities

Within the school’s timetable Two 40 minutes sessions None

Outside the school’s timetable As needed As needed

Describe other time arrangements, if applicable.

Brooklyn Prospect students can always arrange to meet with the CAS coordinator or their advisers during office hours. Every Brooklyn Prospect faculty member holds three, one-hour sessions throughout the week, where students can work on classwork, homework and ask questions.

3. Length of the whole CAS programme (it must expand over 18 months at least)

Month of year 1 of the Diploma Programme

Month of year 2 of the Diploma Programme

It will start July September

It will end June March

4. Budget

Indicate how the budget for CAS has been produced. Identify different types of support that the school will provide for CAS (for example, administrative, transportation).

At this time, Brooklyn Prospect does not have plans to support students’ CAS projects financially, but the city of New York does provide metro cards to the majority of students, which provides them with transportation free of charge or at half price. The school also provides assistance to students in establishing relationships with non-profits and institutions, and the CAS coordinator publicizes CAS opportunities to students and parents.

5. Monitoring/advising

How often will interviews with each student take place? Indicate length of interview and main objectives.

Interviews with each student will take place once a month during Advisory. Each interview will be approximately ten minutes. The main objective of the interviews will be to provide personal advice and support to the students, as well as help student to enhance their personal and interpersonal development through experiential learning.

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6. Supervision

Who will be involved in the supervision of students (teachers, other school staff, parents, members of the community)? How will the school brief them about its expectations?

The CAS coordinator, in conjunction with the DP coordinator, will provide the main supervision of students as they complete their CAS requirement. However, teachers, other school staff, parents, and members of the community are encouraged to be involved as well, and the CAS coordinator will actively solicit their support. Brooklyn Prospect will hold two after-school workshops (Fall and Spring semester) that will be open to all members of the community to brief them about the CAS expectations. These may be combined with PTSO meetings to maximize parent participation.

7. CAS programme

a. How will the school ensure that the students are given opportunities to choose their own CAS activities?

By being in contact with and fostering relationships with local organizations that offer challenging opportunities for service activities, creativity and/or action, Brooklyn Prospect ensures that its students are given ample opportunities to choose their own CAS activities. These organizations include the Brooklyn Public Library, Sean Casey Animal Rescue, BAM (Brooklyn Academy of Music), Brooklyn Bridge Park Conservancy, and Children for Children to name a few. Brooklyn Prospect also has a variety of places on site that are ideal for CAS activities, such as the gymnasium, the dance studio, art and music rooms, as well as the library.

b. How will the school promote students undertaking activities in a local and/or international context? Indicate any challenges that the school may face in achieving this objective.

Brooklyn Prospect’s guidance counselor consistently researches local and international activities for students to partake in. Every other week, the guidance counselor posts CAS applicable activities on the high school bulletin board and in the weekly parent update. Announcements are also made during advisory.

c. How will students be advised to plan their CAS programme taking the learning outcomes into account?

Brooklyn Prospect students who have elected to pursue the full Diploma Programme will meet with the CAS coordinator at the end of their 10th grade year to begin to plan their CAS program and to plan for how to get started in the summer before their junior year.

Every Brooklyn Prospect student will meet with their advisor at the beginning of their junior year to revise and add detail to their CAS programme, taking into account the learning outcomes. Advisors will also go over the learning outcomes through a lesson created by the CAS coordinator that provides examples of activities that fulfil all eight outcomes for a student to complete the CAS requirement.

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d. Give an example of a potential student’s CAS programme that you would consider as appropriate to address all eight learning outcomes. Do not forget that each student should participate in at least one project involving teamwork that integrates two or more CAS areas and is of significant duration.

Students who volunteer their time with Habitat for Humanity would be considered as appropriate to addressing all eight learning objectives. Habitat-NYC is easily accessible to Brooklyn Prospect students and is a highly reputable organization that attracts an array of students. A student who volunteers their time with Habitat-NYC can assist in the building and rehabilitating of homes in Brooklyn and Queens to help hardworking families achieve the dream of first-time homeownership. By undertaking this new challenge, with planned and initiated activities, student will be able to increase their awareness of their own strengths and areas for growth. By working collaboratively with others, students are able to develop new skills, consider the ethical implications of their actions, engage with issues of global importance, and show perseverance and commitment in their activities.

e. What strategies will you apply to ensure that students reflect on their CAS experiences?

During advisory, advisors and students work together to understand the different kinds of reflection work, which include public of private, individual or shared, as well as objective or subjective. Advisers will have read Reed and Koliba’s “Facilitating Reflection,” and be versed on their different techniques. In addition to this, advisers will also model writing as a tool for reflection in oral discussion as well as help Brooklyn Prospect students develop their own reflection, by asking questions. These may include how the students felt while participating in their activity, what they perceived or thought about the activity, what the activity meant to them, the value of the activity, and what they learned from the activity and how this learning can be applied more widely.

f. How will the school record the progress of the student’s CAS programme?

The IB DP Coordinator has created a CAS Log and Reflection template that students complete per CAS assignment, typically once per grading period (8 times a year). The CAS Coordinator will keep a binder of all students’ logs and templates. An online template will also be created where all students’ CAS hours will be updated after each marking period. Brooklyn Prospect students also have their own CAS binders that reside with their advisers, which contain copies of their CAS logs and reflection templates.

g. How will the student record their CAS experiences and reflections?

Brooklyn Prospect students will use the CAS Log and CAS Reflection Template to record their CAS experiences and reflections.

h. How will the school report on the student’s CAS programme to parents?

Brooklyn Prospect emails out a Parent Update every other week. As part of the Parent Update, the CAS coordinator will have a section dedicated to different CAS opportunities within the community. Brooklyn Prospect will also hold two after school workshops (Fall and Spring semester) that will be open to all members of the community to brief them about the CAS expectations. These may be combined with PTSO meetings to maximize parent participation.

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i. How will the school promote the student’s achievements in CAS within the school community?

Brooklyn Prospect will highlight a student of the month who shows exemplary work in CAS and will maintain a CAS bulletin board showcasing student achievements in CAS.

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Diploma Programme subject outline—Group 6: the arts

School name Brooklyn Prospect Charter School School code 049097

Name of the DP subject Dance

Level (indicate with X) Higher Standard completed in two years Standard completed in one year * X

(indicate option(s) in visual arts) (indicate option(s) in music) (indicate option(s) in music)

Name of the teacher who completed this outline

Ashley Brown Date of IB training April 2013

Date when outline was completed September 2013 Name of workshop

(indicate name of subject and workshop category) Dance Category 1 & 2

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

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Topic/unit/assessment component

(as identified in the IB subject guide)

State the topics/units/assessment

components in the order you are planning

to teach them.

Contents Allocated time Assessment instruments to

be used

Resources List the main resources to be used, including information

technology if applicable. One class is minut

es. 50

In one week there are

classes.

2-2.6

Year 1 Dance Technique and Composition & Analysis

Content Objectives 14 weeks (2 classes per week)

100/130 minutes

Hours: 52 Composition and Analysis

Written Ballet Test

Ballet Technique Performance Assessment Rubric: Shows evidence of development of skills, projects or tasks.

Living Notebook Rubric Perceptive: Shows evidence of critical analysis to enhance performance

Developmental Workbook Rubric Reflective: Shows evidence of understanding through self-reflection (Living Notebook Project)

Learning about Dance: Dance as an art form and entertainment by Nora Ambrosio (Chapter 2 & Chapter 5)

Dance Composition Basics: Capturing the choreograper’s craft (Chapter 1)

Dance Imagery for technique and Performance (Chapter 7, 10, 14)

www.artsalive.ca

Ballet Technique

Living Notebook Project: 1-Ways of Working 2-Sources of Inspiration 3-Creation is Collaboration 4-Entering the Studio 5-Elements of Creation 6-Making Movement Composition 7-The Final Step Solo Composition and Analysis

Demonstrate control of technical skills appropriate to the dance (AO4)

Critically reflect upon the creative process of compositional problems encountered, including possible appropriate solutions for future development (AO3)

Demonstrate control of composition craft appropriate to each dance composition (AO4)

In internal assessment, demonstrate knowledge and understanding of the selected dance(s) performed (AO1)

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Topic/unit/assessment component

(as identified in the IB subject guide)

State the topics/units/assessment

components in the order you are planning

to teach them.

Contents Allocated time Assessment instruments to

be used

Resources List the main resources to be used, including information

technology if applicable. One class is minut

es. 50

In one week there are

classes.

2-2.6

World Dance and Criticism

Content Objectives 9 weeks (2 classes per week)

100/130 minutes

Hours: 8 Dance Investigation 24 Performance

Written World Dance Studies Test (1 & 2)

World Dance Studies Technique Performance Assessment Rubric: Shows evidence of development of skills, projects or tasks

Dance Criticism Perceptive Rubric: Shows evidence of critical analysis to enhance performance (Criticism tasks)

Critique Log Rubric Reflective: Shows evidence of understanding through self-reflection (Critique Log)

The Dance Experience: Insights into history, culture and creativity Edited by Myron Howard Nadel and Marc Raymond Strauss (Chapter 2)

Learning about Dance: Dance as an art form and entertainment by Nora Ambrosio (Chapter 8)

youTube (has a wealth of documented world dance forms)

DVD’s specific to world dance forms studied

Guest Choreographer/Teacher

World Dance Studies 1

World Dance Studies 2

Dance Criticism Through World Eyes

Critique Log

Describe the similarities and differences between the historical contexts of two dance cultures and/or traditions (AO1)

Identify the appropriate compositional processes and structures to support dance with different subject matter or content (AO1)

Demonstrate organization of written material, including use and attribution of appropriate sources (AO4)

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Topic/unit/assessment component

(as identified in the IB subject guide)

State the topics/units/assessment

components in the order you are planning

to teach them.

Contents Allocated time Assessment instruments to

be used

Resources List the main resources to be used, including information

technology if applicable. One class is minut

es. 50

In one week there are

classes.

2-2.6

Dance Technique Content Objectives 14 weeks (2 classes per Written Modern Learning about Dance:

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Topic/unit/assessment component

(as identified in the IB subject guide)

State the topics/units/assessment

components in the order you are planning

to teach them.

Contents Allocated time Assessment instruments to

be used

Resources List the main resources to be used, including information

technology if applicable. One class is minut

es. 50

In one week there are

classes.

2-2.6

and Performance Modern Technique

Performance

Group Composition and Analysis

Analytical Statement

In internal assessment, demonstrate ability to interpret sensitively the intentions of the dance(s) (AO3)

Apply in the analytical statement the key terms and concepts used in developing dance composition(s) (AO2)

week)

100/130 minutes

Hours: 52 Performance

Dance Test

Modern Technique Performance Assessment Rubric: Shows evidence of development of skills, projects or tasks (guest choreographer)

Living Notebook (Group Composition) Perceptive Rubric: Shows evidence of critical analysis to enhance performance (Living Notebook continuation for group composition)

Analytical Statement Reflective Rubric: Shows evidence of understanding through self-reflection (Analytical Statement)

Dance as an art form and entertainment by Nora Ambrosio (Chapter 3, 4)

youTube (has a wealth of documented world dance forms)

DVD’s specific to world dance forms studied

Dance Composition Basics: Capturing the choreograper’s craft (Chapter 4)

Dance Imagery for technique and Performance (Chapter 15)

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Topic/unit/assessment component

(as identified in the IB subject guide)

State the topics/units/assessment

components in the order you are planning

to teach them.

Contents Allocated time Assessment instruments to

be used

Resources List the main resources to be used, including information

technology if applicable. One class is minut

es. 50

In one week there are

classes.

2-2.6

Year 2 Improvisation and Content Objectives Written Dance Improvisations:

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Topic/unit/assessment component

(as identified in the IB subject guide)

State the topics/units/assessment

components in the order you are planning

to teach them.

Contents Allocated time Assessment instruments to

be used

Resources List the main resources to be used, including information

technology if applicable. One class is minut

es. 50

In one week there are

classes.

2-2.6

Composition Assessment

Improvisation Techniques/Skills

Solo/Duet Composition and Analysis

External Assessment

Dance Imagery

Demonstrate compositional contrast across two of the three dance works (AO3)

Demonstrate the use of compositional craft to support the intention, form and content of dances (AO2)

10 weeks (2 classes per week)

100/130 minutes

Hours: 32 Composition and Analysis

Improvision Test

Improvisation Technique/Skills Performance Assessment Rubrics: Shows evidence of development of skills, projects or tasks (Improvisation)

Conveying Meaning Perceptive Rubric: Shows evidence of critical analysis to enhance performance (Solo or Duet composition)

Developmental Workbook Reflective Rubric: Shows evidence of understanding through self-reflection (Living Notebook continuation)

Warm ups, Games and Choreographic Tasks

Learning about Dance: Dance as an art form and entertainment by Nora Ambrosio (Chapter 7)

youTube (has a wealth of documented world dance forms)

DVD’s

Dance Composition Basics: Capturing the choreograper’s craft (Chapter 2)

Dance Imagery for technique and Performance (Chapter 1, 2)

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Topic/unit/assessment component

(as identified in the IB subject guide)

State the topics/units/assessment

components in the order you are planning

to teach them.

Contents Allocated time Assessment instruments to

be used

Resources List the main resources to be used, including information

technology if applicable. One class is minut

es. 50

In one week there are

classes.

2-2.6

Dance Research Content Objectives 14 weeks (2 classes per week)

100/130 minutes

Hours: 52 Composition and Analysis

Dance Investigation Submitting Rubric

Application of Technique Performance Assessment Rubric: Shows evidence of development of skills, projects or tasks (guest choreographer)

Aesthetics Perceptive Rubirc: Shows evidence of critical analysis to enhance performance (Aesthetics)

Dance Investigation Reflective Rubric: Shows evidence of understanding through self-reflection (Dance Investigation)

The Dance Experience: Insights into history, culture and creativity Edited by Myron Howard Nadel and Marc Raymond Strauss

Learning about Dance: Dance as an art form and entertainment by Nora Ambrosio (Chapter 1)

youTube (has a wealth of documented world dance forms)

Guest Choreographer/Teacher

Dance Imagery for technique and Performance (Chapter 11)

World Dance Studies 3

World Dance Studies 4

Observation: How do we see dance? Description: What are the visible elements? Explanation: What are the virtual structures? Interpretation: What are style and meaning? Evaluation: How do we assess dance?

Dance Investigation

External

Analyze the similarities and differences between the historical and the current context within each selected dance culture and/or tradition (AO2)

Demonstrate an in-depth comparative discussion of two short dance excerpts from two dance cultures and/or traditions (AO3)

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Topic/unit/assessment component

(as identified in the IB subject guide)

State the topics/units/assessment

components in the order you are planning

to teach them.

Contents Allocated time Assessment instruments to

be used

Resources List the main resources to be used, including information

technology if applicable. One class is minut

es. 50

In one week there are

classes.

2-2.6

Dance Repertoire and Directing

Content Objectives 14 weeks (2 classes per week)

100/130 minutes

Hours: 8 Composition and Analysis 38 Performance 6 (Left Over)

Final Written Technique Assessment (Culmulative)

Final Performance Assessment Rubric (Application): Shows evidence of development of skills, projects or tasks (guest choreographer, technique)

The “Final” Product Perceptive Rubric: Shows evidence of critical analysis to enhance performance (Directing)

Final Reflective Rubric: Shows evidence of understanding through self-reflection (Revising Choreography, The “Final” Product)

The Dance Experience:

Learning about Dance: Dance as an art form and entertainment by Nora Ambrosio (Chapter 6, 11, 12))

youTube (has a wealth of documented world dance forms)

Guest Choreographer

Dance Composition Basics: Capturing the choreograper’s craft

Dance Imagery for technique and Performance (Chapter 15)

Ballet/Modern Technique

Revising Choreography

The “Final” Product

Directing

Analyze and evaluate the influence and significance of connections from all three components of the DP dance course in the making of one dance composition

Demonstrate control of compositional craft appropriate to each dance composition

Demonstrate the ability to present an effective performance

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2. Diploma Programme external and internal assessment components to be completed during the course

Briefly explain how and when you will work on them. Include the date when you will first introduce the assessment components to your students. Explain the different stages and timeline and how students will be prepared to undertake both.

The assessment components will first be introduced to the students on the first day of the course in Year 1 (September) in very general terms. It is important for the students to begin to have a clear understanding of the assessment components and criteria from the beginning so that they can utilize the information to make decisions about their work and plan accordingly to complete the assessments.

External Assessment: Composition 1 (Solo) Year 1 [Marking Period 2) Complete December

Composition 1 will be introduced at the beginning of Year 1. The students will have an opportunity to work on a project called, the Living Notebook, that will help them identify the creative process, document their choices and ultimately compose a solo. We will utilize the chapter on solos from Dance Composition Basics: Capturing the Choreographer’s Craft as the basis for learning ways to generate and manipulate movement.

Internal Assessment: Performance 1 Year 1 [Marking Period 4] Complete March/April

Beginning in January of Year 1, DP Dance students will have the opportunity to work with two guest choreographers/teachers within the World Dance Studies Unit. The guest choreographers/teachers will have a background in a world dance form as well as other techniques. The students will have the opportunity to take class and learn a choreographic work. Other choreographers will be invited in at this time to set solos and/or duets on the students and prepare them for the 1st Performance Assessment. Preparation will include developing a language around aesthetics. Encouraging the students to explore personal aesthetic choices and understand the aesthetic choices of the guest choreographers/teachers they work with.

External Assessment: Composition 2 (Group) Year 1 [Marking Period 5] Complete May

Beginning in April, the students will be introduced to a composition study that requires a social theme (NY State Standards). We will focus this unit on the composition of a duet, by utilizing the chapter on group work from Dance Composition Basics: Capturing the Choreographer’s Craft. Also, the students will be expected to document the process of their composition in their “Living Notebook”.

External Assessment: Analytical Statement Year 1 [Marking Period 5/6] Complete June

At this point in the DP course, students will have completed two compositional works. The students will have also completed documentation of their process in their “Living Notebook.” As a result, the students will be able to critically discuss the basic ideas and images that motivated their dance, the compositional craft used, any compositional issues or compositional problems that arose in the process, and how these were, or were not, resolved and the most successful aspects and, if the dance work were to be presented again, the possible changes to be made, and why.

