Social studies content is arranged into three strands: history, geography and society.
Although these strands are considered separately, in practice they are linked. Social studies is essentially about people: how they think, feel and act; how they interact with others; their beliefs, aspirations and pleasures; the problems they have to face; how and where they live (or lived); how they interact with their environment; the work they do and how they organize themselves. The social studies curriculum provides opportunities for students to:
- Learn how to ask compelling and relevant questions that can be researched
- Gain a secure understanding of their own identity and their place in their world
- Develop an understanding of other cultural groups and an appreciation of other ideas and beliefs
- Gain knowledge that has genuine importance in understanding the human condition, through the exploration of themes that have significance for all students and in all cultures
- Gain conceptual understanding through participating in learning experiences that foster sensitivity, creativity and initiative, leading to socially responsible action.
- Gain a sense of time and place in relation to their own experience and the experience of other people
- Gain an understanding of humankind’s role in and dependence on the natural world, and this knowledge in responsible ways.
In Middle School, we offer both Turkish and International Social Studies courses. Turkish Social Studies courses includes Turkish Revolutionary History, Ethics and Religion and Civics. The common purpose is to acquire following skills as well as critical thinking.
- To be able to demonstrates basic knowledge and skills on related topics and daily life
- To be able develops awareness for his/her society and surroundings
- To respect other ideas and communicates his/her thoughts with confidence
- To be able to work and participate in a group and lead it
- Should be aware of his/her responsibilities
- To have the ability to examine topics, events and situations in a cause and effect relationship
- To be able to separate and bring together knowledge
- To gain the ability to question
- To have the ability to examine events in the context of their time periods.
- To have the ability to recognize change
During the teaching time interdisciplinary approach and recent technological developments are being used. The field trips related to teaching has been organized.
OBJECTIVES OF SOCIAL STUDIES COURSES
One of the most important goals of educational institutions is the training of students, above all, to educate responsible citizens who are useful to the society.
INTERNATIONAL SOCIAL STUDIES COURSES
In International Social Studies courses students study three major time periods in history over the course of four years: ancient history, medieval history, and early modern history. These courses are designed to integrate history, geography, government, economics, and sociology. Through the study of each time period, students will identify major events, persons, and ideas, examine and explain their significance, analyze and synthesize information, and develop the communication skills to explain, evaluate, and persuade.
TURKISH SOCIAL STUDIES
Through these courses students will achieve the principles of reforms being individuals who embrace and protect Atatürk’s principles and reforms, secular, democratic and modern values. Students gain awareness of Atatürk’s ideal (for national culture to attain the level of contemporary civilization).
For this reason, the program subjects are handled in relation to a variety of social science fields, such as History, Geography, Economics, Psychology, Sociology, Anthropology, Law and Education in a multi-faceted whole.
In the middle school social studies curriculum, we teach the students about their near and distant surroundings and (communalized) them. We try to bring the above-mentioned values to our students in a best possible way.
In 5th Grade: the main topics are rights, geographical regions in Turkey, region we live on, common heritage, domestic products of Turkey.
In 6th Grade: the main topics are climate types, the geography of Turkey, introduction to the Turkish history, democracy, science and technology in our lives.
In 7th Grade: the main topics are communication, the population of Turkey, Ottoman history, the Renaissance, the Reformation, Geographical discoveries and democracy.
In 8th Grade: Turkish revolution history and civics course.
Grades 5, 6, 7 and 8 have Social Studies lessons for 3 hours a week. For every semester, the students will be given 3 test marks, 2 oral marks and one performance mark. The students will also do one project a year.
In Ethics courses the aim of scripture is;
- To raise people who knows the importance of unity and solidarity, ethical and virtuous individuals,
- To treat all beings with love and respect,
- Respecting elders and showing love to the young is a good behaviour and being aware of this,
- The individual will be aware of freedom of beliefs and living.
- The individual differentiate between correct religious information and superstitious beliefs.
