Études Sociales 10-1

L’élève explorera de multiples perspectives sur les origines de la mondialisation et son impact sur les territoires, les cultures, l’économie, les droits de la personne et la qualité de la vie à l’échelle locale, nationale et internationale. Par un examen des liens entre les concepts de mondialisation, de citoyenneté et d’identité, l’élève pourra améliorer ses habiletés civiques dans un contexte généralisé de mondialisation. L’intégration de multiples perspectives permettra à l’élève d’examiner l’impact de la mondialisation sur les peuples du Canada et du monde, incluant l’impact sur les communautés autochtones et francophones.

Études Sociales 20-1

L’élève explorera le nationalisme, dans toute sa complexité, à l’échelle canadienne et internationale. Il étudiera les origines du nationalisme et son impact sur les relations à l’échelle régionale, internationale et mondiale. L’intégration de multiples perspectives permettra à l’élève de développer sa compréhension du nationalisme et des contributions de ce phénomène à l’identité et à la citoyenneté des peuples du Canada.

Études Sociales 30-1

L’élève explorera les origines et la complexité de diverses idéologies et examinera les multiples perspectives sur les principes du libéralisme classique et du libéralisme moderne. Une analyse de divers systèmes politiques et économiques permettra à l’élève d’évaluer la viabilité des principes du libéralisme. Une compréhension des rôles et des responsabilités associés à la citoyenneté encouragera l’élève à réagir aux problématiques mondiales émergentes.

Baccalauréat International

The practice of history

Throughout the Diploma Programme history course students should be encouraged to develop their understanding of the methodology and practice of the discipline of history. Teaching historical skills enriches the student’s understanding of the subject and encourages the student to apply them to the future study of history or related areas. It is essential that these skills are covered throughout the syllabus, are introduced appropriately, depending on the context, and are not treated in isolation.

1: The gathering and sorting of historical evidence

Skills include:

  • developing research skills of locating and selecting relevant and appropriate evidence, from books, articles, websites and audio-visual resources
  • recognizing the distinctions between different kinds of evidence: primary and secondary, textual, audio-visual, oral, graphic, tabular.

A student’s progress should be characterized by increasing confidence and independence in locating and using a variety of historical sources.

2: The evaluation of historical evidence

Skills include:

  • recognizing the subjective nature of the historical evidence
  • examining sources for information and interpretations, and for cases where they corroborate, complement or contradict each other
  • recognizing the value and uses of sources, and reasons to use them cautiously
  • recognizing and appreciating why and how opinions and interpretations differ.

A student’s progress should be characterized by increasing awareness and acknowledgment of historical opinions and interpretations.

3: Recognizing and understanding historical processes and their relationships to human experience, activity and motivation

Skills include:

  • recognizing, explaining and analysing causes and consequences
  • recognizing, explaining and analysing continuity, change and development over time
  • recognizing, explaining and analysing similarity and difference
  • relating human activities, experiences and motivations in history to a range of cultural and social dimensions
  • synthesizing material studied across time and space.

A student’s progress should be characterized by a maturing appreciation of the nature of human experience in a range of contexts.

4: Organizing and expressing historical ideas and information

Skills include:

  • posing questions and hypotheses and answering or testing them
  • handling and synthesizing several sources for one inquiry
  • selecting and deploying information and ideas
  • constructing narratives, with ideas, analysis and relevant substantiation
  • summarizing and arriving at conclusions.

A student’s progress should be characterized by increasingly sophisticated and effective skills of oral and written communication.

Études Sociales

Études Sociales 10-1

L’élève explorera de multiples perspectives sur les origines de la mondialisation et son impact sur les territoires, les cultures, l’économie, les droits de la personne et la qualité de la vie à l’échelle locale, nationale et internationale. Par un examen des liens entre les concepts de mondialisation, de citoyenneté et d’identité, l’élève pourra améliorer ses habiletés civiques dans un contexte généralisé de mondialisation. L’intégration de multiples perspectives permettra à l’élève d’examiner l’impact de la mondialisation sur les peuples du Canada et du monde, incluant l’impact sur les communautés autochtones et francophones.

Études Sociales 20-1

L’élève explorera le nationalisme, dans toute sa complexité, à l’échelle canadienne et internationale. Il étudiera les origines du nationalisme et son impact sur les relations à l’échelle régionale, internationale et mondiale. L’intégration de multiples perspectives permettra à l’élève de développer sa compréhension du nationalisme et des contributions de ce phénomène à l’identité et à la citoyenneté des peuples du Canada.

Études Sociales 30-1

L’élève explorera les origines et la complexité de diverses idéologies et examinera les multiples perspectives sur les principes du libéralisme classique et du libéralisme moderne. Une analyse de divers systèmes politiques et économiques permettra à l’élève d’évaluer la viabilité des principes du libéralisme. Une compréhension des rôles et des responsabilités associés à la citoyenneté encouragera l’élève à réagir aux problématiques mondiales émergentes.

Baccalauréat International

The practice of history

Throughout the Diploma Programme history course students should be encouraged to develop their understanding of the methodology and practice of the discipline of history. Teaching historical skills enriches the student’s understanding of the subject and encourages the student to apply them to the future study of history or related areas. It is essential that these skills are covered throughout the syllabus, are introduced appropriately, depending on the context, and are not treated in isolation.

1: The gathering and sorting of historical evidence

Skills include:

  • developing research skills of locating and selecting relevant and appropriate evidence, from books, articles, websites and audio-visual resources
  • recognizing the distinctions between different kinds of evidence: primary and secondary, textual, audio-visual, oral, graphic, tabular.

A student’s progress should be characterized by increasing confidence and independence in locating and using a variety of historical sources.

2: The evaluation of historical evidence

Skills include:

  • recognizing the subjective nature of the historical evidence
  • examining sources for information and interpretations, and for cases where they corroborate, complement or contradict each other
  • recognizing the value and uses of sources, and reasons to use them cautiously
  • recognizing and appreciating why and how opinions and interpretations differ.

A student’s progress should be characterized by increasing awareness and acknowledgment of historical opinions and interpretations.

3: Recognizing and understanding historical processes and their relationships to human experience, activity and motivation

Skills include:

  • recognizing, explaining and analysing causes and consequences
  • recognizing, explaining and analysing continuity, change and development over time
  • recognizing, explaining and analysing similarity and difference
  • relating human activities, experiences and motivations in history to a range of cultural and social dimensions
  • synthesizing material studied across time and space.

A student’s progress should be characterized by a maturing appreciation of the nature of human experience in a range of contexts.

4: Organizing and expressing historical ideas and information

Skills include:

  • posing questions and hypotheses and answering or testing them
  • handling and synthesizing several sources for one inquiry
  • selecting and deploying information and ideas
  • constructing narratives, with ideas, analysis and relevant substantiation
  • summarizing and arriving at conclusions.

A student’s progress should be characterized by increasingly sophisticated and effective skills of oral and written communication.