External Assessment: Composition 3 (Solo/Duet) Year 2 [Marking Period 3) Complete December

As per the state of NY, I will utilize the following standards to shape the final composition: students must use improvisation to generate movement for choreography and analyse the style of a choreographer or cultural form; then create a dance in that style. The DP Dance students will learn about improvisation, choreographers who have utilized improvisation and improvisational choreographic techniques. We will also utilize Dance Composition (Using Improvisation) to compose their final composition solo or duet. We will also utilize the duet chapter from Dance Composition Basics: Capturing the Choreographer’s Craft. Although we will focus on the construction of a duet, the students will have a choice of completing a solo or duet for their final Composition Assessment.

External Assessment: Dance Investigation Year 2 [Marking Period 3] Complete February/March

In Year 1, DP Dance students will explore World Dance, by developing a critical eye for dance. They will learn what it means to have a critical eye with a “world” lens and build a Critique Log with regular assignments that will require them to observe (How do we see dance?), describe (What are the visible elements?), explain (What are the virtual structures?), interpret (What are style and meaning?), and evaluate (How do we assess dance?) dance. Additionally, at this point in the course (Year 2), students will have been exposed to at least 4 different world dance forms through the course and have completed a number of hours learning a specific world dance form that they will include in the Dance Investigation. The students will have learned how to organize their critique log and utilize the documentation to further independent research for the Dance Investigation.

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Internal Assessment Performance 2 Year 2 [Marking Period 4) Complete March/April

The students will have already had exposure to the process of a guest choreographer/teacher and the World Dance Studies Unit. In preparation for the 2nd Performance assessment, students will again have the opportunity to take class and learn a choreographic work, but specifically focus on their growth from the 1st performance and the beginning of the DP Dance course.

3. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

Dance Research For this unit, the students will be learning how to observe, identify and describe movement, culture and historical traditions from an unbiased perspective. As the students prepare to write their dance investigations, it will be important for the students to utilize TOK skills when viewing and documenting observations from an unfamiliar dance cultures or traditions. Understanding that knowledge is constructed in a variety of ways is essential when viewing and documenting observations of an unfamiliar dance culture or tradition. Students must come to understand that all of their ways of knowing (language, sense perception, emotion, reason, imagination, faith, intuition, and memory) are shaped by our socialization. To observe with an unbiased perspective requires that students first understand how their socialization has shaped how we perceive the unfamiliar. In direct connection to TOK, this series of lessons would focus on the question “To what extent is knowledge gained by studying, creating, performing or viewing dance? How does this knowledge differ from other ways of knowing?

The lessons would begin with breaking down, or “unpacking” our western perspective of dance, culture and tradition. Then I would plan to give students a checklist (forms of questioning) for observing, describing, explaining, interpreting and evaluating. The students would be able to take the learned skills and appropriately apply them to unfamiliar dance cultures and traditions, with the expectation that they will be preserving/maintaining the integrity of unfamiliar dance cultures and tradition.

4. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Dance Research The IB DP Dance course gives students opportunities to study a variety of world dance traditions through exposure to physical practice and observation as well as written investigation. Specifically in this course, students will learn world dance techniques and repertoire that is both familiar and unfamiliar to them. They will also have opportunities to observe dance cultures and traditions from Ethiopia, India, China and Ireland. Connecting International mindedness to a unit on Dance

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Research is a perfect way to help students expand their perceptions of the world around them.

Resources needed to achieve this goal:

The Dance Experience: Insights into history, culture and creativity Edited by Myron Howard Nadel and Marc Raymond Strauss

Learning about Dance: Dance as an art form and entertainment by Nora Ambrosio

youTube (has a wealth of documented world dance forms)

DVD’s specific to world dance forms studied

Local practitioners of selected world dance forms

5. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Dance Research The focus of this unit is to prepare students with the skills to complete a self-directed dance investigation. Naturally, students will be able to develop the skills of “inquirers”. Students will be able to take their interest from a familiar dance culture or tradition, breakdown how they “know” what they know about it into tangible skills and then utilize those skills to guide and develop an interest in an unfamiliar dance culture or tradition. This unit long task, will help students understand their natural curiosity and give them the tools to to conduct independent inquiry and research.

Students will also exercise their moral reasoning, becoming more “principled” through an investigation that asks them to recognize the socialization they have experienced and how it affects the way they perceive the world around them. IB learners that are principled act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individuals, groups and communities. Students will need to respect the dance culture or traditions that are unfamiliar to them so that they are conscious when these cultures are degraded through objectification, exploitation or spectacles.

6. Facilities and equipment

The teaching of this subject requires facilities and equipment to ensure a successful teaching and learning process. Describe the facilities and equipment that you have in your school to support the development of the course. Include any plans to further develop them and indicate the timeline.

The dance studio is spacious, clean, clear of objects and dedicated only for dance during instruction time. Our space is our stage that is going through a major renovation this summer (2013) to a dance studio. One wall will be continuously mirrored with glass to permit students to self-correct while learning, and to provide maximum visibility for the teacher. As some kinds of dance activities are more effectively taught without a mirror, our portable “mirrors” are on wheels and can be turned around when desired. Two 14ft wooden, adjustable and free-standing bars are available for class use. More free-standing or permanently mounted bars will be acquired so that an entire class can participate in barre exercises at the same time. The floor surface is marley, which is a multi-use synthetic dance floor available to hold up to wear very well, easy to clean and provide traction for a range of footgear and bare feet. We currently do not have a sprung floor to lay the floor surface on top of. However, by the start of the 2014-2015 academic year we are looking to insert risers or synthetic shock-

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absorbing pads between the concrete subfloor and a wood dance floor. There is also unrestricted access to a CD/tape player and access to a video monitor/DVD player.

The dance studio is cleaned daily and mopped twice a week. A hand sanitizer dispenser is near the door and a first-aid kit is stored in the dance studio closet. There is access to an AED machine. Beneath the dance studio, students have adequate and clean changing facilities.

7. Other resources

Describe other resources that you and your students may use at school, whether there are plans to improve them and by when. Include any resources from the outside community that may contribute to a successful implementation of your subject.

We are building a collection of dance literature and resources (books, magazine, scholarly journals and videos) that is housed jointly the dance studio and physical library. Across the street from our school is a fitness gym that has a dance studio. We have established a partnership and could potentially have a second studio for students to utilize as rehearsal space. The students will also be able to pull from my professional network of dancers, choreographers and directors as mentors for their choreographic work. Dancewave, a dance organization, is also interested in establishing a partnership by providing teachers of many different styles and techniques. Other programs that would provide additional support for our students and also an opportunity for our students to have their work professionally produced are Dancewave’s Choreolab for teens and Brooklyn Arts Exchange youthWORKS. Both of these programs will pair our students with a professional mentor to offer them feedback on their work as it relates the choreographic process and compositional development.

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Diploma Programme subject outline—environmental systems and societies

School name Brooklyn Prospect Charter School School code 049097

Name of the DP subject Environmental Systems and Societies (ESS)

Level (indicate with X) Standard completed in two years

Standard completed in one year * X

Name of the teacher who completed this outline

Paaven Thaker and Kim Raccio Date of IB training January 18-20, 2014

Date when outline was completed September 15, 2013 Name of workshop

(indicate name of subject and workshop category)

Category 1&2 Combined: Environmental Systems and Societies

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources

to be used, including information technology

if applicable One class is

minutes. 50

In one week there are

classes. 4.6

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources

to be used, including information technology

if applicable One class is

minutes. 50

In one week there are

classes. 4.6

Year 1 Topic 1: Systems

and models Introduction to the systems approach – this will include:

• Outlining the concept and characteristics of systems

• Apply the systems concept on a range of scales

• Defining the following terms: open system, closed system and isolated system

• Describing how the first and second laws of thermodynamics are relevant to environmental systems

• Explaining the nature of equilibria, Including distinguishing between flows (inputs and outputs) and storages (stock) in relation to systems, through “Closed systems lab”, This will include constructing and analysing quantitative models involving flows and storages in a system

• Defining and explain the principles of positive feedback and negative feedback

• Describe the transfer and transformation processes

• Evaluates the strengths and limitations of models

1.5 weeks Topic 1:

Lab Assessments:

• “Using Your Noodle”: Analysis of a closed system

• Pandemic

Weekly Quizzes

Unit Test (essay choice)

Computer simulation game/program

Graphing programs

Practical work: Labs 1& 2 (see below)

Graphing calculators

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources

to be used, including information technology

if applicable One class is

minutes. 50

In one week there are

classes. 4.6

Topic 2: The ecosystem

(2 weeks) Students will overview the introductory elements of Ecosystem Ecology including:

• Distinguish between biotic and abiotic (physical) components of an ecosystem

• Define the term trophic level

• Identify and explain trophic levels in food chains and food webs selected from the local environment

• Explain the principles of pyramids of numbers, pyramids of productivity, and construct such pyramids from given

• Discuss how the pyramid structure affects the functioning of an ecosystem

• Define the terms species, population, habitat, niche, community and ecosystem with reference to local examples

• Describe and explain population interactions using examples of named species

Students will be able to the significant abiotic (physical) factors of a local ecosystem of their choosing.

(1 week) Students will learn to measure the abiotic AND biotic components of various ecological systems, including an

8.5 weeks Topic 2

Lab Assessments:

• Virtual Lab (ecosystems)

• Microbe Project (lab design and execution; lab report and in-class oral presentation of findings)

• Land Profile survey (in conjunction w/HL Bio Group 4 project)

Nature Journal (Project Based Assessment “PBA”)

Travel flier (PBA) for posting in school hallways.

Weekly Quiz

End of Unit Test (Multiple Choice and Essay)

Computer graphing programs

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources

to be used, including information technology

if applicable One class is

minutes. 50

In one week there are

classes. 4.6

Topic 3: Human population, carrying capacity and resource use

Population dynamics (1 week);

Students will explore patterns in the growth of human populations over time and be able to mathematically calculate birth/death/fertility/doubling time and natural increase rates. Analysis and construction of age/sex pyramids (comparison of various countries). Review of models predicting the growth of populations over time.

Resources/Natural Capital & Sustainable development (2 weeks);

Students will be able to identify marketable commodities in various countries and explore the impact of these commodities on the natural environment.

SWBAT define terms such as: Renewable, replenishable and non renewable natural capital.

Students will explore the idea that the environment can have it’s own intrinsic value (reading excerpts from “Last Chance to See” (Adams) and “Sand Country Almanac (Leopold).

Exploration of sustainable development through a review of farming and urban planning policies in the US & UK (Case study). Included in this is the understanding of types of energy and ability to calculate sustainable yield.

Soil Systems (1 week);

SWBAT outline how soil systems integrate and form the basis for all aspects of living systems. This includes a understanding o soil structures (clay, sand

9 weeks Lab Assessments:

• Soil Lab

Land Cultivation Project (PBA) in conjunction with school garden

Case Studies (UK/US urban planning policy comparison & Aquaculture systems)

Book Group: Discussion of readings from Adams & Leopold

Weekly Quiz

End of Unit Test (Multiple Choice and Essay)

Internet research: Case studies on human population change & policy (China, Kenya, Finland, US) (http://www.census.gov/popclock/)

Graphing Calculators

Computer simulations for extrapolation of population curves

Student’s will continue their nature journals in this unit.

Internet research on eco-tourism

IF POSSIBLE: Field trip to local power plant (ex. Brooklyn Navy Yard)

Exploration of biofuels: BioRad Kit

Ecological Footprint calculator: http://www.footprintn

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources

to be used, including information technology

if applicable One class is

minutes. 50

In one week there are

classes. 4.6

Topic 4: Conservation and biodiversity

Biodiversity in ecosystems (1 week);

SWBAT define terms such as biodiversity, genetic diversity, species diversity and habitat diversity, mechanisms for speciation (allopatric/sympatric speciation – with specific global examples)

Evaluation of biodiversity and species vulnerability (2 weeks);

Students will understand the social pressures that lead to a lost of biodiversity in the South American Rainforest & in Ocean Ecosystems (analysis of local seafood counters) – Reading of Excerpts from “Song for the Blue Ocean (Safina)

Conservation biology (2 week)

Students will make an argument for preserving species and habitats from a biological, social and economic perspectives. This will include looking at various intergovernmental & non-intergovernmental organizations such as the IWC

5 weeks Oral Presentations: The Preservation of Species.

Weekly Quiz

End of Unit Test (Multiple Choice and Essay)

WEEKEND FIELD TRIP: Bronx Zoo and Wildlife Conversation Society.

Readings from Beak of the Finch to overview concepts of speciation in the Galapagos Islands.

Review of IUNC Red List (http://www.iucnredlist.org/)

Text: A Song for the Blue Ocean (Safina)

http://www.montereybayaquarium.org/cr/seafoodwatch.aspx

http://iwc.int/home

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources

to be used, including information technology

if applicable One class is

minutes. 50

In one week there are

classes. 4.6

Topic 5: Pollution

management Introduction to Issues in Pollution and Urban Air Pollution (2 weeks), including:

• Definition and major sources

• Point source vs. Non-point source

• Direct and Indirect Monitoring

• Biochemical oxygen demand (BOD)

• Adaptable Lichen Study – to study urban air pollution (www.opalexplorenature.org)

Approaches to Pollution Management and Eutrophication (1 week) – include reading about how countries have approached trying to reduce waste from plastic bags

Solid Domestic Waste - Case study of domestic waste in India (1 week)

Depletion of Stratospheric Ozone (1 week)

• Relationship between ozone and radiation

• Ozone and halogenated organic gasses

• Effects of radiation on living tissues

• Ways to reduce emissions

• International agreements and the tragedy of the commons

Acid Deposition (1 week) – Effects of acid deposition (revisit 9th grade Earth Science Lab), strategies for managing acid deposition, collection and analysis of NYC rainwater. Comparison of Greenwood Cemetray (USA) and Remuh cemetery (Poland)

5 weeks Lab Assessments:

• Acid deposition lab/Rainwater analysis

• Biofuel Enzyme Kit (BioRad)

• Adaptable Lichen Study

• Eutrophication Lab: BOD Light/Dark Bottle Lab)

Weekly Quizzes

Unit Tests

OPAL Air Study www.opalexplorenature.org (UK); Collaborative project with Kingham Hill School, Oxfordshire, UK.

Article on how countries around the world have tried to reduce pollution from plastic bags (http://www.theguardian.com/environment/2007/may/12/uknews.waste)

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources

to be used, including information technology

if applicable One class is

minutes. 50

In one week there are

classes. 4.6

Topic 6: The issue

of global warming • Students will overview the major

contributors and impact of global warming – including an analysis of the natural greenhouse effect. Understanding of human activity on greenhouse gases and global warming will be emphasized, as well as international methods for reducing emissions that contribute to global warming (Kyoto Treaty)

1.5 weeks Researched Critique on An Inconvenient Truth (PBA).

Global warming quiz (science)

Global Warming Essay (the politics of global warming in the USA).

Video: An Inconvenient Truth (critical analysis of the film; and critique of critics)

Topic 7: Environmental value systems

• 7: Environmental value systems

o o World Views: varying

perspectives on Environmental Values.

1.5 weeks In Class presentations on Environmental value systems (PBA)

http://voices.yahoo.com/environmental-worldviews-western-deep-ecology-904183.html

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources

to be used, including information technology

if applicable One class is

minutes. 50

In one week there are

classes. 4.6

External Assessments:

This course will be assessed by two written papers (80% of grade)

Paper 1 (30%): 1 hour, 45 marks

Paper 2 (50%) : 2 hours, 65 marks

Internal Assessment:

20% of the Final IB DP Assessment

Internal assessments will be assessed on for following strands:

• Planning

• Data Collection and Processing

• Discussion, evaluation and conclusion

• Personal Skills (only at the end of the course)

For ALL topics:

On-going assessments are designed and assessed by the instructor. Includes but not limited to written lab reports, verbal presentations, and interim tests/quizzes using questions (both multiple choice and constructed response) similar to those from old IB and, if applicable, NY Regents exams.

BPCS Course Grades: In high school, all students receive two sets of grades that are reported out at the end of each marking period:

• Achievement grade • Effort grade

(Students with IEPs may also receive an IEP grade) Achievement grades are assessed using the DP rubrics for individual courses, which are outlined by subject teachers at the start of a course. The final achievement grade is reported on the IB 1-7 scale. IB 1-7 Grade Descriptors can be found here.

Effort grades are assessed on a variety of criteria that are differentiated for various subjects and generally include homework completion/submission, class behaviour and attendance, etc. These criteria and their weights are outlined by subject teachers at the start of a course. Effort grades are reported on a non-numerical scale (Outstanding, Satisfactory, Minimal, Unsatisfactory) and specific HS Effort Grade Descriptors can be found here.

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2. IB practical work and the internal assessment requirement to be completed during the course

As you know, students should undergo 30 hours of practical work related to the syllabus. Use the table below to indicate the names of the experiments, investigations and/or projects you would propose for the different topics in the syllabus. An example is given. Add as many rows as necessary. Indicate which of them you would use for assessing each of the internal assessment criteria—planning (Pl), data collection and processing (DCP) and discussion, evaluation and conclusion (DEC).

Name of the topic Experiment Indicate the experiments you would

use for assessing design (D),

data collection and processing (DCP) and

conclusion and evaluation (CE) (use D, DCP or CE)

Any ICT used? Remember you must use all five within your programme.

Acids and bases Titration DCP Yes

1. Understanding Systems (topics 1.13, 1.17. 1.18, 1.19, 1.110)

“Using your Noodle:: Snail/Elodea Lab

DPC, CE No

2. Positive/Negative Feedback (Topic 1.16)

Pandemic (on line lab/game) DPC, CE http://www.crazymonkeygames.com/Pandemic-2.html

3. Ecosystem Structure (topics 2.11, 2.12. 2.14)

Virtual Lab:

Overview of: biotic/abiotic components of an ecosystem; trophic levels; food chains; food webs; pyramid of numbers, pyramid of biomass; pyramid of productivity

DPC, EC http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/labs/BL_21/

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Name of the topic Experiment Indicate the experiments you would

use for assessing design (D),

data collection and processing (DCP) and

conclusion and evaluation (CE) (use D, DCP or CE)

Any ICT used? Remember you must use all five within your programme.

