Academic Department Details

Department:Department of History

Subject:History

Course Content

Learning Objectives

• To familiarize students with the major landmarks in the history of mankinds
• To create an appreciation, understanding and respect for other cultures across time and space
• To learn objectivity in history writing
• To inculcate a love for the subject

Skills Acquired by Students

• Developing research skills
• Reflection
• Analytical abilities

General Comments

This curriculum is designed to give a foundational understanding of the major developments in human history, along with the understanding of various perspectives and approaches to history. Students will learn to interpret and analyze sources, as well as to evaluate their reliability and context. The thrust is not on memorizing dates but rather on developing a broad sense of chronology, along with the ability to draw linkages across time and space. The various aspects of development will be examined. This will also provide for a concrete foundation for the study of the subject at higher levels in the subsequent years, leading up to the final, external examination at the end of Year 10.

Most of all, the curriculum is intended to provide a holistic understanding of the subject, encouraging enquiry, research and analysis, while taking the process as an academically fulfilling and enjoyable exercise and helping students develop a love for and an understanding of the subject.

Academic Department Details

Department:Department of History

Subject:History

Curriculum::ICSE

Course Content

Learning Objectives

• To provide an understanding of the working of the Indian government and inspire the student to grow into a responsible and enlightened citizen in a secular democracy
• To enrich the understanding of those aspects of Indian historical development which are crucial to the understanding of contemporary India
• To awaken in students a desirable understanding of the various streams that have contributed to the development and growth of the Indian nation and its civilization and culture
• To develop a world historical perspective of the contributions made by various cultures to the total heritage of mankind

Skills Acquired by Students

• Research skills
• Reflection
• Ability to evaluate and critically analyze historical events

General Comments

B Form:

History-Civics for Year 9 (B Form) students is designed to give students an overview of the significant developments across the world, and in India, from the medieval to early modern period. In Civics, this syllabus helps students understand the rights and responsibilities of well-informed and responsible citizens. The History component not only provides information, but builds upon the knowledge base created in the previous years, helping the students to develop a holistic understanding of the subject as well as to develop the skills of analysis and argument and to inculcate a sense of sequentiality and empathy. The assessment includes a research-based project of 1500 words on a topic related to their curriculum. Students work on it during the year, outside class hours. This is their independent work, done under the guidance and advice of the teacher. This project accounts for the internal assessment component in the final Board examinations and is given 20% weightage. The remaining 80% is based on the internally conducted examination in November, externally moderated by the CICSE.

A Form:

History-Civics for Year 10 (A Form) students is designed to give students an overview of the significant developments across the world, and in India, between the mid-19th to mid-20th Century. In Civics, this syllabus helps students understand India’s governance and political systems to the depth required for them to develop into wellinformed and responsible citizens. The History component not only provides information, but builds upon the knowledge base created in Year 9 (B Form), helping the students to develop a holistic understanding of the subject as well as to develop the skills of analysis and argument and to inculcate a sense of sequentiality and empathy. The assessment includes a research-based project of 1500 words on a topic related to their curriculum. Students work on it during the year, outside class hours. This is their independent work, done under the guidance and advice of the teacher. This project accounts for the internal assessment component in the final Board examinations and is given 20% weightage. The remaining 80% is based on the external Board examination usually held in March.

Academic Department Details

Department: Department of History

Subject: History

Curriculum: ISC

Course Content

Learning Objectives

• To provide accurate knowledge of the most significant events and personalities of the period under study, in sequence and in context
• To familiarize candidates with factual evidence upon which explanations or judgements about the period must be founded
• To develop the capacity to marshal facts and evaluate evidence and to discuss issues from a historical point of view

Skills Acquired by Students

• Ability to place events in their correct context and sequence, and develop a perspective
• Ability to interpret sources, evaluate their reliability, and critically analyze historical events
• Familiarity with historiographical issues in both World and Indian History

General Comments

This curriculum will enable students to develop a sense of historical continuity, encourage the diminution of ethnocentric prejudices and to develop a more international approach to world history. Students will also become familiar with the problems in evaluating and interpreting various kinds of source materials.

For assessment purposes, there will be one paper of three hours duration of 100 marks divided into two parts.

Part I (20 marks) will consist of compulsory short answer questions testing fundamental factual knowledge and understanding of the entire syllabus.

Part II (80 marks) will be divided into two sections, Section A and Section B, each consisting of five questions. Each question shall carry 16 marks.

Candidates will be required to attempt two questions from each Section and one question from either Section A or Section B. A total of five questions will be attempted from Part II.

Academic Department Details

Department: Department of History

Subject: EVA

Curriculum:IB

Course Content

SL/ HL Options

20th century world history—prescribed subjects (Any ONE is taught to a particular cohort)

• Peacemaking, peacekeeping—international relations 1918–36
• The Arab–Israeli conflict 1945–79
• Communism in crisis 1976–89

20th century world history—topics (Any TWO is taught to a particular cohort)

• Causes, practices and effects of wars
• Democratic states—challenges and responses
• Origins and development of authoritarian and single-party states
• Nationalist and independence movements in Africa and Asia and post-1945 Central and Eastern European states
• The Cold War

HL options

Aspects of the history of Asia and Oceania

SL/HL internal assessment: Historical investigation

Learning Objectives

• Promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations.
• Encourage an understanding of the present through critical reflection upon the past
• Develop an awareness of one’s own historical identity through the study of the historical experiences of different cultures
• Encourage an understanding of the impact of historical developments at national, regional and international levels

Skills Acquired by Students

• Recall and select relevant historical knowledge
• Demonstrate an understanding of historical processes: Cause and effect; Continuity and change
• Understand historical sources (SL/HL paper 1)
• Deploy detailed, in-depth knowledge (HL paper 3)
• Demonstrate knowledge and understanding of a specific historical topic (IA)

General Comments

Throughout the Diploma Programme history course students are 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 not treated in isolation. Some of these skills include developing research skills and locating and identifying relevant evidence from various sources, evaluation of such sources and an enhanced awareness and acknowledgement of historical opinions and interpretations.

The IB History curriculum is transacted over two years – Years 11 and 12. Students can opt for the Standard Level course (SL) or the Higher Level course (HL). The differences in the two courses lie in their content and assessment objectives for students opting for the two levels.