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History | |
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Facts, events, historical figures and institutions, within a physical, social, economic, technological, cultural and religious framework, that characterize:
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- Distinguish between local, regional, national, European, and world history, and identify connections and major differences (even in narratives). - Compare historical documents and historical narratives about the same event, problem, historical figure and examine them, highlighting their differences and similarities. - Expand on the concept of historical sources and recognize the specific methods used in historical interpretation. - Make use of some documentary sources as examples when checking for distortion, whether intentional or not, especially in mass media. - Recognize the fiction that is particular to cinema and literature as compared to historical reconstruction. - Use the past to understand the present and understand that questions posed today about the future will find answers in a knowledge of the past. - Learn about events in the news from a newspaper or from a television newscast, making the fundamental historical connections needed to interpret them or knowing where to locate them |
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Geography | |
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- Human development, sustainable development and the globalization process: models for their application to different regions. - How human systems develop in response to environment and in response to important issues and problems in the world. - New tools and technologies for representing geographic space (satellite images, computerized maps). - Mental maps of the world showing the distribution of land masses, of countries and cities, of important geographic features and of major socioeconomic and cultural areas. - Characteristics of regions beyond Europe and relationship between populations and environment, analyzed across broad cultural and geopolitical areas. - The uneven distribution of wealth in the world: socioeconomic conditions, wealth and poverty indicators. - The most important contemporary geographic/human issues from qualitative and quantitative documents and data, obtained from a variety of sources (articles on the subject, newspaper and magazine articles, television, videos, Internet). |
- Navigate and find one's way using maps and city plans, public transportation schedules, distance charts. -Sketch mental maps of: the world or of parts of it, theme maps, cartograms and graphs, using conventional symbols. - Analyze a geographic topic and/or a geographic area and its organizational systems using various instruments (different types of maps, statistical data, graphs, photographs, articles on the subject, newspapers and magazines, television, videos, Internet). - Identify connections between historical, economic and political conditions. - Present a contemporary issue or problem in today's world using models to synthesize information, various types of maps, graphs, photographs. - Prepare a presentation of a country in the world, comparing it to other countries and to Italy, using maps, statistical data, graphs, pictures. - Reconstruct landscapes or an environment described in literature or in travelogues, either with a drawing or as a model. - Use quantitative information about geographic events or conditions to make a qualitative evaluation; use quantitative criteria to generate qualitative assessments. - Recognize and understand the particular characteristics of poverty areas, analyzing the determining factors and the relationship between them. |
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Science | |
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- Introduction to basic principles of mechanics illustrated by simple experiments. - Flow of liquids: the velocity of water and the capacity of a canal or piping. - Difference between temperature and heat. The thermometer. - Electricity: the concepts of electrical charge and electric current. - Magnetism; magnets, the earth's magnetic poles, the compass. - Electromagnetic waves and the transmission of radio signals. - The sun and the solar system: from the observations of the ancients to the hypotheses of modern science. - Principle movements of the earth: rotation, revolution; night and day; the seasons. |
- Gather data from experiments (measurements of time, space, velocity); represent the data graphically and interpret it. - Determine the melting point of ice and the boiling point of water. - Perform experiments that show the difference between temperature and heat. - Demonstrate electrical charges through experiments and the difference between conductors and insulators. - Conduct experiments with magnets and iron filings. - Describe the principle movements of the earth and the consequences. |
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Technology and Information Technology | |
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- How different types of energy are produced and transformed. - How different types of energy are used. - Quantity (percentage) of energy used: in transportation, in the production of electricity, for domestic purposes (heating and air conditioning). - Renewable and non-renewable energy sources. - How energy is wasted. - How the use of energy affects the ecosystem. |
- Formulate hypotheses that promote sustainable development and energy conservation and analyze technologies that exist to implement them. - Using technical designs, draw models of objects in general or those specifically related to energy and its use. - Read and interpret simple technical designs. |
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Citizenship | |
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- The uses and purposes of rules and laws. - The Constitution and its principles. - The organizational structure of Italy's Republic. - The modification of Title V of 1948 by constitutional law n. 3 of October 18, 2001. - Conceptual distinction between republic, state, region, province, metropolitan city and municipality. - The 'central periphery' position of government in the regulation of social, educational, economic and cultural activities. - How, why and when, during Italy's history, did the government intervene in the social and economic sectors. - The importance of autonomy for regional governments, scholastic institutions and social groups. - The principles of subsidy, adequacy and differentiation of services. - E-government and the administration of public organizations. - The relationship between schools and local administrations. - The political and economic organization of the European Union. - The common currency. - Bill of rights of the European Union and the European Constitution. - International Declaration of human rights. - United Nations. - UNESCO and the AIA international tribunal. - The Atlantic Treaty. - Amnesty International and the Red Cross. - The Workers Statute and Statute of Work. - The organization of the job market. - The Italian educational system: instruction and vocational training. - Factors determining North/South, East/West divergences/inequalities. - Forms of communication between different ideas and cultures. |