4. Ecosystem Analysis (topics 2.16; 2. 17)

“Neighbourhood Study/Nature Journaling”; Analysis of a local community (park, sidewalk, marine).

D/Planning, DPC, CE Digital cameras, data logging equipment

5. Biotic and abiotic components of ecosystems (Topic 2.2) & Measuring changes in the system (Topic 2.7)

Field Trip: Land Profile Survey (Transect Study) – locations may vary (ex. Prospect Park Pond)

(full day off site)

D/Planning, DPC, CE Data loggers (pH, Temperature, DO, turbidity, light meters, anemometer, sediment sampler, soil mosisture/PH, drainage)

Graphing programs (excel)

Digital cameras

6. Changing communities (Topics 2.61; 2.62; 2.63, 2.64)

The Microbe Project: Students will design and conduct experiments with common microbes (bacteria, protists) to model population growth, limiting factors & survivorship curves

D/Planning, DPC, CE Spectrophotometers

Graphing Program

Data logging equipment (pH meters, etc.)

7. Soil Lab (Topics 3.41-3.45) Soil Lab/Soil Cultivation project: Students will use a key to identify key soil types, and apply cultivation techniques (single, double digging) to on-campus garden plots.

DPC, CE

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Name of the topic Experiment Indicate the experiments you would

use for assessing design (D),

data collection and processing (DCP) and

conclusion and evaluation (CE) (use D, DCP or CE)

Any ICT used? Remember you must use all five within your programme.

8. Biofuel Lab (Topic 5)

Biofuel Enzyme Kit With this kit students explore enzyme kinetics through the production of a biofuel with real-world applications, cellulosic ethanol.

(BioRad)

DPC, CE

9. Pollution Management (Topic 5)

Adaptable Lichen Study DPC, CE OPAL Air Study www.opalexplorenature.org (UK)

SKYPE (for collaboration with Kingham Hill School, Oxfordshire, UK)

10. Pollution Management (Topic 5)

BOD Eutrophication Lab DPC, CE Light and dark bottle/BOD test kit.

Winkler Titration Kit

11. Pollution Management (Topic 5)

Collection and analysis of NYC rainwater as part of Acid Deposition study/ Cemetery Study (Comparison Greenwood Cemetery, Brooklyn NY & Jewish Cemetery in Kazimierz, Poland)

D/Planning, DPC, CE Internet research of Jewish Cemetery in Kazimierz.

Digital cameras (photographs of Greenwood Cemetery)

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3. Laboratory facilities

Describe the laboratory and indicate whether it is presently equipped to facilitate the practical work you have indicated in the chart above. If it is not, indicate the timeline to achieve this objective and describe the safety measures that are applicable.

Construction of custom-built laboratory facilities was completed during Summer 2013. All chemicals will be stored in a departmental prep room with appropriate safety equipment. A fume hood is located in the adjacent chemistry lab and can be utilized by ESS students and staff as necessary. The lab is designed to accommodate 26 students with the following layout:

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4. Other resources

Indicate what other resources the school has to support the implementation of the subject and what plans there are to improve them, if needed.

Texts:  

• IB  Environmental  Systems  &  Societies:  For  the  IB  diploma  by  Jill Rutherford  (Author)    • Last Chance to See (Adams)

• Sand Country Almanac (Leopold)

• A Song for the Blue Ocean (Safina)

• Brookly Public Library will be utilized for specific research projects.

Physical Spaces:

BPCS Garden Plots

Coney Island Beach/

Bronx Zoo and Wildlife Conservation Society

Greenwood Cemetery/Prospect Park (permits required). 5 minute walk from BPCS campus.

Mobile Laptop Carts: 30 laptop computers/cart to supplement classroom work (school has full wireless internet around campus)

Library: Research librarian (staff with the Brooklyn Public Library) and physical space will support all research needs for students in this course

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5. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with Theory of Knowledge. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

Topic 3: Human population, carrying capacity and resource use

We will make links to TOK in our “Human population, carrying capacity and resource use” unit. Connecting to our study of pollution, we will explore the “tragedy of the commons,” making use of the example of depleted tuna populations worldwide (http://dotearth.blogs.nytimes.com/2008/11/26/the-tuna-tragedy-of-the-commons/?_r=0) and legislation that has been enacted both in individual countries and through international law to prevent overfishing. Students will read about the issue and about various solutions that have been pursued, and will debate whether international legislation or increasing public awareness is the most effective way to resolve the problem. In the process, students will consider and compare how deontological and utilitarian approaches to ethics would address this issue.

6. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Pollution Management The “Adaptable Lichen Study” will be a joint exploration into the effect of local environment on bioindicators (lichens) around two school campuses in two different countries (Brooklyn NY & Kingham UK). Based on the OPAL Air Study www.opalexplorenature.org (UK) this project will introduce the “universal” concept of lichens as bioindicators, while allowing students from an urban environment to interact with students from a rural, agricultural environment. This will allow students to see areas of similarity (nitrogenous wastes, automobile emissions) as a constant across continents, while providing avenues to explore very different governmental policies in regarding land management, food systems, etc.

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7. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Topic 3: Human population, carrying capacity and resource use

In discussing the concept of Carrying Capacity and rates of population growth, students will develop the learner profile attribute of “principled” as they consider the ethics of policies that seek to encourage or discourage population growth. In particular, students will consider China’s One Child Policy and the United States’ policy of providing tax breaks to incentivize population growth. Students will consider both the negative effects of population growth and the unintended consequences of population control policies.

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Diploma Programme subject outline—Group 3: individuals and societies

School name Brooklyn Prospect Charter School School code 049097

Name of the DP subject History Route 2 - HL

Level (indicate with X)

Higher X Standard completed in two years Standard completed in one year *

Name of the teacher who completed this outline

Jordan Johnson Date of IB training April 6-8, 2013

Date when outline was completed September 15, 2013 Name of workshop

(indicate name of subject and workshop category)

Portland, OR

Category 1: History Route 2

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme

If you will teach history, complete the following chart.

Route Prescribed subject Topics HL option(s) and sections

2 Subject 1: Peacemaking, peacekeeping—international relations 1918–36

Topic 1: Causes, practices and effects of wars

Topic 5: The Cold War

Option 3: Aspects of the history of the Americas

• 3: The United States Civil War: causes, course and effects 1840-77

• 7: The Great Depression and the Americas 1929-39

• 10: The Cold War and the Americas 1945-1981

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

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– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

Year 1: American History

Nation-building and challenges (This unit fulfils a NY state requirement and only focuses on the United States)

United States: Articles of Confederation; the Constitution of 1787: philosophical underpinnings; major compromises and changes in the US political system

War of 1812: causes and impact on British North America and the United States

Changes in the conditions of social groups such as Native Americans, mestizos, immigrants in the new nations

3 weeks Teacher designed quizzes and tests

Essays written in response to past IB exam papers

• Brinkley, Alan. American history—A Survey. McGraw Hill. ISBN: 0073331643

• Couvares, Saxton, Grob, and Billias. Interpretations of American History. ISBN: 0684867737

• Chasteen, John Charles. Born in Blood and Fire. W.W. Norton. ISBN: 0393927695

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

The United States Civil War: causes, courses and effects 1840-77

Cotton economy and slavery; conditions of enslavement; adaptation and resistance such as the Underground Railroad

Origins of the Civil War: political issues, states’ rights, modernization, sectionalism, the nullification crisis, economic differences between North and South

Abolitionist debate: ideologies and arguments for and against slavery and their impact

Reasons for, and effects of, westward expansion and the sectional debates; the crisis of the 1850s; the Kansas–Nebraska problem; the Ostend Manifesto; the Lincoln–Douglas debates; the impact of the election of Abraham Lincoln and the Emancipation Proclamation; Jefferson Davis and the Confederacy

Union versus Confederate: strengths and weaknesses; economic resources; significance of leaders during the US Civil War (suitable examples could be Grant and Lee, Sherman and Thomas

6 weeks Teacher designed quizzes and tests

Essays written in response to past IB exam papers

Morale After Fredricksburg document-bases assessment from http://beyondthebubble.stanford.edu/assessments

Student projects such as powerpoints and oral presentations

Create diary entries for a person living in the time of the Civil War

Abolition Debate

• Brinkley, Alan. American history—A Survey. McGraw Hill. ISBN: 0073331643

• Couvares, Saxton, Grob, and Billias. Interpretations of American History. ISBN: 0684867737

• Chasteen, John Charles. Born in Blood and Fire. W.W. Norton. ISBN: 0393927695

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

Causes, practices and effects of war

First World War (1914- 8)

Restraint & involvement, 1914-1920; U.S. involvement; Causes of U.S. entry into World War I; U.S. role in the war; U.S. reaction to Russian Revolution; Wartime constitutional issues; War opposition & patriotism – the draft issue; Espionage & Sedition Acts; Red Scare, 1918-1919

War and Prosperity: 1917 - 1929 Impact of World War I

War’s effect on gender roles, African-Americans, & other minority groups

Case study: Movement of African-Americans

3 weeks Teacher designed quizzes and tests

Essays written in response to past IB exam papers

Edison and the Kansas Housewife document-based assessment from http://beyondthebubble.stanford.edu/assessments (gender roles)

• Howard, Michael. The First World War. Oxford University Press, 2002. ISBN: 0192804456

• Barnett, Correlli. The Great War. BBC Worldwide Limited, 2003. ISBN: 056348875

• Strachan, Hew. The Oxford Illustrated History of the First World War. Oxford University Press, 2000. ISBN: 0192893254

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

Peacemaking, peacekeeping—international relations 1918–36

Aims of the participants and peacemakers: Wilson and the Fourteen Points

The peace movement – Women’s International League for Peace & Freedom

Terms of the Paris Peace Treaties 1919-20: Versailles, St Germain, Trianon, Neuilly, Sèvres/Lausanne 1923; Wilson’s role

The geopolitical and economic impact of the treaties on Europe; the establishment and impact of the mandate system

Enforcement of the provisions of the treaties: US isolationism—the retreat from the Anglo–American Guarantee; disarmament—Washington, London, Geneva conferences

The League of Nations: effects of the absence of major powers; the principle of collective security and early attempts at peacekeeping (1920-5); League of Nations – Henry Cabot Lodge & the U.S. Senate rejection

8 weeks Teacher designed quizzes and tests

Essays written in response to past IB exam papers

Student projects such as powerpoints and oral presentations

Read multiple interpretations of causes of the failure of the League of Nations. Participate in a debate over the causes.

• Goff, Richard et al. The Twentieth Century. McGraw Hill Inc., 1994. ISBN: 007023566X

• Keylor, William R. The Twentieth Century World and Beyond: An International History Since 1900. ISBN: 0195168437

• Palmer, R.R., Colton, Joel, and Kramer, Lloyd S. History of the Modern World. ISBN: 0071109102

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

The Great Depression and the Americas 1929-39

The Great Depression: political and economic causes in the Americas

Nature and efficacy of solutions in the United States: Hoover; Franklin D Roosevelt and the New Deal; critics of the New Deal

Case Study: U.S. Impact of the Great Depression on society: African Americans, women, minorities

Women’s changing roles • Involvement in the

political process – the 19th amendment

• Health & working conditions

• Women in the workforce

• Emerging role–emphasis on wife rather than mother

Case Study: U.S. The Great Depression and the arts: photography, the movie industry, the radio, literary currents

• The literary scene • Sinclair Lewis, Ernest

Hemingway, Edith Wharton, Willa Cather, F. Scott Fitzgerald

6 weeks Teacher designed quizzes and tests

Essays written in response to past IB exam papers

Lange’s Iconic Photograph document-based assessment from http://beyondthebubble.stanford.edu/assessments (The New Deal and WWII)

John Brown’s Legacy document-based assessment from http://beyondthebubble.stanford.edu/assessments (The New Deal and WWII)

• Brinkley, Alan. American history—A Survey. McGraw Hill. ISBN: 0073331643

• Couvares, Saxton, Grob, and Billias. Interpretations of American History. ISBN: 0684867737

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

Causes, practices and effects of war

Second World War (1939- 45)

Causes of disillusion & pacifism; Neutrality Acts of 1935-37; Spanish Civil War: testing war technology & ideology; FDR’s “quarantine” speech, 1937; Aggressions of Japan, Germany, Italy : 1932-1940; Appeasement: The Munich Conference (1938); German attack on Poland; start of World War II in Europe; Neutrality Act of 1939 (“cash and carry”)

Pearl Harbor; Role of women: WACs; Rosie the Riveter; return of the retired; Mobilization: the draft; minority issues; Financing the war: war bond drives; Hollywood goes to war; Rationing; Allied strategy and leadership; A two-front war

The atomic bomb; The Manhattan Project (role of refugees); Truman’s decision to use the atomic bomb against Japan: Hiroshima and Nagasaki; United States occupation of Japan; the “MacArthur constitution”; Japanese war crime trials

The war’s impact on

3 weeks Teacher designed quizzes and tests

Essays written in response to past IB exam papers

• Stokesbury, James. A Short History of World War II. Perennial, 2001. ISBN: 0688085873

• Kershaw, Ian, Hitler (Profiles in Power Series). ISBN: 0582437563

• McDonough, Frank. Hitler and the Rise of the Nazi Party ISBN: 0582506069

• Williamson, D.G. The Third Reich. ISBN: 0582368839

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

The Cold War and the Americas 1945-1981

Origins of the Cold War; Ideological differences; Mutual suspicion and fear; From wartime allies to post-war enemies

Wartime conferences: Yalta and Potsdam

US policies and developments in Europe: Truman Doctrine, Marshall Plan, NATO

Truman: containment and its implications for the Americas; the rise of McCarthyism and its effects on domestic and foreign policies of the United States; the Cold War and its impact on society and culture

Korean War and the United States and the Americas: reasons for participation; military developments; diplomatic and political outcomes

Eisenhower and Dulles: New Look and its application; characteristics and reasons for the policy; repercussions for the region

United States’ involvement in Vietnam: the reasons for,

4 weeks Teacher designed quizzes and tests

Essays written in response to past IB exam papers

Timeline of main events in US-Soviet relations leading up to and through the Cold War

Interview community members who were alive during WWII. Evaluate their memories relative to other documents.

• Goff, Richard et al. The Twentieth Century. McGraw Hill Inc., 1994. ISBN: 007023566X

• Keylor, William R. The Twentieth Century World and Beyond: An International History Since 1900. ISBN: 0195168437

• Palmer, R.R., Colton, Joel, and Kramer, Lloyd S. History of the Modern World. ISBN: 0071109102

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

Causes, practices and effects of war

Case study: Vietnam

The French-Indochinese War: early United States involvement: Truman, Eisenhower, and Kennedy policies (review how foreign policy is formulated)

United States and the spread of communism; domino theory; credibility of other United States commitments

Civil war in south Vietnam; concept of guerilla warfare

LBJ and the Americanization of the war; Fear of “losing” Vietnam; Escalation and United States assumptions; Tet Offensive

Student protests at home; Draft protesters; Political radicals: protests, Students for a Democratic Society (SDS); Cultural radicals: hippies and communalists

3 weeks Teacher designed quizzes and tests

Essays written in response to past IB exam papers

• Moran, Daniel. Wars of National Liberation. Cassell, 2002. ISBN: 0304362662

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

Year 2: Topics in 20th Century World History

History and Historical Method (TOK)

An analysis of the nature of History as an academic subject and the methodology it employs.

Introduction of Historical Investigation

1 week

(Historical Investigation: 20 hours or 5 weeks)

How Economics Affect People’s Lives

Focus: The Great Depression in Canada and Brazil

Canada: Mackenzie King and RB Bennett

Brazil: Getúlio Vargas; Import Substitution Industrialization (ISI); pro-industrial policies; fascist government; women’s suffrage, social security reforms; economic independence

4 weeks

(Sept)

Teacher designed quizzes and tests

Essays written in response to past IB exam papers

Student projects such as powerpoints and oral presentations

Teacher-selected articles and internet-based sources

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

How War Affects People’s Lives

Focus: Causes, practices and effects of war

Africa: Algerian War (1954- 62), Nigerian Civil War (1967-70)

Americas: Falklands/Malvinas war (1982), Nicaraguan Revolution (1976- 9)

Asia and Oceania: Indo-Pakistan wars (1947- 9, 1965, 1971), Chinese Civil War (1927- 37 and 1946- 9)

Europe and Middle East: Spanish Civil War (1936- 9), Iran–Iraq war (1980- 88), Gulf War (1991)

8 weeks

(Oct-Nov)

Teacher designed quizzes and tests

Essays written in response to past IB exam papers

Read multiple interpretations of causes of a given war. Participate in a debate over the causes of the war

Create diary entries for a person living during one of the wars studied in this unit

• Goff, Richard et al. The Twentieth Century. McGraw Hill Inc., 1994. ISBN: 007023566X

• Keylor, William R. The Twentieth Century World and Beyond: An International History Since 1900. ISBN: 0195168437

• Palmer, R.R., Colton, Joel, and Kramer, Lloyd S. History of the Modern World. ISBN: 0071109102

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

How Governments Affect People’s Lives

Focus: The Cold War (Topic 5)

• Major themes include the origins of east-west rivalry, the nature of the Cold War, Cold War developments, and the end of the Cold War.

• Material studied will include the Yalta and Potsdam Conferences, 1945; Post WWII developments in Germany; The Truman Doctrine; the Marshall Plan; the formation of NATO; Containment of Communism: China, Cuba, Korea, Vietnam and the Middle East; Arms race, Arms control, Détente and the end of the Cold War.

10 weeks

(Dec-Feb)

Teacher designed quizzes and tests

Essays written in response to past IB exam papers

Research and collect information to answer the question: “How would life today be different if the Cold War had never happened?”