International Social Studies (Course offerings are dependent on sufficient student interest and teacher availability)
Grades 9 and 10:
IGCSE Global Perspectives: This course is cross-curricular because it deals with world issues of contemporary concern. Students work individually, in groups and in teams to prepare position papers and conduct formal debates on philosophical and social conundrums of our time. The emphasis is on developing a foundation of knowledge through intensive research, thinking critically about a range of global issues, acknowledging the sometimes-more-than-two sides to every problem, and working with other learners around the world to foster greater insight and exchange of perceptions and facts.
IGCSE History: The Cambridge IGCSE History syllabus looks at some of the major international issues of the nineteenth and twentieth centuries, as well as covering the history of particular regions in more depth. The emphasis is on both historical knowledge and on the skills required for historical research.
Learners develop an understanding of the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. Cambridge IGCSE History will stimulate any learner already interested in the past, providing a basis for further study, and also encouraging a lifelong interest in the subject. Both coursework and non-coursework options are available.
Grades 11 and 12:
IB History: History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. This course will focus on 20th Century world history.
The Diploma Program history course aims to promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. It also helps students to gain a better understanding of the present through critical reflection upon the past. It is hoped that many students who follow the course will become fascinated with the discipline, developing a lasting interest in it whether or not they continue to study it formally.
Combined Social Studies Courses
IB Psychology: Psychology is the systematic study of behavior and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behavior, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behavior. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology.
IB psychology takes a holistic approach that fosters intercultural understanding and respect. In the core of the IB psychology course, the biological level of analysis demonstrates what all humans share, whereas the cognitive and sociocultural levels of analysis reveal the immense diversity of influences that produce human
behavior and mental processes. Cultural diversity is explored and students are encouraged to develop empathy for the feelings, needs and lives of others within and outside their own culture. This empathy contributes to an international understanding.
IB Economics: The course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.
The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values.
The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.
At both standard level and higher level, candidates are required to study four topics: microeconomics, macroeconomics, international economics and development economics with some sub-topics within these reserved solely for higher level. These sections are assessed by two examinations at standard level and three examinations at higher level.
IB Theory of Knowledge: The Theory of Knowledge (TOK) requirement is central to the educational philosophy of the Diploma Program. It offers students and their teachers the opportunity to:
- reflect critically on diverse ways of knowing and on areas of knowledge
- consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
In addition, it prompts students to:
- be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
- recognize the need to act responsibly in an increasingly interconnected but uncertain world.
As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is “How do we know?”
It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological biases, regardless of whether, ultimately, these biases are retained, revised or rejected.
TOK also has an important role to play in providing coherence for the student as it transcends and links academic subject areas, thus demonstrating the ways in which they can apply their knowledge with greater awareness and credibility.
TURKISH SOCIAL STUDIES
In Ethics courses, the aim of scripture is;
- To raise people who knows the importance of unity and solidarity, ethical and virtuous individuals,
- To evaluate other religion and customs in a respectful and tolerant frame of mind.
- To be aware of freedom of beliefs and living.
- To raise individuals who:
- Has the will to think independently and scholarly
- Has a broad worldview
- Respect to human rights
- Values individuality and undertakings
- Has a sense of responsibility towards the society
- Are constructive and productive
- Besides its common aims the aim of scripture is also to have the students gain the following basic values;
- Love of truth
- Aesthetical sensitivity
- Love and respect
Geography courses aim the following:
- Develop an understanding of the interrelationships between people, places, spaces and the environment
- Develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management
- Appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change
– NATURAL SYSTEM (ECO-SYSTEM,CLIMATE,GEOLOGY,MAP)
Concept maps are created for the formation of climate elements. Cities in the climate zones, their climate data is transferred to maps which are compared in form of tables and graphs. The texts which are about climate of turkey and resources about climate are examined and the images which are about climate of turkey are set and these are presented. The wealth of the world’s climate maps are examined and the effect of living being evaluated.
The large plates on the world and maps showing the route of movement is examined for the creation of mind map for the future.
We will watch a variety of movies and documentaries which are related to the mobility of the world and features of geological time.
Shape of a place and its factors are examined.