• Walker, Martin. The Cold War. Henry Hot and Company, 1993. ISBN: 080503454

• Mackerras, Colin, China in Transformation, 1900-1949. ISBN: 0582312094

• Benson, Linda. China Since 1949. ISBN: 0582357225

• Thompson, John. A Vision Unfulfilled. ISBN: 066928291X

• McCauley, Martin. Stalin and Stalinism. ISBN: 0582505879

• Kuromiya, Hiroaki, Stalin (Profiles in Power Series) ISBN: 0582784794

• Breslin, Shaun G. Mao (Profiles in Power). ISBN: 0582437482

• McCauley,

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Topic/unit

(as identified in the

IB subject guide) State the

topics/units in the order you are

planning to teach them.

Contents Allocated time Assessment instruments to be used

Resources

List the main resources to be used, including

information technology if applicable.

One class is

minutes. 50

In one week there are

classes. 4.6

Cold War Case Study: Guatemala

United Fruit Company, President Jacabo Arbenz Guzman, land reform, 1954 coup (US invasion), legacy of covert operations, Armas assassination, decades of instability, civil war, “Scorched Earth” policy of the 1980s

3 weeks

(March)

Teacher designed quizzes and tests

Essays written in response to past IB exam papers

• Keen, Benjamin and Keith Haynes. A History of Latin America. Houghton Mifflin. ISBN: 0618318518.

Review As needed at the teacher’s discretion

5 weeks

(April)

2. IB internal assessment requirement to be completed during the course

Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement, when the internal assessment requirement will be due and how students will be prepared to do it.

In the first semester of their senior year students will be introduced to the historical investigation. The project will be introduced to them with the understanding that it is mostly to be completed independently in addition to their other course work and is to be completed by the end of the semester. Students will have the opportunity to select a topic that is personally compelling. Additionally, students will be provided with a list of potential topics from the course that could be subject of further investigation. Students will have three months to complete the IA. There will be periodic internal deadlines (topic, resource, section drafts) throughout the semester to check student progress and to provide consultation. Students will have some time in class to research and write the Historical Investigation. The completed IA will be counted as the final exam grade for semester one of the course.

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3. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

History and Historical Method (TOK)

The study of history allows one to really wonder “How do we know what we know?” In order to understand how historians “connect the dots” using reason the course will start with an in depth study of historical method.

One activity that students will participate in is they will be given a set of evidence related to the teacher’s past (for example: they will be given pictures, texts, transcripts) and then they will be asked to create the biographic story. Different groups will be given different evidence. Upon presentation students will see that based on different perspective and available evidence the “story” of the past can differ greatly. This will highlight major ToK questions like:

• Is  knowledge  of  the  past  ever  certain?  • Why  do  accounts  of  the  same  historical  event  differ?  Whose  history  do  we  study?  • What  determines  how  historians  select  evidence  and  describe/interpret  or  analyze  events?  

4. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

The Great Depression and the Americas 1929-39

This topic allows students to analyse the events and impacts on the Great Depression from multiple perspectives. Students will learn in their first year about the impact of the Great Depression on US society, including its impact on women’s changing roles and the Depression’s disproportionate impact on Blacks. In their second year, they will deepen their analysis by returning to the subject of the Great Depression, this time to analyse the events impact on Canada and Brazil. By studying the diffuse impacts of the Great Depression, students will gain insight into the historical and present interconnectedness of

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the world economy and diverse impacts that economic events can have on social and political developments.

5. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

The Cold War and the Americas 1945-1981

Students will conduct in-depth research on the actions of American presidents who served during the Cold War, and will determine which of the Learner Profile characteristics they most embody. Once students have determined which Learner Profile attribute they believe their president best represents they must convince their peers using evidence.

6. Resources

Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? Will students have access to resources beyond the ones available at school? Briefly describe what plans are in place if changes are needed.

Brooklyn Prospect has access to high quality textbooks and research materials through New York State’s textbook law (NYSTL). All resources that are needed will be purchased. In addition, all DP students at Brooklyn Prospect have access to the Brooklyn Public Library and the New York Public Library, which both have excellent inter-library loan programs that will provide students with access to any book they may need in their studies.

History of the Americas

• Brinkley, Alan. American history—A Survey. McGraw Hill. ISBN: 0073331643 • Couvares, Saxton, Grob, and Billias. Interpretations of American History. ISBN: 0684867737 • Chasteen, John Charles. Born in Blood and Fire. W.W. Norton. ISBN: 0393927695

Latin America

• Keen, Benjamin and Keith Haynes. A History of Latin America. Houghton Mifflin. ISBN: 0618318518.

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World War I

• Howard, Michael. The First World War. Oxford University Press, 2002. ISBN: 0192804456 • Barnett, Correlli. The Great War. BBC Worldwide Limited, 2003. ISBN: 056348875 • Strachan, Hew. The Oxford Illustrated History of the First World War. Oxford University Press, 2000. ISBN: 0192893254

World War II

• Stokesbury, James. A Short History of World War II. Perennial, 2001. ISBN: 0688085873 • Kershaw, Ian, Hitler (Profiles in Power Series). ISBN: 0582437563 • McDonough, Frank. Hitler and the Rise of the Nazi Party ISBN: 0582506069 • Williamson, D.G. The Third Reich. ISBN: 0582368839

Other Wars (Korea, Vietnam)

• Moran, Daniel. Wars of National Liberation. Cassell, 2002. ISBN: 0304362662

Cold War

• Walker, Martin. The Cold War. Henry Hot and Company, 1993. ISBN: 080503454 • Mackerras, Colin, China in Transformation, 1900-1949. ISBN: 0582312094 • Benson, Linda. China Since 1949. ISBN: 0582357225 • Thompson, John. A Vision Unfulfilled. ISBN: 066928291X • McCauley, Martin. Stalin and Stalinism. ISBN: 0582505879 • Kuromiya, Hiroaki, Stalin (Profiles in Power Series) ISBN: 0582784794 • Breslin, Shaun G. Mao (Profiles in Power). ISBN: 0582437482 • McCauley, Martin. The Origins of the Cold War, 1941-1949. ISBN: 0582772842 • McCauley, Martin. Russia, America and the Cold War, 1949-1991. ISBN: 0582784824 •

Documents

• Snyder, Louis. Fifty Major Documents of the Twentieth Century. Robert E. Krieger Publishing Company, 1979. ISBN: 0882759086

General Reading

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• Goff, Richard et al. The Twentieth Century. McGraw Hill Inc., 1994. ISBN: 007023566X • Keylor, William R. The Twentieth Century World and Beyond: An International History Since 1900. ISBN: 0195168437 • Palmer, R.R., Colton, Joel, and Kramer, Lloyd S. History of the Modern World. ISBN: 0071109102

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Diploma Programme subject outline—Group 1: studies in language and literature

School name Brooklyn Prospect Charter School School code 049097

Name of the DP subject (indicate the language)

Group 1: Language and Literature (English)

Level (indicate with X)

Higher X Standard completed in two years X Standard completed in one year *

Name of the teacher who completed this outline

Craig Cetrulo Date of IB training July 9-11, 2013

Date when outline was completed July 22, 2013

Name of workshop (indicate name of subject and workshop category)

Language A: Language and Literature (Category 1 and 2)

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Indicate the literary works chosen for each of part of the programme

Language A: language and literature

Higher level Standard level

Part 3 Garcia Marquez, Chronicle of a Death Foretold Morrison, The Bluest Eye Woolf, A Room of One’s Own

Garcia Marquez, Chronicle of a Death Foretold Morrison, The Bluest Eye

Part 4 Shakespeare, Midsummer Night’s Dream Fitzgerald, The Great Gatsby Faulkner, As I Lay Dying

Shakespeare, Midsummer Night’s Dream Fitzgerald, The Great Gatsby

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2. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need. – This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject. – This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide. – If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

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Topic

(as identified in the

IB subject guide)

State the topics in the order you

are planning to teach

them.

Contents Allocated time Assessment instruments to

be used

Resources

List the main resources to be used, including information technology if

applicable. One class is

minutes.

50

In one week there are

classes.

4.6

Year 1 Part 2:

Language and mass communication

Students will examine the role that media plays in dictating the public perception of events. Students will look closely for metaphorical examples of bias in mainstream mass media. Students will investigate the various ways that the language of advertisers persuades consumers.

Topics to be studied include:

a) Language and public perception (assessment: timed writing) b) Metaphorical bias in mainstream media (assessment: oral presentation) c) Media and persuasion (assessment: Written Task: type 1)

Each of three units will be accomplished in six weeks, with the culminating project coming during end of semester exams.

In-class timed writings Short oral presentations of media events Video productions illustrating persuasive techniques Practice written task (both tasks 1 and 2) SL: Written Task #1 (January) Task 1 HL: Written Task #1 (January) Task 1

Readings and videos from contemporary media sources representing various geographical and cultural origins. Topics a) Students will look at language from presidential speeches, for instance, President Bush’s use of the “cowboy” metaphor. b) Students will examine various media outlets, such as www.espn.com and www.foxnews.com for patterns of bias in the media’s choice of metaphors. c) Students will compare news stories from various organizations and will examine authorial objectivity or subjectivity.

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Topic

(as identified in the

IB subject guide)

State the topics in the order you

are planning to teach

them.

Contents Allocated time Assessment instruments to

be used

Resources

List the main resources to be used, including information technology if

applicable. One class is

minutes.

50

In one week there are

classes.

4.6

Part 4:

Literature—critical study

Students will explore the archetypes of comedy and tragedy in Shakespeare’s Midsummer Night’s Dream and Fitzgerald’s The Great Gatsby, respectively. Students will analyse how personal and social dramas are constructed in the respective texts, and will determine and assess the ethical stances presented in these works. Higher Level students will examine the intersection between visual art and literary art in Faulkner’s As I Lay Dying.

Midsummer Night’s Dream (assessment: FOA) The Great Gatsby (assessment: Written Task, type 1) As I Lay Dying (assessment: Written Task, type 2)

Each of three units will be accomplished over 6-8 weeks, with the final weeks of the semester devoted to preparation for the Individual Oral Commentary.

In-class timed writings Short oral presentations (as individuals and small groups) Practice written task (both types) SL: Further Oral Activity #1 (February) Written Task #2 (April) Task 1 Individual Oral Commentary (June) HL: Further Oral Activity #1 (February) Written Task #2 (April) Task 2 Individual Oral Commentary (June)

SL: Shakespeare, Midsummer Night’s Dream Fitzgerald, The Great Gatsby HL: Faulkner, As I Lay Dying

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Topic

(as identified in the

IB subject guide)

State the topics in the order you

are planning to teach

them.

Contents Allocated time Assessment instruments to

be used

Resources

List the main resources to be used, including information technology if

applicable. One class is

minutes.

50

In one week there are

classes.

4.6

Year 2 Part 1:

Language in a cultural context

Students will investigate the nature of language to start and fuel social revolutions. Students will analyse the effect of purpose and audience on text structure and content, considering the use of rhetorical strategy and artistic expression. Students will investigate and compare a narrative of freedom indigenous to the United States and the post-colonial realization of a national independence in India. Finally, students will research the people and the language that wrought the Civil Rights movement in the United States.

Topics to be studied include:

a) Language and Power

b) Language and Race

c) Language and Revolution

Each of three units will be accomplished in six weeks, with the culminating project coming during end of semester exams.

In-class timed writings Short oral presentations of media events Video productions illustrating persuasive techniques Practice written task (both types) SL: Further Oral Activity #2 (November) Written Task (December) Task 1 HL: Further Oral Activity #2 (November) Written Task (December) Task 2

Topics a) Jefferson, “Notes on the State of Virginia” Jacobs, Incidents in the Life of a Slave Girl Kipling, “The White Man’s Burden” Nehru, “Awake to Freedom” b) Kennedy, “Inaugural Address” King, “Why We Can’t Wait” Powell, “Rivers of Blood” Kennedy, “On the Assassination of MLK” c) Readings from contemporary media sources regarding social change in Africa and Middle east

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Topic

(as identified in the

IB subject guide)

State the topics in the order you

are planning to teach

them.

Contents Allocated time Assessment instruments to

be used

Resources

List the main resources to be used, including information technology if

applicable. One class is

minutes.

50

In one week there are

classes.

4.6

Part 3:

Literature—texts and contexts

Students will investigate the role of the artist in determining truth by exploring the journalistic text of Garcia Marquez’s Chronicle of a Death Foretold and will explore the influence of society on the individual in Morrison’s The Bluest Eye, examining each work as both a product and a reflection of the historical and cultural contexts of its origins. Students will consider the reader’s role in truth-seeking from multiple perspectives and the parallel role of the consumer in a modern linguistic context. Higher level students will examine the cultural context of the production of Woolf’s A Room of One’s Own and its subsequent literary reception.

Chronicle and Bluest Eye (assessment: Written Task, type 1) Room of One’s Own (assessment: Written Task, type 2)

Each of three units will be accomplished over 6-8 weeks, with the final weeks of the semester devoted to preparation for the external exam.

In-class timed writings Short oral presentations (as individuals and small groups) Practice written task (both types) SL: Written Task #3 (February) Task 1 HL: Written Task #3 (February) Task 2 Written Task #4 (March) Task 1

SL: Garcia Marquez, Chronicle of a Death Foretold Morrison, The Bluest Eye HL: Woolf, A Room of One’s Own

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3. IB Internal and external assessment requirements to be completed during the course

Briefly explain briefly how and when you will work on them. Include the date when you will first introduce the internal and external assessment requirements, when they will be due and how students will be prepared to complete them.

Students in both SL and HL will complete Written Task #1 (Task 1) assessments in January of Year 1. Students will be instructed in the requirements for Task 1 writing assignments. Classroom assessments will include a diagnostic exam and subsequent formative assessment tools to help gauge student progress and allow for provisions of additional support and guidance where necessary. Students in HL will complete their Further Oral Activity #1 in February of Year 1 and Written Task #2 (Task 2) in April of Year 1. Students in SL will complete their Further Oral Activity #1 in February of Year 1 and Written Task #2 (Task 1) in April of Year 1. Students will be instructed in the requirements for Task 1 and 2 writing assignments. Class discussions of literature, and shorter focused writing pieces will allow students to receive feedback tailored to generating high-quality responses to literature. Students will complete the Individual Oral Commentary in June of Year 1. Students will conduct a mock IOC during the second semester to identify areas for continued growth before the June assessment. Class discussions and in-class writings on literary passages will help students prepare for the IOC Students in HL will complete Further Oral Activity #2 in November and Written Task #3 (Task 2) in February of Year 2. Students in SL will complete Further Oral Activity #2 in November and Written Task #3 (Task 1) in February of Year 2. Student results of a diagnostic assessment modelled after the External Exam will drive classroom instruction throughout the second semester, and interim exams will help the teacher monitor student progress. Written and oral feedback from the teacher will help students hone their skills of analysis and expression. Students in HL will complete Written Task #4 (Task 1) in March of Year 2.

4. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

Part 3: Literature—texts and contexts

Students will consider the role of perspective in truth-seeking and the role of the consumer in a modern-day linguistic context.

I will collaborate with the TOK instructor to investigate places where the courses may be integrated. As readers of literature, students will investigate several ways of knowing, including, for example, the role of emotion in determining social, ethical and political knowledge. Emotion as a way of knowing will be investigated both through inquiry into characters and the emotions that motivate their actions and demonstrate their responses to plot events, and through exploration of students’ emotional responses to texts (discussing, for example, a variety of reader responses to Ezra Pound’s “In a Station at the Metro.”) Sample Lesson Plan Aims: Students will recognize the act of writing as a coded message between writer and reader in an examination of famous love letters. Students will consider the importance of perspective in writing and reading.

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5 min Hook: Write a love note to a fictional person. Discussion: What was difficult about the task? (Commentary à Nothing is more difficult than writing a love note—the stakes (the purpose) are so great (acceptance/denial), and the act of expression almost always seems to fall short. Were you to describe the recipient’s physical beauty, would that imply a distasteful callousness on the part of the author? Were you to describe the recipient’s intelligence, might the recipient infer something wanting in his or her pulchritude? The attempt to write a love letter reveals the acute (and perhaps unrecoverable) distance between reader and writer (Conrad writes “We live, as we dream, alone.”), but although words cannot close all existential gaps between individuals, the attempt to communicate—to give and receive love—is the most human imperative we feel, and language is the imperfect tool we have to do so. And so, an implicit agreement exists between recipient and author—that the author will write honestly about what is perceived and the reader will read with an open heart, withholding personal judgment until all is revealed or, at the very least, assuming a magnanimous intent before a nefarious motive. Students could then consider instances where their written communication was misperceived by the recipient (emails read with a tone altogether different than intended, texts that caused confusion because of a double meaning of a certain word, etc.). This discussion would highlight the importance of the writer’s full concentration on the purpose of his or her task as well as the importance of a heightened attention to his or her audience’s knowledge, state of mind and receptivity to the message delivered.

5. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Part 2: Language and mass communication Students will consider the various ways that the language of advertisers persuades consumers.

Students will examine a visual billboard advertisement the displays a sequence of three images chronologically organized from left to right. The first image (left) shows an individual with a dirty garment of clothing; the second (central) shows the individual putting a cleaning detergent and the dirty garment into a machine; the third (right) shows the garment clean. Students will be asked to describe the narrative implicit in the sequence of images. After a discussion, students will be prompted to explain why this particular advertisement was so unsuccessful when used in Arabic cultures. The discussion will reveal the change in the narrative that the advertisement depicts when read right to left (as Arabic is). This discussion will highlight the importance of understanding how others perceive the stories that we tell and the way that individuals from different cultures can interpret a single “sign” in multiple ways.

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6. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Part 4: Literature—critical study

Thinkers / Communicators

The analysis of literature requires powers of observation that break a work into its constituent parts and reassembles those parts into a synthesis that constructs and communicates meaning in a new, parallel and textually bound manner. The reader of Shakespeare, for example, must consider what is implied in the metaphor of taking “arms” (a sword, perhaps) against “a sea of troubles” (water) and imagine the act for him or herself to notice that the water would close behind the sword instantaneously and the taking of arms against that sea would have absolutely no lasting impact on the state of the water. The notion expressed by this title character’s seemingly (on the surface) effectual action here shows the ultimate futility of man’s attempts to struggle against the sources of woe in his life. An analysis of this type requires the language to be reconfigured in a new context to communicate the meaning. The course will be designed around repeated instances of text-based encounters that encourage this type of thinking and communicating, in both speech and writing.

7. Resources

Are instructional materials and other resources (for example, equipment for recording if you teach languages A or room for the performance aspect if you teach literature and performance) available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? Briefly describe what plans are in place if changes are needed.

Brooklyn Prospect Charter School has all the necessary resources to fulfil the requirements of the delivery of this course. Brooklyn Prospect has access to high quality textbooks and research materials through New York State’s textbook law (NYSTL). All resources that are needed will be purchased. In addition, all DP students at Brooklyn Prospect have access to the Brooklyn Public Library and the New York Public Library, which both have excellent inter-library loan programs that will provide students with access to any book they may need in their studies.

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Diploma Programme subject outline—Group 2: language acquisition

School name Brooklyn Prospect Charter School School code 049097

Name of the DP subject (indicate the language)

Language B Mandarin

Level (indicate with X)

Higher

(not applicable for languages ab initio) Standard completed in two years x Standard completed in one year *

(not applicable for languages ab initio)

Name of the teacher who completed this outline

Zhixi (Andy) Tao Date of IB training February 22 – 24, 2013

Date when outline was completed 9/2013 Name of workshop

(indicate name of subject and workshop category)

IB Diploma Programme Language B Category 1

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. If you will be teaching language B higher level, identify the two works of literature to be studied

N/A

2. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach

them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach

them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Year 1 Individual and

Society Daily routines Personal details, appearance and character Relationships

l personal  identification  (age,  nationality,  address  )  

l family  l relationships  (peers  and  

friends)  l appearance  (physical  

description,  clothes,  colors)  l daily  routine,  time  l types  of  accommodation  l life  at  home,  household  

tasks  l invitations,  celebrations Grammar and sentence patterns: Adjectives reduplicated for emphasis

又…又…:both…and…

有点儿:somewhat, rather

…的 候:when

是…的:emphasize the past action, time, place, etc.

只有…才…: only

September -December Reading comprehension activities – two pieces of reading passages are included in each lesson Oral exercises Writing responses: a. Informing/comparing and contrasting b. Giving/expressing a point of view c. Persuading Participation in class discussions Performing skits Quizzes and tests Weekly/biweekly vocabulary & dictation quizzes Unit Test Projects

The following resources will be used for each topic throughout the year: *PowerPoint *Online dictionaries (Arch Chinese) *Online videos (youtube, Confucius Institute Online, Growing up with Chinese) *Audio Recordings (Vocaroo) *Online activities (Quia) *Textbooks (Easy Steps to Chinese Volume 1 - 5)

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach

them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Food and drink Shopping

l Food stores l Food names l Grocery shopping l Quantity, weight l Types of restaurants l Meals in a restaurant l Reservations, menus, orders l Recipes l Diets, preferences l Special dishes

Grammar and sentence patterns:

要是:if

…极了:extremely

要,点 and 来 are used to order food in a restaurant

比:is used to compare two nouns

…完…以后:after finishing

December - March

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach

them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Leisure and Work Entertainment Sports Transport Holidays

l The media l Sports l Entertainment l Places, features of interest l Location, direction l Means of transport l Types of destination l Holiday inquiries l Facilities l Reservations l Regulations Grammar and sentence patterns:

将:will, shall

太…了: too

被: is used to indicate passive voice

正在…呢:indicates continuation of an action

吧:a particle used to express a request, consultation or proposal

March - June

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach

them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Year 2 Individual and

society Education Employment

l Types of school l Personnel (teachers, students,

other staff) l Facilities, classroom materials l Academic, extra-curricular

activities l School calendar, dates, post-

secondary education l Careers, professions l Part-time jobs, work

experience l Future ambitions

Grammar and sentence patterns:

“个,只, ,条, ” and etc. are measure words for nouns

“次” and “趟” are measure words for action

“可能(会)”:possibly

一…就…:as soon as

行:be all right

September - December Reading comprehension activities – two pieces of reading passages are included in each lesson Oral exercises Writing responses: a. Informing/comparing and contrasting b. Giving/expressing a point of view c. Persuading Participation in class discussions Performing skits Quizzes and tests Weekly/biweekly vocabulary & dictation quizzes Unit Test Projects

The following resources will be used for each topic throughout the year: *PowerPoint *Online dictionaries (Arch Chinese) *Online videos (youtube, Confucius Institute Online, Growing up with Chinese) *Audio Recordings (Vocaroo) *Online activities (Quia) *Textbooks (Easy Steps to Chinese Volume 1 - 5)

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach

them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Leisure and work Town and services Media Technology Transport

l Types of shops l Goods l Customer services l Purchases, payment l Public transportation l Bank, post office l Telephone l E-mail, fax, Internet Grammar and sentence patterns:

The expressions 等一等,等等 and 等一下 all imply a short and quick action, and express an attempt or trial

一 …一 …: indicates that two actions are happening at the same time Duration of an action

正在:an action is in the process

都:both

跟…一起: together with

除了…以外…: besides or except

December - February

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach

them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Urban and rural environment Environment concerns Global issues Weather

l Current weather conditions l Forecast l Climate l Seasons and seasonal events l Countries and continents l Geographical features l Ecology l World issues

Grammar and sentence patterns:

有:is used for estimation

如果:if

最好:had better

February - April

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach

them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Physical geography Neighbourhood

l Fitness and good health l Illness, injury, parts of the

body l Appointments l Medicines and prescriptions l Theft and loss l Accidents l Repairs l Public signs

Grammar and sentence patterns:

了 expresses a completed action, also indicates a change or new circumstance

Compare 要 and 想

要:want, need, should or will

想:think or want

不要:don’t

:give, for the benefit of

The 把 structure emphasizes the receiver of the action

April - June

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3. IB Internal and external assessment requirements to be completed during the course

Briefly explain how and when you will work on them. Include the date when you will first introduce the internal and external assessment requirements, when they will be due and how students will be prepared to complete them.

• Mid-February Mandarin Ab Initio Internal Assessment (Individual Oral) • Late November (Announce before the summer of the end of Year 1) - Mandarin Ab Initio Written External Assessment

The Internal assessment (the individual oral) is an integral part of the course and is compulsory for all students. It enables students to demonstrate orally the application of their skills and knowledge. In language ab initio students are required to participate in an individual oral. The individual oral is divided into three parts and last 10 minutes, plus 15 minutes of preparation. The individual oral carries an overall weighting of 25% and must be recorded. Part 1: The student’s presentation of the visual stimulus (approximately 1-2 minutes) Part 2: The teacher’s questions on the visual stimulus (approximately 2-3 minutes) Part 3: A general conversation (approximately 4-5 minutes) All three parts of the individual oral are conducted in the target language. The Internal assessment will take place in the middle of February during the second year of the program and will be prepared, developed, implemented and evaluated by the classroom IB Mandarin B teacher. Students will be introduced to the criteria for each part of the assessment early during the first year of the IB DP and throughout the course. The teacher will guide students as they develop the skills which they will need to be successful in these evaluations. Such skills will include: oral skills including presentation skills (speaking on a topic with a minimum support material) and speaking skills (being able to respond to the oral questions related to the themes of the course which ultimately leads to the ability to have an authentic conversation in Mandarin), listening skills, questioning skills and critical thinking abilities. Two examination papers are set and marked externally – paper 1 and paper 2. They are designed to allow students to demonstrate their competences in relation to the language ab initio assessment objectives. Paper 1 assesses receptive skills and paper 2 assesses productive skills. Students are also required to complete a written assignment of 240 – 360 characters that is produced under supervised conditions in the classroom and is assessed externally. The written assignment will be developed, implemented and supervised by the teacher though evaluated externally. Students will start to prepare for the written assignment from the summer of the end of Year 1 by consulting two to four sources in Mandarin.

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The written assignment will be completed in late November during the second year of the course and submitted before the date stipulated by IB. The teacher will provide the student in his or her choice of the topic and the source material. Students will spend a maximum of two hours in a single session in the classroom under supervised conditions for the production of the written assignment as an integral part of the course.

4. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

If you were to learn a language from a textbook only, how would this differ from learning through interaction only? --I will introduce the textbook teachings on Chinese greetings/ways Chinese speaking people interact with each other in a more formal setting. --I will introduce the varied ways Mandarin speakers interact in Mainland of China, Hong Kong, Taiwan, interactions that people use and that are not presented in textbooks. --I will present the linguistic variations/differences in dialects that exist in China and that account for such varied ways of speaking.

5. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Leisure and work Students in the Mandarin Ab Initio course will understand the importance of Chinese language and culture. Gaining fluency in Mandarin, which is spoken by one fifth of the world population, will not only enrich

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Holidays Entertainment

students’ lives, it will also make each student a more effective and competitive individual in today’s global economy.

The reason why I choose “Holidays and Entertainment” is because through the study of the varying cultures of China, students will become compassionate members of the global community. They will use the experience with new points of view to analyse their own beliefs and motivations, and to better understand those of others. Students will leave this course well prepared to promote peace and understanding in the world around them. Learning about these topics will help students become integrated into Chinese culture, whether here or abroad, more quickly and easily. Being able to share meals and celebrate social and religious events easily and comfortably will certainly be a source from which to grow friendships and life-long community relationships.

Resources: online videos, textbooks, field trips to local Chinatown, trip to China, sharing my own experience

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6. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Leisure and work Media Technology

The students will choose an advertisement from a Chinese magazine and analyse it. Exploring the purpose of the advertisement, what product it is selling, who its target audience is, its effect on the reader, the investigation of what need is being met or created through the advertisement, the hidden message being sent to the reader and the effect it may have. By curiously exploring the media of advertising they are inquiring; by exploring new concepts and ideas they are becoming more knowledgeable; by applying their thinking skills critically they are becoming better thinkers; by seeking and evaluating a range of point of views they are becoming more open-minded; by giving thoughtful consideration to their own experience they are being reflective.

7. Resources

Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? Briefly describe what plans are in place if changes are needed.

All the following resources are available on Chinese language & culture vendors: “Chinasprout” and “Cheng Tsui”.

Yu, Li-hsiang. Discovering Chinese (Simplified). Palo Alto: Better World Ltd., 2010

Fredlein, Shumang, and Fredlein, Paul. Ni Hao Chinese Language Course. Australia: Power Print Pty Ltd., 2008

Yuehua Liu, Tao-chung Yao, Nyan-Ping Bi, Liangyan Ge and Yaohua Shi. Integrated Chinese (Simplified). Boston: Cheng & Tsui Company, Inc., 2011

Zhuzhi Ping. Learn Chinese with Me. Beijing: People’s Education Press., 2007

Yi Ren, Xiayuan Liang. Mastering Conversational Chinese. Hongkong: Tuttle Publishing, an imprint of Periplus Editions Ltd., 2012

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Mathematical Studies SL Brooklyn Prospect Charter School

Wendell Cheung

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Diploma Programme subject outline—Group 5: mathematics and computer science

School name Brooklyn Prospect Charter School School code 049097

Name of the DP subject Mathematical Studies SL

Level (indicate with X)

Standard completed in two years Standard completed in one year * Higher Standard completed in two years X Standard completed in one year *

Standard completed in two years Standard completed in one year * Name of the teacher who completed this outline

Wendell Cheung Date of IB training February 25 – 27, 2013

Date when outline was completed September, 2013 Name of workshop

(indicate name of subject and workshop category)

Mathematical Studies SL, Cat 1 Rice University; Houston, TX

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Year 1 Unit 1 – Numbers,

Equations, and Inequalities (16 hours = 4 weeks) Sept 1 – 26, 2014

0.0 – The Story of 1 DVD, international mindedness 0.0 – Basic use of four operations; order of operations 0.0 – Prime numbers, factors, and multiples 0.0 – Ratio, percentage, and proportions 0.0 – Evaluating expressions; manipulating algebraic expressions and rearranging formulae 0.0 – Solving linear equations in one variable 0.0 – Solving linear inequalities 1.1 – Natural numbers, N; integers, Z; rational numbers, Q; and real numbers, R 1.2a – Approximation: decimal places, significant figures. 1.2b – Percentage errors 1.2c – Estimation 1.3a – Scientific notation 1.3b – Operations with Scientific notation 1.4 – SI (Systeme International) and other basic units of measurement 1.5 – Currency conversions – using commonly accepted world currencies

Summative and Formative Assessments (BPCS designed quizzes and tests) Mini Project on calculating currency conversions, conversions with basic units of measurements and calculations using scientific notation. We will also use this project to discuss significant figures, percent error, and estimations.

Texas Instruments – TI-84 Silver Plus Graphing Calculators The Story of 1 DVD (international mindedness) NASA website for data and statistics on distances of planets and galaxies for scientific notation and SI units of measurement Oanda currency conversion

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Unit 2 – Linear Relations and Functions (16 hours = 4 weeks) Sept 29 – Oct 24, 2014

6.1 – Concept of a function, domain, range, and graph 6.1b – Function notation, e.g. f(x), v(t), C(n) 5.1a – Equation of a line in two dimensions: the forms y = mx + c and ax + by + d = 0 5.1b – Gradients; intercepts 5.1c – Point of intersection of lines 5.1d – Lines with gradients, m1 and m2 5.1e – Parallel lines, m1 = m2 5.1f – Perpendicular lines, m1 x m2 = -1 6.2a – Linear models 6.2b – Linear functions and their graphs, f(x) = mx + c 0.0 - Pythagoras’ theorem. 0.0 - Coordinates in two dimensions. Midpoints, distance between points. 5.4b – The distance between two points; eg between two vertices or vertices with midpoints or midpoints with midpoints 6.6a – Drawing accurate graphs 6.6b – Creating a sketch from information given 6.6d – Reading, interpreting and making predictions using graphs 6.6e – Included all the functions above and additions and subtractions

Summative and Formative Assessments (BPCS designed quizzes and tests)

Desmos Online Graphing Calculator

Texas Instruments TI-84 Silver Plus Graphing Calculator

Unit 3 – Systems of Equations & Skills of GDC (8 hours = 2 weeks) Oct 27 – Nov 7, 2014

0.0 - Solving systems of linear equations in two variables. 1.6a – Using GDC to solve “pairs of linear equations in two variables” 6.6c – Transferring a graph from GDC to paper 6.7 – Use of a GDC to solve equations involving combinations of the functions above (all families of functions)

Summative and Formative Assessments (BPCS designed quizzes and tests)

YummyMath real-world data for Systems of Equations

Interim Assessment #1 November 2014 (4 hours = 1 week)

Preparation for Interim Assessment #1 Students will review and prepare for a BPCS created interim assessment.

Interim Assessment #1 BPCS designed & graded

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Unit 4 – Probability (12 hours = 3 weeks) Nov 24 – Dec 12, 2014

3.6b – Probability of an event. 3.6b – Probability of a complementary event 3.6c – Expected value 3.7a – Probability of combined events, mutually exclusive events, independent events 3.7b – Use of tree diagrams, Venn diagrams, sample space diagrams and table of outcomes. 3.7c – Probability using ‘with replacement’ and ‘without replacement’ 3.7d – Conditional probability

Summative and Formative Assessments (BPCS designed quizzes and tests)

Newspaper and Research Institutions and their survey and findings Appl: Genetics and probability Aim8: Ethics of Gambling

Unit 5 – Descriptive Statistics (12 hours = 3 weeks) Dec 15 – 19, 2014 Jan 5 – 16, 2015

0.0 - The collection of data and its representation in bar charts, pie charts and pictograms. 2.1 – Classification of data as discrete or continuous 2.2 – Simple discrete data: frequency tables 2.3a – Grouped discrete or continuous data: frequency tables; mid-interval values; upper and lower boundaries 2.3b – Frequency histograms 2.4a – Cumulative frequency tables for grouped discrete data and for grouped continuous data; cumulative frequency curves, median, and quartiles 2.4b – Box-and-whisker diagram 2.5a – Measures of central tendency: for simple discrete data (mean, median, mode) and for group discrete and continuous data (estimate of a mean; modal class; no percentiles) 2.6 – Measures of dispersion: range, interquartile range, and standard deviation

Summative and Formative Assessments (BPCS designed quizzes and tests) Project on Environmental Data involving scatter plots, frequency tables, measures of central tendency

Gapminder Data and Statistics Aim8 – Ethics of using misleading data Hans Rosling – The Joy of Stats [BBC]

Interim Assessment #2 January 2015 (4 hours = 1 week)

Preparation for Interim Assessment #2 Students will review and prepare for a BPCS created interim assessment.

Interim Assessment #2 BPCS designed & graded

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Introduce Math Studies SL Internal Assessment (Project) (5 hours = 1.25 week) split across several weeks

We will use this time to introduce the project to students. Math Studies SL will be informed that they must carry out a project which demonstrates their knowledge of the course objectives. We will discuss the purpose of the project, the guidelines of student’s responsibilities, and students will have time to brainstorm and begin the development of their project.

IB OCC database

Unit 6 – Bivariate Statistics (20 hours = 5 weeks) Jan 26 – Feb 20, 2015 Mar 2 – 6, 2015

4.1a – Normal distribution 4.1b – The concept of a random variable; of the parameters µ and σ; of the bell shape; the symmetry about x = µ 4.1c – Diagrammatic representation [using GDC] 4.1d – Normal probability calculations 4.1e – Expected value 4.1f – Inverse normal calculations 4.2a – Bivariate data: the concept of correlation 4.2b – Scatter diagrams; line of best fit, by eye, passing through the mean point 4.2c – Pearson’s product-moment correlation coefficient, r. 4.2d – Interpretation of positive, zero and negative, strong, or weak correlations 4.3a – The regression line for y on x. 4.3b – Use of the regression line for prediction purposes 4.4 – The x2 test for independence: formulation of null and alternative hypotheses; significance levels; contingency tables; expected frequencies; degrees of freedom; p-values.

Summative and Formative Assessments (BPCS designed quizzes and tests) Connect to components of Internal Assessment Project

Normal distribution on standardized exams Using lines of best fit and regression lines to make predictions (looking at real world data and statistics)

Interim Assessment #3 March 2015 (4 hours = 1 week)

Preparation for Interim Assessment #3 Students will review and prepare for a BPCS created interim assessment.