HUMAN SYSTEM (POPULATION AND SETTLEMENT)
The first settlements and settlement patterns are examined.
Population and settlement is handled in Ankara and Turkey with the help of ‘My country where I live’ unit.
Global and local factors that affect the climate are classified. Students are given the names of some regions in the world. The main factors that determine the boundaries of these regions are determined.
Positions of countries are reviewed.
ENVIRONMENT AND SOCIETY
Based on the needs of people illustrate ways for to use the natural environment. The effects of human activities in the natural environments are analyzed. It examines the effects of the causes and occurrence of natural disasters for people.
Different classes of rocks are examined by making rock demonstration. It is associated with formation of earth shapes.The motions of discs are defined by making relationship with earthquake. Distribution of the fault lines is examined on map. The formation and the features of agricultural geology are defined. The economic, social and cultural affects of the entity of water in the World and the Turkey are analyzed.
The change of the population of the World and Turkey is commented. The factors which effects the change of the population rising rate are searched by using charts which are about population features. Makes implications about structure of population by making population pyramid.Makes also implications about the reasons and the result of the immigration in the world by using historical texts. Searches the factors which effect distribution of the population and settlement.
Analyzes different livelihood styles in terms of economical activities and communal changes. Groups economical activities in terms of basic features.
Evaluates positional importance of mainlands and oceans. Exemplifies the role of technological development in interaction between countries. Searches the regional and global affects of intercommunication routes between countries.
Environment and Society
Searches natural disasters and their affects on people. Teaches methods which is benefit to avoid from natural disasters.
The ninth grade history class is taught two hours per week. In these lessons, the science of history, the birth of civilization, the primary civilizations, first Turkish states, Islamic history and civilization (until the 13th century) Turkish-Islamic states (10th to 13th centuries) and Turkish history will be taught.
The primary aim of this course are to enable students to appreciate history as a science, be interested in history, interpret the current political, social and cultural events they experience with respect to history and support them on their way to become interpreting, thinking and analyzing individuals.
In Grade 10 history classes, the world and the Ottoman Empire between the fourteenth and twentieth centuries is analyzed politically, socially, economically and culturally.
The primary aim of this course are to enable students to appreciate history as a science, be interested in history, interpret the current political, social and cultural events they experience with respect to history, and support them on their way to become interpreting, thinking and analyzing individuals.
In this course, the final eras of the Ottoman empire, the attempts to prevent its collapse, second constitutional era Ataturk’s principles and ideas, the international relations of turkey during Ataturk’s era and the foreign policies will be taught. The primary aims of this course are to enable students to appreciate history as a science, be interested in history, interpret the current political, social and cultural events they experience with respect to history, and support them on their way to become interpreting, thinking and analyzing individuals.
IB TURKEY IN THE 20TH CENTURY (GRADES 11 -12)
Turkish Social Studies is a School-Based Syllabus that was initially developed in 2000 by a team of teachers from various schools as a multi-disciplinary offering based on the requirements of the Turkish national curriculum for History, Geography and Sociology, and incorporating an international perspective. The purpose was to offer a means of including a nationally mandated requirement within the IB diploma programme for Turkish schools.
Turkey is located geographically at the junction of two continents, and culturally at the confluence of at least two great civilizations. This has influenced its history and culture as much as it has enabled it to influence her neighbors. The purpose of the subject is to explore this interchange of influences, using concepts and analytical frameworks from each of the separate disciplines required in the national curriculum. An international perspective is included to sensitize students to the role that Turkey might play in the region, as well as to the perceptions of other societies about this country. This revision of the syllabus follows from the changes in the nationally mandated syllabus, and is intended to give much more prominence to a contemporary international perspective, and move the learning and assessment towards a greater integration of the three disciplines. The syllabus has accordingly been re-organized into six major themes, each with its own historical, geographical and sociological dimensions. The assessment has also been revised to reflect this change.
1. Developing skills and knowledge that respond to the developing needs of the 21st century.
2. Providing a basic knowledge the disciplines of History, Geography and Sociology to understand the political, social and cultural structure of Turkey in the 20th century.