Interim Assessment #3 BPCS designed & graded

Unit 7 – Quadratic Functions (16 hours = 4 weeks) Mar 16 – Apr 10, 2015

1.6b – Using GDC to solve quadratic equations 6.3a – Quadratic models 6.3b – Quadratic functions and their graphs (parabolas): f(x) = ax2 + bx + c; where a is not equal to 0 6.3c – Properties of a parabola: symmetry; vertex; intercepts on the x-axis and y-axis 6.3d – Equation of the axis of symmetry

Summative and Formative Assessments (BPCS designed quizzes and tests) Angry Birds Project

Looking at the projectile motion of sports, and games involving parabolic motion

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Unit 8 – Exponential

Functions and Polynomials (16 hours = 4 weeks) Apr 20 – May 15, 2015

6.4a – Exponential models 6.4b – Exponential functions and their graphs: f(x) = kax + c; f(x) = ka-x + c 6.4c – Concept and equation of a horizontal asymptote 6.5a – Models using functions of the form f(x) = axm + bxn + … 6.5b – Functions of this type and their graphs. 6.5c – The y-axis as a vertical asymptote

Summative and Formative Assessments (BPCS designed quizzes and tests)

Gapminder – population growth and decay Radioactive decay Banks and Interest

Math Studies SL Yr. 1 Exam (Interim Assessment #4) June 2015 (8 hours = 2 weeks)

Preparation and Review for cumulative First Year Exam. Students will prepare for a BPCS interim assessment – it will be cumulative and include all topics from Year 1. The assessment will similarly reflect the same format and grading as the external assessment for the IB.

Math Studies SL Year 1 Interim Assessment #4 BPCS designed & graded

Internal Assessment Work time June 2015

Students will have time to finish their drafts in and out of school. Students will present their initial work to their peers. (Internal Assessment Drafts Due)

Sample Internal Assessments from workshop to guide marking.

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2. IB internal assessment requirement to be completed during the course

Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement to your students, the different stages and when the internal assessment requirement will be due.

The Internal Assessment Project will be introduced to students during Year 1 of the two year Math Studies SL course. We will first introduce components of the internal assessment in mid-January 2015. Students will have studied five different units by this time. They will also be in the middle of our larger study on data and statistics. After Unit 5, students will be prompted to begin thinking of a research topic and project of interest that can incorporate the topics of study from the course. After Unit 6 on bivariate statistics, students will be given more opportunities in class to think and process the types of projects that they can complete on their own time. Students will be given a timeline with various components that are expected to be due to the teacher. The planning stage will be critical, as students will be asked to submit topics of interest and project proposals. This will allow teachers to assist in the development of this project that students will be able to complete independently and with the appropriate knowledge from the course. By the completion of Year 1 of the course, students will hand in their first draft to be reviewed by the teacher. The first draft will be returned to students at the beginning of the Year 2 for students to improve upon their draft. The second and final draft will be submitted to the teacher in January 2016.

3. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

Unit 9 – Logic and Sets At the start of our second year of the Math Studies SL course, as we study logic, we will have one of many opportunities for students to infuse their inquiry into different ways of knowing into their mathematical studies. We will bring in ideas and concepts from the TOK course and will engage students in processing the different ways of knowing as well as the various areas of knowledge. We will focus most intensely on the use of Reason as a Way of Knowing (WOK). In terms of Logic, mathematical logic lends itself nicely to a discussion of “how does mathematical proof differ from good reasoning in everyday life?” As we discuss conjunctions, disjunctions, negations, conditional statements, and compound statements, students will get the opportunity to question the ways that language influences knowledge. We will draw direct links between the ideas of mathematical logic and the reasoning skills that students use in every day life. Throughout the unit, lessons will include scenarios and situations in which students will be able to form statements that model reasoning in every day life. This will encourage students to become familiar with formulating a sequence of statements that are used support a claim or argument. Scaffolding these objectives with real world situations and scenarios will prompt students to think about how mathematical proof may be similar or different from reasoning in every day life. Students will also get the opportunity to work with logic and truth tables through which they will explore more complicated ideas such as converse, inverse, contrapositive, tautology, and logical equivalence. This will encourage students to continue to process knowledge and ways of knowing. They will get to question a variety of approaches to reasoning. These explorations will allow the students to become stronger thinkers who use the ideas and concepts of logic and reasoning actively.

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4. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Unit 5 – Descriptive Statistics During our descriptive statistics unit, we will incorporate data and statistics provided by the Gapminder.org website. To introduce the topic and the interest of statistics, we will watch “The Joy of Stats” presented by Professor Hans Rosling, part of a BBC series. This will allow our students to gain an interest in the studies of statistics and gain an understanding of how statistics and data are used in real world scenarios. Hans Rosling presents many dynamic approaches to the study of data and statistics, and his work is accessible to a wide audience, including our Math Studies SL students. At the conclusion of units 5 and 6, descriptive and bivariate statistics, students will complete a project involving global data from the United Nations and national census data. Using this data, students can investigate the connections between topics such as lifespan and wealth, or GDP and education, or health spending and life expectancy. This project will allow students to analyse and interpret data, calculate regression lines, correlation coefficients, and make predictions based on this data. This investigation will encourage students to think globally and gain an international perspective.

5. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Unit 13 – Introduction to Differential Calculus

During our culminating unit for the Math Studies SL course, we will be introducing differential calculus. This is a great unit in which students will get opportunities to continue to develop the attributes of the learner profile. Calculus topics offer a great opportunity for students to communicate and elaborate on their understanding and interpretation of mathematical topics and skills. Calculus takes the topics of slope, writing equations of lines, and the idea of functions to a higher level. This unit revisits topics that students study throughout the two year course and asks students to conceptually understand and reinforce various families of functions. Students will need to be able to communicate clearly about their understanding of functions and various characteristics of function behaviour. Students will have various assignments and a project in which they will be asked to describe the steps and procedures in calculating the derivative of a function. Students will need to use language and collaboration skills to assist them in communicating these higher order ideas and concepts. Students will also create a project in which their understanding of differential calculus will deepen. This project will help students bring all of the ideas of critical points, maxima, value of a derivative, equation of the derivative, and tangent lines at a point together and fully comprehend the ideas and topics that they have studied as part of the Math Studies SL course. Differential calculus lends itself nicely to communication as students will communicate amongst their peers to fully comprehend these new concepts that extends their knowledge of various families of functions in the Math Studies SL course.

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6. Resources

Describe the resources that you and your student will have to support the subject. Indicate whether they are sufficient in terms of quality, quantity and variety. Briefly describe what plans are in place if changes are needed.

We will have various resources such as textbooks, computer software, online programs, online graphing calculators, and computerized graphing calculators to help support the content of this course. These items are a great start in the preparation of our course and provide a variety of approaches to the course objectives and content. If changes are needed, we will research prior to the start of the course alternative resources that will provide for engaging and rich content that our students will gravitate towards and learn from. Haese and Harris, 2013 “Mathematics for the International Student: Mathematics Studies SL” Texas Instruments TI-84 Silver Plus Graphing Calculator IB OCC website Desmos Online Graphing Calculator Calculus in Motion Gapminder website Geometer’s Sketchpad

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Diploma Programme subject outline—Group 5: mathematics and computer science

School name Brooklyn Prospect Charter School School code 049097

Name of the DP subject Mathematics SL

Level (indicate with X)

Standard completed in two years Standard completed in one year * Higher Standard completed in two years X Standard completed in one year *

Standard completed in two years Standard completed in one year * Name of the teacher who completed this outline

Beatrice B White Date of IB training February 25-27, 2013

Date when outline was completed September 2013 Name of workshop

(indicate name of subject and workshop category)

Maths SL (Category 1)

Rice University, Houston, TX

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Year 1 Unit%1:%%Numbers%and%Equations%

Topic&2%

(16%hours%=%4%weeks)%

Sept%8%–%Oct%3,%2014

Students%review%prior%knowledge%topics%and%become%familiar%with%course%expectations.%%%%0.1.2&–&Simple&positive&exponents&0.1.6&–&Definition&and&elementary&treatment&of&absolute&value& ! &0.3.3&&–&The&linear&function&and&its&graph,&gradient&and&yBintercept.&&1.1.1%–%Arithmetic%sequences%and%series;%sum%of%finite%arithmetic%series,%geometric%sequences%and%series;%sum%of%finite%and%infinite%geometric%series%1.1.2%–%Sigma%notation%1.1.3%–%Applications%(compound%interest,%population%growth)%%1.3.1%–%The%binomial%theorem:%expansion%of% ! + ! ! ,! ∈ ℕ%1.3.2%–%Calculation%of%binomial%coefficients%using%Pascals’%triangle%and% !!

Summative/formative%assessments%(BPCS%designed%quizzes%and%tests)%

Page 89: Diploma Programme programme outline—CAS · Diploma Programme programme outline—CAS ... Volleyball, and Softball. The school is located in Brooklyn, New York, a borough that contains

Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Unit%2:%Linear%and%Quadratic%functions%

Topic&2&%

(6%weeks%=%24%hours)%

Oct%6,%2014%–%Nov%14,%2014%

Students%work%with%multiple%representations%of%functions.%%Students%make%deeper%connections%between%features%of%graphs%(min,%max,%symmetry,%etc)%and%the%features%of%functions%(coefficients,%discriminant,%etc.)%and%use%relationships%to%parent%functions%to%create%accurate%graphs.%%2.1.1%–%Concept%of%function%!: ! ↦ ! ! %X%Domain,%range,%image%(value)%2.1.2%–%Composite%functions%2.1.3%–%Identity%and%inverse%functions%%%%2.2.1%–%Graph%of%a%function;%its%equation%! = ! ! %2.2.2%–%Function%graphing%skills%–%Investigation%of%key%features%of%graphs,%such%as%maximum/minimum%values,%intercepts,%,%symmetry,%and%consideration%of%domain/range.%2.8%–%Applications%of%graphing%skills%and%solving%equations%that%relate%to%real%life%situations%%2.4.1%–%The%quadratic%function%! ↦ !!! + !" + !,%it’s%graph,%yXintercept%(0, !).%%Axis%of%symmetry.%2.4.2%–%The%form%! ↦ !(! − !)(! − !),%xXintercepts,%(p,0)%and%(q,0)%2.4.3%–%Vertex%form%! ↦ ! ! − ℎ !,%vertex%(h,k)%2.7.3%–%Solving%!!! + !" + ! = 0, ! ≠ 0.%2.7.4%–%The%quadratic%equation%2.7.5%–%The%discriminant%! = !! − 4!",%the%nature%of%the%roots%(two%distinct%real%roots,%two%equal%real%roots,%no%real%roots)%&2.3.1%–%Transformation%of%graphs%%2.3.2%–%Translations,%reflections,%vertical%stretch,%stretch%in%the%xXdirection,%and%composite%transformations%%2.5.1%–%The%reciprocal%function%! ↦ !

! . ! ≠ 0,%its%graph,%and%selfXinverse%nature.%2.5.2%–%The%rational%function%! ↦ !"!!

!"!!%and%it’s%graph.%2.5.3%%X%Vertical%and%horizontal%asymptotes.%%(%Connect%to%2.2.2%–%Function%graphing%skills%–horizontal%and%vertical%asymptotes)&

Exploration:%%Students%develop%methods%for%moving%from%standard%to%vertex%form%and%back%for%quadratics.%%Address%the%question%“When%would%we%prefer%a%certain%form?%Why?”%

%

Project:%Students%are%each%given%a%function%to%describe.%%They%represent%their%functions%using%multiple%representations,%describe%its%features,%and%explain%how%to%the%relevant%parent%function%to%get%their%function.%

%

Summative/formative%assessments%(BPCS%designed%quizzes%and%tests)%

Use%Desmos%Online%graphing%calculator,%and%TiX83/84%to%graph%various%functions%and%%show%transformations%dynamically%

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Interim%Assessment%#1%

%(6%hours%=%1.5%week)%

November%17%–%28th%%

(Includes%Thanksgiving%Recess)

Students%will%review%and%prepare%for%a%BPCS%created%Interim%Assessment.%%The%assessment%will%be%written,%administered%and%scored%in%the%style%of%the%IB%External%Assessment,%using%items%from%the%Maths%SL%Task%Bank%and%similar.%

Introduction%to%Internal%Assessment%

(1%hour%over%two%days%during%Unit%3:%Probability)%

Students%will%become%familiar%with%the%expectations%of%the%internal%assessment.%%Students%will%look%at%examples%of%Internal%Assessments,%and%set%a%rough%time%frame%of%deadlines%for%themselves%keeping%in%mind%the%deadline%for%their%first%full%draft:%%June%Year%1.

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Unit%3:%Probability%

(20%hours%=%5%weeks)%

%

Dec%1%–%Jan%16,%2015%

Students%explore%probability%through%a%combination%of%experimental%methods,%and%investigation%of%theoretical%probability.%%Connections%are%made%to%the%previous%study%of%the%binomial%theorem%in%Unit%1.%%5.5.1%–%Concepts%of%trial,%outcome,%equally%likely%outcomes,%sample%space%(U)%and%event%5.5.4%–%Use%Venn%diagrams,%tree%diagrams%and%tables%of%outcomes%5.5.2%–%Probability%of%an%event;%! ! = !(!)

! ! %5.5.3%–%Complementary%events%A&and%A’%(not%A)%5.6.1%–%Combined%events%!(! ∪ !)%5.6.2%–%Mutually%exclusive%events%! ! ∩ ! = 0%5.6.3%–%Conditional%probability;%! !|! = ! !∩!

! ! %5.6.4%–%Independent%events;%! ! ! = !! ! = !! ! !! %5.6.5%–%Probabilities%with%and%without%replacement%5.7.1%–%Concept%of%discrete%random%variables%and%their%probability%distributions%5.7.2%–%Expected%values,%E(X)%for%discrete%data.%5.8.1%–%Binomial%distribution%(Connect%to%1.3%–%binomial%theorem)%5.8.2%–%Mean%and%variance%of%the%binomial%distribution%5.9.1%–%Normal%distributions%and%curves%5.9.2%–%Standardization%of%normal%variables%(zXscores,%zXvalues)%5.9.3%–%Properties%of%normal%distributions%

Project:%%Students%will%complete%an%investigation%of%probability%in%the%board%game/card%game%of%their%choice.%

%Summative/formative%assessments%(BPCS%designed%quizzes%and%tests)%

IB%Task%bank

Previous%Years’%IB%Exams%and%Marks%Schemes.

Internal%Assessment%Work%Time%

(5%hours%=%1.25%weeks,%split%over%several%weeks%)%

Students%will%chose%a%stimulus,%mind%map,%and%chose%a%topic%for%their%Internal%Assessment%and%begin%work%on%their%research%in%class.

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Unit%4:%Statistics%%

Topic&5.1B5.4&

(20%hours%=%5%weeks)%

Jan%19%–%March%6,%2015%

(Dates%include%MidXWinter%Recess,%and%allow%for%Internal%Assessment%Work%time)%

%

Students%work%with%statistical%methods%and%models%through%a%group%project.%%Unit%ends%with%presentations%of%projects%–%students%review%and%critique%their%peers’%statistical%methods.%%5.1.1%Population,%sample,%random%sample,%discrete%and%continuous%data.%5.2.1%Statistical%measures%and%their%interpretations.%%Measures%of%central%tendency,%quartiles,%percentiles%5.2.2%–%Dispersion%of%data:%%Range,%interquartile%range,%variance,%standard%deviation%5.2.3%Effect%of%constant%changes%to%original%data%(and%statistical%measures)%5.1.2%Presentation%of%data:%%tables,%frequency%histograms,%etc.%5.1.3%–%BoxXandXwhisker%plots;%outliers%5.3.1%–%Cumulative%frequency:%%Graphs,%and%used%to%find%median,%quartiles,%etc.%5.4.1%–%Linear%correlation%of%bivariate%data.%%Pearson’s%productXmoment%coefficient%%r.&%5.4.2%–%Scatter%diagrams;%lines%of%best%fit%5.4.3%–%Equation%of%the%regression%line%of%y&on%x.&%5.4.4%–%Use%of%the%equation%for%prediction%purposes.%%(Interpolation,%extrapolation)%5.4.5%–%Applications

Project:%%In%small%groups,%students%investigate%a%topic%of%interest,%conducting%a%survey%or%otherwise%gathering%data.%%Students%then%analyse%their%data%using%appropriate%statistical%methods%

%Summative/formative%assessments%(BPCS%designed%quizzes%and%tests)%%

IB%Task%bank

Previous%Years’%IB%Exams%and%Marks%Schemes.

Interim%Assessment%#2%

%(4%hours%=%1%week)%

March%9%–%13,%2015%

Students%will%review%and%prepare%for%a%BPCS%created%Interim%Assessment.%%The%assessment%will%be%written,%administered%and%scored%in%the%style%of%the%IB%External%Assessment,%using%items%from%the%Maths%SL%Task%Bank%and%similar.%%

Interim%#2%Exam%

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Unit%5:%%Logarithmic%and%Exponential%Functions%

Topics&1&&&2&&

(3%weeks%=%12%hours)%

April%13%–%May%8,%2015%

%

%%1.2.1%–%Elementary%treatment%of%exponents%and%logarithms%(Connect%to%2.1.2%Inverse%functions)%1.2.2%–%Laws%of%exponents,%laws%of%logarithms%1.2.3%–%Change%of%base%%2.6.1%–%Exponential%functions%and%their%graphs:%! ↦ !! ,%! > 0,%! ↦ !! %2.6.2%–%Logarithmic%functions%and%their%graphs%! ↦ log! !,%! > 0,%! ↦ ln !,%! > 0%2.6.3%–%Relationships%between%!! = !! !" !;%log! !! = !!,%!!"#! ! = !,%! > 0%%2.7.6%–%Solving%exponential%equations%

Project:%In%groups%students%prove%an%exponent/log%rule%using%basic%properties,%then%jigsaw,%and%teach%their%rule%to%their%peers.%%%

%

Summative/formative%assessments%(BPCS%designed%quizzes%and%tests)%

Use%Desmos,%and%Geometers%Sketchpad%for%visualization%and%manipulation%of%logarithmic%and%exponential%functions.%

IB%Task%bank

Previous%Years’%IB%Exams%and%Marks%Schemes.

Review%for%Year%1%Final%

(8%hours%=%2%weeks)%

Jun%1%–%Jun%12,%2015%

Preparation%for%Year%1%Cumulative%Final%%Students%will%prepare%for%a%cumulative%final%covering%all%topics%from%Year%1%(Interim%#3).%%The%assessment%will%be%written%and%administered%in%the%style%of%the%IB%external%assessment%using%items%from%the%Maths%SL%Task%Bank%and%similar.

IB%Task%bank

Previous%Years’%IB%Exams%and%Marks

Internal%Assessment%Work%time%

Jun%15%–%Jun%19 Students%will%have%time%to%finish%their%drafts%in%and%out%of%school.%%Students%will%present%their%initial%work%to%their%peers.%%(Internal%Assessment%Drafts%Due)

Sample%Internal%Assessments%from%workshop%to%guide%marking.%

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Year 2 Unit%6:%%Welcome%to%Year%2%

(8%hours%=%2%weeks)%

%

Sept%7%–%18,%2015

Review%Year%1%topics.%%Interim%3%will%include%topics%from%Year%1.

Page 95: Diploma Programme programme outline—CAS · Diploma Programme programme outline—CAS ... Volleyball, and Softball. The school is located in Brooklyn, New York, a borough that contains

Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Unit%7:%Trigonometry%

Topic&3&

(20%hours%=%5%weeks)%

%

Sept%21%–%Oct%23,%2015

Students%make%connections%between%the%trigonometric%functions%and%work%with%multiple%ways%of%visualizing%the%functions%(unit%circle,%graph,%etc.).%%Connections%are%made%between%the%unit%circle%definition%and%the%graphs%of%trigonometric%functions.%%%%3.1%–%The%circle,%radian%measure%of%angles,%length%of%an%arc;%area%of%a%sector%%3.2.1%–%Unit%circle%definition%of%cos !%and%sin !%%3.2.2%–%Definition%of%tan ! = !"# !

!"# !%.%%%3.2.3%–%Exact%values%of%trigonometric%ratios%of%0!, !! ,

!!! ,

!! ,

!!%and%their%multiples%

%3.3.1%–%The%Pythagorean%identity%cos! ! + sin! ! = 1%3.3.2%–%Double%angle%identities%for%sine%and%cosine%3.3.3%–%Relationship%between%trigonometric%ratios%%3.4.1%–%The%circular%functions%sin ! , cos !%and%tan !:%their%domains%and%ranges;%amplitude,%their%periodic%nation;%and%graphs%%3.4.2%–%Composite%functions%of%the%form%! ! = ! sin ! ! + ! + !%(connect%to%2.1.2%Composite%functions)%3.4.3%–%Transformation%of%trigonometric%functions%(connect%to%2.3%transformation%of%graphs)%3.4.5%–%Applications%%%3.5.1%–%Solving%trigonometric%functions%on%a%finite%interval,%graphically%and%analytically%3.5.2%–%Equations%leading%to%quadratic%equations%in%sin ! , cos !%or%tan !%%3.6.2%–The%cosine%rule,%sine%rule%(including%ambiguous%case)%3.6.1%–%Framing%Pythagorean%theorem%as%a%special%case%of%the%cosine%rule%3.6.3%–%Area%of%triangle,%!! !" sin!%3.6.4%–%Applications%such%as%navigation%problems,%angles%of%elevation%and%depression%

Summative/formative%assessments%(BPCS%designed%quizzes%and%tests)%

Use%Geometers%sketchpad%for%visualization%and%manipulation%of%trigonometric%functions%with%unit%circle.%%Use%Desmos%graphing%calculator%for%visualization%and%manipulation%of%functions%from%equation%form.

IB%Task%bank

Previous%Years’%IB%Exams%and%Marks%Schemes.

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Interim%Assessment%3%

(4%hours%=%1%week)%

Oct%27%–%31,%2015%

%

Students%will%review%and%prepare%for%a%BPCS%created%Interim%Assessment.%%The%assessment%will%be%cumulative,%including%topics%from%Year%1,%and%written,%administered%and%scored%in%the%style%of%the%IB%External%Assessment%using%items%from%the%Maths%SL%Task%Bank%and%similar.

Unit%6:%%Vectors%

Topic&4&

&

(24&hours&=&6&weeks)&

Nov%2%–%Dec%11,%2015%

%

Time%for%work%on%Internal%Assessment%

(4%hours%=%1%week%throughout%beginning%of%Unit.%%Final%Drafts%of%Internal%Assessments%Due)%

%

(Dates%include%Thanksgiving%Recess)

Students%are%introduced%to%vectors,%starting%with%the%familiar%vector%notation%for%translations%in%the%plane.%%%%4.1.1%–%Vectors%as%displacements%in%the%plane%and%three%dimensions%(connect%to%vector%notation%used%for%transformations%in%the%plane)%4.1.2%–%Components%of%a%vector,%column%representation:%

%%%%%%%%%%%%%%%%! =!!!!!!

= !!! + !!! + !!!%

4.1.3%–%Algebraic%and%geometric%approaches%to%%%%%%%%Sum%and%difference%of%two%vectors;%the%zero%vector,%the%vector%–v%%%%%%%Multiplication%by%a%scalar,%kv;%parallel%vectors%%%%%%%Magnitude%of%a%vector%%%%%%%Unit%vectors,%base%vectors,%i,%j,%and%k%%%%%%%Position%vectors%%%%%%%!" = !" − !" = ! − !/4.2.1%–%The%scalar%product%of%two%vectors%(dot%product)%4.2.2%–%Perpendicular%vectors;%parallel%vectors%4.2.3%–%Angle%between%two%vectors%%%4.3.1%–%Vector%equation%of%a%line%in%two%and%three%dimensions;%! = ! + !!/4.3.2%–%Angle%between%two%lines%%4.4.1%–%Distinguishing%between%coincident%and%parallel%lines%4.4.2%–%Find%the%point%of%intersection%between%two%lines%4.4.3%%X%Determining%whether%lines%intersect%

Summative/formative%assessments%(BPCS%designed%quizzes%and%tests)%

IB%Task%bank

Previous%Years’%IB%Exams%and%Marks%Schemes.

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Unit%8:%Intro%to%Limits%and%Differentiation%

Topic&6:%%

(26%hours%=%6.5%weeks)%

Dec%14%–%Feb%12,%2016%

(Dates%include%Winter%Recess)

Students%explore%the%notion%of%limits.%%Students%connect%first%and%higher%derivatives%to%features%of%graphs%of%functions,%allowing%them%to%push%the%graphing%skills%they%developed%in%Unit%1%(year%1)%even%further.%%%%6.1.1%–%Limits%and%convergence%6.1.2%–%Limit%notation%6.1.3%–%Definition%of%first%derivative%!! ! = lim!→!

! !!! !!(!)! %

6.1.4%–%Derivative%as%gradient%(slope)%/%rate%of%change.%%6.1.5%–%Tangents,%normal%%6.2.1%–%Derivative%of%!! !(! ∈ ℚ),%sin !,%cos !,%%tan !,%!! ,%and%ln !%6.2.2%–%Derivatives%of%the%sum,%and%scalar%multiples%of%the%functions%from%6.2.1%6.2.3%–%Chain%Rule%6.2.4%–%Product%and%quotient%rules%6.2.5%–%Second%derivative%6.2.6%–%Extending%to%higher%derivatives%%6.3.1%–%Local%min%and%max%points%/%testing%for%min%and%max%points%6.3.2%–%Points%of%inflection%6.3.3%–%Graphs%of%functions%and%their%derivatives/second%derivatives.%%(Connect%to%2.2.2%Function%graphing%skills%from%Year%1)%6.3.4%%X%Optimization%problems

Project:%Students%complete%a%miniXproject%graphing%a%given%function%by%hand%by%finding%local%min/max,%inflection%points,%etc.%

Summative/formative%assessments%(BPCS%designed%quizzes%and%tests)%

IB%Task%bank

Previous%Years’%IB%Exams%and%Marks%Schemes.

Interim%Assessment%4%

(4%hours%=%1%week)%

Feb%15X%19,%2016

Students%will%review%and%prepare%for%a%BPCS%created%Interim%Assessment.%%The%assessment%will%be%written,%administered%and%scored%in%the%style%of%the%IB%External%Assessment%using%items%from%the%Maths%SL%Task%Bank%and%similar.

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Topic/unit

(as identified in the IB subject guide)

State the topics/units in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are

classes. 4.6

Unit%9:%Calculus%–%Integration%and%Applications%

Topic&6&

(%24%hours%=%6%weeks)%

March%Feb%29%–%April%8,%2016

6.4.1%–%Indefinite%integration%as%antiXdifferentiation%6.4.2%–%Indefinite%integral%of%!! !(! ∈ ℚ),%sin !,%cos !,%%tan !,%!!,%and%!

! %6.4.3%–%The%composition%of%any%of%the%functions%from%6.4.2%with%the%linear%function%!" + !%6.4.4%–%Integration%by%inspection,%or%substitution%of%the%form%! ! ! !! ! !".%

6.5.1%–%AntiXdifferentiation%with%boundary%condition%to%determine%the%constant%term%6.5.2%–%Definite%integrals,%analytically%and%using%technology%6.5.3%–%Areas%under%curves,%areas%between%curves%6.5.4%–%Solids%of%revolution%6.6.1%–%Kinematic%problems%including%displacement,%velocity%and%acceleration%(connections%to%Physics)%6.6.2%–%Total%distance%travelled%as%the%integral%of%velocity%over%time.

Summative/formative%assessments%(BPCS%designed%quizzes%and%tests)%%

Project:%Students%will%complete%a%short%project,%using%integration%to%approximate%the%volume%of%an%irregularly%shaped%object.%

Use%Desmos%Online%graphing%to%show%relationship%between%functions%and%their%derivatives%dynamically.

IB%Task%bank

Previous%Years’%IB%Exams%and%Marks%Schemes.

Review%for%External%Assessment%

(12&hours&=&3&weeks)&

April&11&B&Exam

2. IB internal assessment requirement to be completed during the course

Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement to your students, the different stages and when the internal assessment requirement will be due.

Students%will%be%introduced%to%the%Internal%Assessment%during%Year%1%of%our%two%year%Maths%SL%course.%We%will%first%introduce%the%internal%assessment%requirement%following%the%first%interim%exam%in%year%one%–%in%early%December%2014.%Students%will%have%completed%our%unit%on%Probability,%and%will%be%about%to%start%our%unit%on%Statistics.%Upon%completion%of%the%statistics%unit,%students%will%be%given%time%in%class%to%choose%a%stimulus,%mindXXXmap,%and%ultimately%choose%a%topic%for%their%internal%assessment.%Students%will%be%given%a%timeline%to%guide%their%completion%of%the%project,%keeping%in%mind%the%deadline%for%submission%of%their%final%draft:%January%of%Year%2.%Students%will%submit%their%first%full%draft%at%the%end%of%Year%1,%to%be%reviewed%by%the%instructor%over%the%summer%holiday,%

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and%returned%to%students%at%the%beginning%of%Year%2%for%revisions.%The%second%and%final%draft%will%be%submitted%in%January%of%Year%2.

3. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

1.2%Exponents%and%Logarithms Throughout%the%twoXXXyear%course,%students%will%have%opportunities%to%consider%the%ways%of%knowing,%as%related%to%mathematics.%In%Unit%5,%we%will%consider%the%knowledge%question%“Are%logarithms%an%invention,%or%a%discovery?”.%At%the%end%of%our%study%of%exponents%and%logarithms,%students%will%be%asked%to%consider%whether%this%topic%in%mathematics%is%human%creation,%or%if%it%exists%independent%of%human%discovery.%Students%will%be%given%this%question%as%a%prompt%to%consider%outside%of%class%in%preparation%of%discussing%in%small%groups%in%class.%At%the%end%of%the%discussion,%groups%will%share%out%to%the%class%highlights%from%their%discussion;%arguments%that%they%found%especially%interesting/persuasive,%and%whether%or%not%they%reached%a%consensus.%This%question%will%then%be%reconsidered%throughout%the%course%for%a%variety%of%different%topics,%ultimately%addressing%the%broader%knowledge%question%“Is%Mathematics%an%invention%or%discovery.

4. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

1.3%–%Calculation%of%binomial%coefficients%using%Pascal’s%Triangle%and% !! .

Throughout%the%course%we%will%highlight%the%international%history%and%future%of%the%study%of%mathematics.%In%our%first%unit,%we%will%examine%the%history%of%“Pascal’s%Triangle”%including%evidence%of%it%in%both%China%in%Persia,%prior%to%Blaise%Pascal.%%This%investigation%will%also%begin%our%discussions%about%the%history%of%naming%and%attribution%in%mathematics,%through%which%we%will%encourage%students%to%consider%Aim%8%(appreciate%the%moral,%social%and%ethical%implications%arising%from%the%work%of%mathematicians%and%the%applications%of%mathematics)%throughout%the%course.%%%This%first%discussion%will%also%set%up%

Carolyn Michael
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future%discussions,%such%as%the%attribution%of%the%Pythagorean%Theorem,%Calculus%to%Newton/Leibniz,%etc.

5. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Unit%4:%%Statistics%

Topic&5 During%our%study%of%descriptive%statistics,%we%will%examine%the%potential%for%statistics%to%be%used%to%mislead.%%Students%will%first%examine%examples%of%statistics%in%advertisement%and%journalism,%with%an%eye%for%possibly%misleading%statistics.%%Then,%using%a%common%data%set,%will%look%for%ways%to%present%the%data%that%are%contrary%to%each%other.%%This%is%an%excellent%opportunity%to%discuss%the%importance%of%being%principled%in%our%use%of,%and%communication%with%mathematics.%%There%is%a%popular%misconception%that%mathematics%is%binary,%with%answers%that%are%right,%and%answers%that%are%wrong.%%With%statistics,%it%is%often%possible%to%support%more%than%one%opinion%from%the%same%data,%depending%on%the%presentation.%%This%discussion%will%reinforce%for%students%that%being%principled%is%actually%very%applicable%to%mathematicians

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6. Resources

Describe the resources that you and your student will have to support the subject. Indicate whether they are sufficient in terms of quality, quantity and variety. Briefly describe what plans are in place if changes are needed.

We will use the Haese and Harris text, along with online programs, online graphing calculators, individual graphing calculators, Geometers Sketchpad, and the IB Task Bank for Mathematics SL. These resources will allow for the content of our course to be presented in a variety of ways, and will help students become familiar with the format of the External Assessment. If changes are needed, we will research other resources to use, using the expertise of our fellow educators on the OCC, and at IB programs in our area when possible. Haese and Harris, 2013 “Mathematics for the International Student: Mathematics Studies SL” Texas Instruments TI-84 Plus Graphing Calculator Texas Instruments Ti-83/Ti-84 SmartView Desmos Online Graphing Calculator Geometer’s Sketchpad

IB Task Bank for Mathematics SL

Previous years IB Exams and Marks Schemes.

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Diploma Programme subject outline—Group 2: language acquisition

School name Brooklyn Prospect Charter School School code 049097

Name of the DP subject (indicate the language)

Language B Spanish

Level (indicate with X)

Higher

(not applicable for languages ab initio) Standard completed in two years X Standard completed in one year *

(not applicable for languages ab initio)

Name of the teacher who completed this outline

Kimberly Shamey Date of IB training June 2013

Date when outline was completed

September 2013 Name of workshop (indicate name of subject and workshop category)

IB Language B Generic, Category I Montezuma, New Mexico

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. If you will be teaching language B higher level, identify the two works of literature to be studied

2. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

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– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are classes. 4.6

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are classes. 4.6

Year 1 Social Relationships

*Language and Cultural identity, or self-identity

*Celebrations, Social and Religious Events

Reflexive verbs in the past

Past tense: Imperfect & Preterit

Subjunctive Tense

Excerpts from “When I was Puerto Rican” to discuss issues of self-identity

Understanding Mexican identity and heritage through the study of: Day of the dead.” And “La quinceaneara”—we will listen to the song “Quinceñeara” by the singer Thalia

Jews in DF – Brooklyn Jewish community & Jews in Mexico

Viewing of the film “Real Women Have Curves” to understand female identity in Hispanic culture

We will read José Martí’s, “Nuestra América” –discusses the importance of looking after our past, our family and our roots.

Reading of “Borges y Yo”—Jorge Luis Borges’ story that explores the concept of knowledge of Self by description

Self-identity (8 weeks): Reading comprehension activities

Participation in class discussions

Writing responses:

a. Informing/comparing and contrasting

b. Giving/expressing a point of view

c. Persuading

Performing skits

Quizzes and tests

Weekly/biweekly vocab and dictation quizzes and comprehensive exams

IB rubric aligned project assessments

The following resources will be used for each topic throughout the year:

*PowerPoint

*Prezi

*Online videos

*Audio Recordings

*Textbooks

In addition, we will use the following textbooks:

• Spanish B Course Companion Oxford Suso Rodriguez-Blanco Ana Valbune

• Spanish B IB Skills and Practice

• Encuentros Maravillosos

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are classes. 4.6

Global Issues

*Racism, Prejudice and Discrimination

*Globalization:

“Even the Rain” to better understand indigenous racism

We will read Pablo Neruda’s “Walking Around” to better understand the point of view of a disgruntled citizen of a society that keeps the poor, poor and the rich, rich.

Reading of Poeta en Nueva York—Lorca’s work against injustice, discrimination and human being’s alienation in modern society that he witnessed while living in New York.

We will read excerpts from excerpts from: Rigoberta Menchu writings highlighting indigenous rights in Guatemala.

Globalization: the movie Babel from Alejandro Gonzalez Iñarritu. The movie focuses with interrelated sets of situations and characters, and many events are revealed has been simplified and thus does not reflect the exact sequence of the events on screen.out of sequence. The film portrays multiple stories taking place in Morocco, Japan, USA and Mexico.

http://en.wikipedia.org/wiki/Babel_(film)

Reading of “A Roosevelt”—Ruben Dario’s foreshadowing of the relationship that world be between the U.S and Latin America.