3. Recognizing the political, economic and cultural impact of developments that occurred in Europe and the rest of the world on the history, geography and sociology of Turkey in the 20th century.
4. Developing an appreciation of historical, geographical and sociological inquiry from various perspectives.
5. Developing a deeper appreciation and sensitivity towards Turkish national culture and history through an understanding and respect for different cultures in Europe and the world.
1-2-3 THEMES GRADE 11 / 4-5-6 THEMES GRADE 12
I. TURKEY AT THE BEGINNING OF THE 20TH CENTURY
II. THE FOUNDATION OF TURKISH REPUBLIC
III. THE GLOBAL CHANGES BETWEEN THE WORLD WARS AND THEIR EFFECTS OVER TURKEY (1918-1939)
IV. TURKEY UNDER PRESSURE DURING WORLD WAR II
V. RECONSTRUCTION, DEMOCRACY AND DEVELOPMENTS IN THE REGION (1945-85)
VI. THE EFFECTS OF GLOBALIZATION AND THE DIALOGUE WITH EUROPE (1985-2000)
THE ASSESSMENT OF IB TURKEY IN THE 20TH CENTURY IS BASED ON PROJECT MARK, PAPER 1 AND PAPER 2 MARKS. THE PERCENTAGES ARE GIVEN BELOW
Project ( % 40)
Research essay to include at least two disciplines and be between 1500 words in length.
Examination Paper 1 (% 30)
Will include three compulsory questions, based on documents, statistical data or graphics. All of the questions together will cover all three disciplines.
Examination Paper 2 (% 30)
The examination will be based on three different themes. Each theme will cover all three disciplines. There will be 2 questions on each theme.
Each of the questions will draw on two disciplines and both questions together will cover all three disciplines.
The candidate will choose any ONE theme, and answer both questions on it.
RUBRIC OF PROJECT ASSESSMENT. THE EXPECTATION OF HIGHEST POINT SCORE IN PROJECT IS GIVEN BELOW
- Knowledge and Understanding
9 – 10 Points
The work shows an extensive knowledge of the facts and their sources, and a thorough and critical understanding of their relationship with the issue or question under discussion.
- Application and Evaluation of Data and Evidence
9 – 10 Points
Relevant data and evidence have been clearly presented to support discussions and conclusions. They have also been correctly analyzed, critically evaluated, and alternative interpretations have been considered.
- Quality of Analysis and Interpretation
An exemplary analysis/interpretation is performed with skill and understanding. A convincing, well-organized and clearly expressed argument is presented addressing the question/thesis. Any evaluations are fully substantiated. The conclusion is clearly stated, consistent with the discussion, and clearly indicates the limitations of the thesis/question, and the further unresolved questions emerging from the discussion.
- Appropriateness of Methodology and Language to Social Research
The student has demonstrated an excellent grasp of relevant concepts, terms and techniques. The work consistently shows application of a wide range of skills.
- Project Format
Overall presentation and neatness are excellent. The word count is within the word limits, and the project has a title page, table of contents showing chapter headings and pages are numbered. References are cited completely and consistently in a standard format. Data and illustrations are well placed in the body of the text to support the argument. Footnotes are appropriately used to amplify terms or introduce details and clarifications. Appendices, if provided, are appropriate. The project has an introduction, body and conclusion, and each has a structure clearly indicated by headings or other means and is consistent with the rest of the project.
PHILOSOPHY AND SOCIOLOGY COURSES
For 11th grade classes, Sociology lesson takes place 1 hour once a week. During the sociology lesson, students are discussing social organizations, institutions, relations between the institutions, social structure and reasons of variation Evaluation For each term two written exam and one oral exam is done. Also, students make one presentation for each term about the topic they assigned.
TRAFFIC AND FIRST AID COURSES (Grade 12)
Traffic and First Aid courses explains the need of education in traffic. They discuss the precautions of reducing the negative of traffic on environment. They increase awareness of the damage of traffic accidents on the country’s economy. They explain aims and basic applications of first aid. They also explain the importance of and precautions required for safe first aid applications.