Racism & Prejudice (8 weeks)

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are classes. 4.6

Communication and Media

*advertising

*bias in media

Viewing of excerpts from the film “No country for Old Men” – deconstructing the myths about Mexican popular culture

Viewing exerpts of the film “Carla Jean's Mother which is a clear example of the negative portrayals of Mexicans in mainstream media.

We will look at the following website that challenges American representation of Mexicans and latinos in mainstream media.

http://mexicansinthemedia.blogspot.com

Viewing of the film “Sin nombre” –films about the Salvadorean gang MS-13—understanding the orgins of gang violence and how this has been used to portray Hispanics in the media.

Media Messages (8 weeks)

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are classes. 4.6

Customs and Traditions

*Food

*Historical Events

Cultures and Tradition through: Like Water for Chocolate—understanding the importance of tradition in Hispanic culture and the role that food plays in it.

La casa de Bernalda Alba—understanding the Spanish Civil War through Lorca’s story of the era

Reading excerpts from Julia Alvarez’s “In the time of the butterflies” to better understand the Trujillo era in the Dominican Republic and the Mirabal sisters who fought against his regime.

Viewing of the film “La lengua de las mariposas” that takes place during Franco’s era in Spain

Custom & Traditions (8 weeks)

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Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes. 50

In one week there are classes. 4.6

Year 2 Leisure

*Hobbies

*Travelling

Excerpts from: Motorcycle Diaries to understand Che--a central figure in Latin American political theory

Excerpts from “El Quijote” by Cervantes—Don Quijote’s travels throughout Spain and the social implications of the era.

Solidify vocabulary that will support our students’ travel. When our kids study abroad we want combat the notion that “I thought I could speak Spanish until I came” We want our kids to hit the ground running”

Leisure & Hobbies (8 weeks)”

Review and Prepare for Exams

3. IB Internal and external assessment requirements to be completed during the course

Briefly explain how and when you will work on them. Include the date when you will first introduce the internal and external assessment requirements, when they will be due and how students will be prepared to complete them.

The individual orals (20%) will take place in mid-February during the second year of the program. The individual oral activity will be developed, executed, and assessed by the classroom IB Spanish B instructor. The instructor will be responsible for introducing students to the topics and skills and guiding them as they develop the ability to synthesize these skills and prepare their oral presentation and speaking skills.

Interactive oral activities (10%) will be assessed at the end of the first year and throughout the second year. During the first and second

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years, the instructor will consistently offer opportunities for students to improve their speaking skills with one another and will maintain accurate records of a minimum of three required speaking activities. The first official interactive oral activity will take place in April of the first year. The second official interactive oral activity will take place at the end of November. Finally, a third official interactive oral activity will take place at the end of February. The student will be able to engage in an authentic conversation in Spanish with fluidity and coherence. The written assignment (20%) will be designed and supervised by the IB Spanish B instructor. The written assignment will be completed in March of the second year. Students will prepare an original paper written in the target language that is related to three texts based on one of the Core themes presented in the first year or the first part of the second year.

Paper 1 (25%) and Paper 2 (25%) External Assessments: These papers make up the Spanish B examination for the IB certificate for this course. They will be written in a supervised setting and evaluated externally. Paper 1 will assess reading comprehension skills developed through the two-year IB course. Students will complete many preparation exercises that will introduce them to the style and level of expectation that will be mandated for Paper 1. Paper 1 will relate to the core themes studied in Spanish B. Paper 2 will be based on the optional themes presented in the two year IB course study. Students will create a written document in response to 1 of 5 optional topics. Students will also become familiar with the formats that they may be required use to succeed in this task.

4. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

Communication and Media

Social Relationships

We will explore the idea of how linguistic differences from one language to the next shape the thought processes, concepts and order in thinking from native speakers of different languages. As a class we will compare how a native Spanish speaker might perceive things differently from an English speaker because of concepts that do not exist in the English language. In particular, we will look at the idea of tú vs. usted (informal vs. formal), sentence structure and the subjunctive tense (and how differently it is used in English)—all with the mission of seeing how language order and structure affects cognitive thinking, communication and human interaction.

IN Countries with a strong socialist (Or populist) political system (based in the Egalitarian Ideas) , example of this is Cuba and Mexico where common to use Tu or vos instead of usted, and the use of usted is reserved for very formal occasions or very

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older people, even with strangers.

In Countires like Colombia, Guatemala, El Salvador with a history of elitism a strong social castes system, is more commonly use the word Usted, with strangers or moste of th occasions, but the idea come from the social exclusion.

The use of fat people on the Art of Botero in reality is a social critic to the social system of Colombia, and the obese grotesque bodies represent the inflated egos of the society.

5. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Social Relationships

*Language and Cultural identity, or self-identity

*Celebrations, Social and Religious Events

1- Regional customs & tradition + various beliefs and legends.

2 - Main religions + historical context.

3- Celebrations & ceremonies (cultural and religious)

I choose this topic to help develop the students understanding of different traditions and customs throughout the Spanish speaking world and how these beliefs and practices may be similar or different to their own.

The resources that I will use are the following: Contemporary Spain (Longman 1998)

Las Fiestas de Navarra (Video)

Spain Inside out (video)

Sigue 2: unit 4

Aspectos del mundo

Hispano:unit 1

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6. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Global Issues • Through literature, film and art, we will learn about the colonization, dislocation and ethnic cleansing of the various

indigenous groups in Latin America. We will explore the effects of Spain’s colonization and how that has manifested into

modern day issues with self identity in Hispanic culture, the struggle to preserve indigenous languages and customs, being

marginalized in society and the subsequent mis-representation of the indigenous people of Latin America. Through the study

of this topic, students will develop the IB attributes as they become better inquirers—seeking information on how civilizations

were either destroyed or forced to adapt when the Spanish conquerors invaded their lands; reflective on the impact that such

a colonization had on societies, open minded and caring towards the plight of many indigenous peoples in modern day Latin

America (and their struggles to preserve their cultures and traditions); and balanced in their understanding of Spain’s motives

in colonization and expanding their empire.

7. Resources

Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? Briefly describe what plans are in place if changes are needed.

If changes are needed, I will refer to the following textbooks: Spanish B Course Companion Oxford Suso Rodriguez-Blanco Ana Valbune, Spanish B IB Skills and Practice, Encuentros Maravillosos-- to find IB level literature and other resources that will both appropriately challenge students as well as fulfil the requirements of this guide.

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Diploma Programme course outline—TOK

School name Brooklyn Prospect Charter School School code 049097

Time distribution Starting date of TOK course in year 1 of the Diploma Programme

Sept., 2014 Ending date of TOK course in year 2 of the Diploma Programme

June, 2016

Name of the teacher who completed this outline

Kelly Vaughan Date of IB training Online, starting March 13, 2013

Date when outline was completed

September, 2013 Name of workshop (indicate name of subject and workshop category)

TOK Category 1

1. Course outline

– Use the following table to organize the topics to be taught in the course. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the course.

– This outline should show how you will develop the teaching of the course. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the TOK guide.

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Topic/unit

(as identified in the IB guide)

State the topics/units in the

order you are planning to teach

them.

Contents Allocated time Assessment instruments to be used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes.

40

In one week there are

classes.

3

Year 1 Introduction

to Knowledge Overview of course requirements – format of class; discussion participation guidelines; journal & short essay expectations; presentation & TOK essay expectations.

Introduction to knowledge questions and statements.

Structure of knowledge frameworks.

Overview of all WOKs & AOKs; practice generating knowledge questions and understanding knowledge frameworks as applied to specific WOKs and AOKs.

8 weeks Assessment Instruments for Whole Course:

2 presentations, one per semester, during year 1 of the course, with the presentation planning document used for both. The best presentation for each student will be submitted for moderation.

Weekly journal responses asking students to apply learning in class, for example,

TOK Textbook – specific title to be determined after review of the following textbooks:

Lagemaat, Richard Van De. Theory of Knowledge for the IB Diploma. Cambridge: Cambridge UP, 2005. Print.

Woolman, Michael. Ways of Knowing: An Introduction to Theory of

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Topic/unit

(as identified in the IB guide)

State the topics/units in the

order you are planning to teach

them.

Contents Allocated time Assessment instruments to be used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes.

40

In one week there are

classes.

3

Knowledge in the Natural Sciences

Applies the WOKs (especially reason, imagination, sense perception, and intuition) to understanding the nature of knowledge in the Natural Sciences

• What is the nature of causation? How can you prove causation?

• What is the role of sense perception in observation? How has that changed over time?

• The origin of systems of measurement & statistics and how they influence knowledge?

• What is the role of intuition in scientific breakthroughs?

• Exploration of the gradual accumulation of knowledge vs. paradigm shift – in collaboration with Biology course.

• Contributions, power, and limitations of key thinkers including Descartes, Kuhn, Popper, etc.

8 weeks by formulating knowledge questions in response to real-life and/or academic topics/prompts.

Short essays comparing and contrasting the AOK, for example, examining the nature of change in shared knowledge in the natural science versus history.

Short essays exploring the tensions and synergies between different WOKs as applied to an AOK; for example, discussing an issue where conclusions drawn through one’s emotion, reason, and intuition are in conflict.

Preparation for & participation in small-group and whole class discussions.

Knowledge. Melton, Vic.: IBID, 2006. Print.

Bastian, Sue. Theory of Knowledge. 1st ed. UK: Pearson, 2008. Print.

IB Theory of Knowledge Skills and Practice: For the IB Diploma. N.p.: Oxford Univ Pr, 2013. Print.

Rutherford, Jill. IB Theory of Knowledge Skills and Practice: For the Ib Diploma. N.p.: Oxford Univ Pr, 2013. Print.

Excerpts and articles by and about prominent thinkers within the disciplines, such as Freud, Descartes, the Dalai Lama, Mill, etc.; specific excerpts still to

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Topic/unit

(as identified in the IB guide)

State the topics/units in the

order you are planning to teach

them.

Contents Allocated time Assessment instruments to be used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes.

40

In one week there are

classes.

3

Knowledge in the Human Sciences

Applies the WOKs (reason, imagination, sense perception, intuition) in the Human Sciences

• Can the observer of human behaviour truly be objective? Scientific?

• Universality vs. cultural specificity in understanding human behaviour

• What are one’s ethical responsibilities in the human sciences? How have these changed over time?

• Key thinkers & their contributions to anthropology, psychology, economics, etc.

8 weeks Vocabulary quizzes. be determined.

Videos and films, possibly including Rashomon, Waking Life, The Truman Show, The Diving Bell & the Butterfly, Inherit the Wind, etc.

Newspaper and magazine articles as prompts for discussion and reflection. For example, the article below could be used as a prompt for students to generate knowledge questions during the introduction unit:

Haelle, Tara. "What IS the Answer to That Stupid Math Problem on Facebook?" Slate Magazine. The Slate Group, 12 Mar. 2013. Web. 13 Mar. 2013.

Knowledge in History

Applies the WOKs (reason, imagination, sense perception, intuition) to understanding the nature of knowledge in History

• What role do memory and emotion play in historical analysis? How do they impact objectivity?

• What is truth in history? Can history be “true” given competing interpretations of the same events? Collaboration with history courses.

• What should the scope of history include? How has that changed over time and as viewed by different cultures?

• How does understanding history help shape one’s own sense of identity?

8 weeks

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Topic/unit

(as identified in the IB guide)

State the topics/units in the

order you are planning to teach

them.

Contents Allocated time Assessment instruments to be used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes.

40

In one week there are

classes.

3

Year 2 Knowledge in

the Arts Applies the WOKs (sense perception, imagination, reason, intuition) to the nature of knowledge in the Arts.

Interdisciplinary work with Dance and other art subjects asking students to reflect on questions such as “What does it mean to truly know an art form from a culture different from your own?”

• What is art? How do we know that? How is that influenced by culture?

• What roles do imagination, memory, sense perception, and emotion play in the arts? How d these vary across art forms, cultures, individuals, time periods?

8 weeks Essay on one of the prescribed titles, in addition to the on-going formative and summative assessments described in year 1.

See year 1.

TOK Essay Preparation

Students apply their learning from TOK to an essay on one of the prescribed titles.

• Exploration of the titles (or previous years’ titles) in small group discussions.

• Individual title selection, sketching of initial ideas, feedback from teacher; refinement and planning of essay

• Individual work writing and revising drafts; one draft receives feedback from teacher.

8 weeks

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Topic/unit

(as identified in the IB guide)

State the topics/units in the

order you are planning to teach

them.

Contents Allocated time Assessment instruments to be used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes.

40

In one week there are

classes.

3

Religious Knowledge Systems

Applies the WOKs (reason, sense perception, intuition, imagination) to the nature of knowledge in Religious Systems

• Scope of religious knowledge systems

• Key texts, thinkers, writers, leaders, perhaps including Mohamed, Dalai Lama, Luther, Augustine, etc.

• What is the source of knowledge in religious knowledge systems? Faith, revelation, authority of scripture in some traditions, hierarchy and leadership

• How does knowledge change in religious knowledge systems?

8 weeks

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Topic/unit

(as identified in the IB guide)

State the topics/units in the

order you are planning to teach

them.

Contents Allocated time Assessment instruments to be used

Resources List the main resources to be used, including information

technology if applicable. One class is

minutes.

40

In one week there are

classes.

3

Knowledge in Ethics

Applies the WOKs (reason, intuition, emotion, imagination) to the nature of knowledge in Ethics

• Key ethical thinkers & their contributions – perhaps including Aristotle & other Greek thinkers, J.S. Mill, Locke, Hobbes, Rawls, Kant, Dewey, Foucault, etc.

• Ethics in other cultures/religious traditions. Confucianism, for example.

• Why should living a moral life matter?

• Role of reason, emotion, imagination, and intuition in ethical thinking. What does it mean when these are in conflict?

• What changes, if anything, if there is a biological basis for ethics?

• Ethical universals vs. culture-specific ethics.

8 weeks

2. Links with Diploma Programme teachers

As the TOK guide indicates, it is an IB requirement that all Diploma Programme teachers are familiar with TOK as they have to make connections with TOK questions in their own courses. They can also suggest some theoretical concerns that could be taken further in the TOK classroom. Within this context, how do you plan to work with your colleagues to ensure that TOK becomes a real link among all of them?

I have already met with each member of our planning team to help them understand the TOK course and its aims, and to assist in identifying the types of questions they might explore with their students to link their course content with TOK. As we develop more detailed curriculum maps, we plan to incorporate links to TOK for each unit, and I will meet with teachers during the planning process to help translate these into classroom practice.

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3. TOK assessment components

Briefly explain how and when you will work on them. Include the date when you will first introduce the assessment components to your students. Explain the different stages, the timeline and how students will be prepared to undertake both.

PRESENTATION:

During year one of the course, students will prepare and give two presentations, individually or in groups of 2 or 3. Students will be introduced to the first presentation and the presentation planning document during September of year 1, when the WOKs, AOKs, and knowledge questions and frameworks are first introduced. The students will select groups and prepare their presentation over approximately 6-8 class sessions during the first semester of year 1. They will be guided through the preparation of this first presentation, with specific thinking, discussion, and products required at the end of each class session. We will end the first semester with student presentations, given over approximately 2-3 weeks of the course, depending on the number of students in the class. Time for discussion will be provided after each presentation.

Students will complete another presentation in May of semester 2. Although they will have some guidance in preparing it, they will have to do more of the work outside of class and independently. This presentation will be the one officially submitted towards the IB diploma.

The major stages of the presentation planning process are for students to identify a real-life situation, and from that to abstract to a good knowledge question. These foundational steps will probably require 2-3 class periods the first time students attempt them. Students will share their ideas with other students or presentation groups for feedback. Next, students will discuss the knowledge question, applying it to different AOK’s and thinking about how the WOK’s inform this knowledge question. They will record key points in their thinking for possible inclusion in their presentation. Students will begin to identify additional real-life situations that relate to the knowledge question, eventually selecting 2-3 for inclusion in their presentation. They will then complete the presentation planning document. Finally, they will put together their presentation and practice presenting, both by themselves and for a test audience (another student or group) who will give feedback. After incorporating that feedback, students will be ready to present.

ESSAY:

In year 1, students will prepare for the essay by practicing “unpacking” previous year’s essay titles, identifying examples of real-life situations that could be used in discussion of the titles, and writing short responses to them. The students will not write full essays at this point, but will work on developing the foundational thinking skills necessary to write a strong essay.

The essay will be formally introduced as the second unit of year 2, approximately late October/early November. Students will read sample essays and the rater’s’ comments, to get a sense of what sort of thinking and writing is asked of them. Students will then spend a few class periods working individually and in small groups to unpack that year’s essay titles. They will identify key words, areas needing clarification, related knowledge questions, possible real-life situations, and will rephrase the titles in their own words. We will build an understanding of each title.

Next, students will select the title they wish to work on and discuss the title, their reason for selecting it, and their initial thinking with me for initial feedback. Then, they will begin to do pre-writing for the essay, gathering their thoughts, thinking about strong examples to use, and putting them in order. They will write their first draft, to which I will respond to with global feedback. They will then write their final drafts, which cannot receive teacher feedback. The whole process will take approximately 8 weeks.

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4. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Nature of Knowledge in the Arts

In this unit, I will collaborate with teachers of the arts, including but not limited to Dance, in asking students to study two traditions within the art form, one with which they are already familiar and one which is new to them and from a culture other than their own. In their study of this art form, they will explore such questions as, “What does it mean to learn an art form from a cultural tradition other than your own? Can you ever truly understand or ‘know’ the art of another culture?” They will also look for connections and commonalities between the different traditions, as well as differences. In completing this project, students will study art forms from around the world and will reflect on the contributions of different cultures to the arts.

5. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Knowledge in Ethics During our Ethics unit, as well as in other units, students will learn to explore questions from multiple perspectives and will be asked, at times, to consider and even argue positions different from their own. They will learn to identify deep knowledge questions that lie under surface controversies, a skill which will help them be more open to understanding what is really at stake in an issue that may initially seem very black-and-white. They will participate in discussions where other students may hold radically different views from their own, and they will examine how the different ways of knowing inform our perspectives in different ways.

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