- Compare the organization of the Italian Republic to that of other European Union countries. - Analyze the organizational structure of the Republic and its various institutions, using newspapers and mass media. - Identify the historical and geographical facts portrayed in regional, provincial, and municipal emblems. - Be able to recognize which institution promotes specific activities and initiatives. - Organize a municipal meeting of students. - Evaluate the effectiveness of communications by a comparison of websites and other means of communication used by different institutions. - Analyze the language used by the different institutions and evaluate its effectiveness in communicating to the public. - Use on-line resources to request certificates, declarations, services... - Organize a guided tour, real or virtual, to the city offices to resolve a problem or to make use of services offered. Identify initiatives that schools and local institutions co-sponsor. - Trace the steps leading to the unification of Europe and its particular form of government. - Reading newspapers and following the mass media, be informed of the actions, role and history of:
- Identify significant elements in the 'professional ethic' of different categories of work. - Begin the decision process for choosing among the available options for secondary school, by gathering information about the programs offered and by having an awareness of one's own inclinations. - Identify, analyze, visualize and demonstrate the connections that exist between globalization, migration patterns and problems of identity. |
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Traffic Safety | |
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- Rules of the road: street signs, classes of vehicles and regulations regarding their use. - The legal implications of prohibited actions. - Technical risks deriving from a glorification of mechanical means: feeling of power, speeding to excess, underestimating danger, false sense of competence in possessing the skills required to use the means, etc. - Principles of traffic safety; use of the helmet. - Effects of medications, drugs, alcohol consumption, unbalanced diet on driving ability. - Basic first aid. - Physical and learned functions that come into play when operating a vehicle (visual energy, sensory alert...). - Environmental pollution caused by traffic (atmospheric, acoustic...). |
- Map out routes in real and simulated situations for diverse roles (pedestrian, cyclist, motorcyclist). - Learn correct and responsible behaviors for each of the roles (pedestrian, cyclist, motorcyclist). - Recognize and respect street signs, in each situation. - Use each means of transportation according to its possibilities and limits, without abuse or force. - Practice preventive behaviors and first aid in simulated situations. - Recognize psychologically and physically negative situations that may interfere with traffic circulation. - Be aware of the connection between traffic and environment and adopt behaviors to keep them in balance. - Analyze environmental problems related to traffic circulation: propose solutions. |
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Environmental Education | |
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- Identify the major environmental problems in the surrounding community and analyze them from a scientific point of view and formulate hypotheses to resolve them. - Learn about the problems of raising plants in diverse environments (vegetable gardens, indoor/outdoor gardens, grenn houses, etc.). - Identify the most effective means of communicating the results of the analyses performed to the surrounding community. - Analyze documents pertaining to environmental issues prepared by national and international agencies. - Analyze international, national and local data regarding the most pressing environmental issues. - Analyze the effectiveness of the measures taken by various institutions. - Recognize which measures are proposed by different public and private institutions that deal with environmental problems. - Plan and participate in guided tours. - Link individual behaviours to local and global impact: each person's contribution to problems shared by everyone. - Identify in the surrounding area an environmental protection problem, develop and activate a project of intervention to correct it. - In a laboratory, discover the difficulties in restoring objects. |
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Health Education | |
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- Proper and responsible behaviors in different situations. - Smoking and health: respiratory diseases, heart and circulatory diseases, the effects of active and passive smoke. - Limitations and risks for smokers, activities to be avoided. - Emotional and psychological problems typical of pre-adolescence and psychosomatic symptoms. - Basic first aid. - Basic scientific knowledge to be used in cases of poisoning. - Biotechnology: instruments, resources, aims. - Biotechnology and sports. |
- Adopt healthy and correct behaviors. - Take personal responsibility when assigned tasks. - Distribute physical and sports activities correctly throughout the day. - Recognize the dangers of active and passive smoke in private and public places and the effects of smoking. - Collaborate with experts in planning and promoting measures of prevention. - Make use of strategies to control the emotions, to relax and to critically observe the mind-body relationship. - Practice first aid in simulations. - Take proper action in situations that endanger the environment or oneself. - Participate in planning for school security. - Making use of available data in cases where biotechnology is employed, form and defend a personal opinion. |
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Nutrition | |
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- Relationship between nutrition - wellbeing - personal achievement. - Recommended caloric allowances for the various nutrients. - Caloric requirements for physical activity and sports. - Relationship between meals and the amount of energy needed by our bodies. - A balanced diet: recommended amounts of calories, vitamins and minerals. - Composition and caloric values of principle foods: fruit, vegetables, pulses, fish. - Dietary habits in different countries and in different eras. - Problems of nutrition in history and in geography: nutritional requirements, famines, surpluses, etc.). - Developments in the history of nutritional technology. - Liquid intake requirements for physical activity and sports. - Deviant nutritional behaviors. - Nutritional requirements during illness. - Physical and psychological effects of under-nutrition, malnutrition, and over-nutrition. - International organizations that fight hunger in the world. - Historical, geographical, political causes of hunger in the world, discussion of possible solutions. |
- Recognize the relationship between nutrition - wellbeing - personal achievement in real situations. - Differentiate foods based on their caloric content. - Check food labels and nutritional information regularly. - Distribute meals correctly throughout the day based on one's activities. - Eat sufficient amounts of fruit, vegetables, pulses and fish. - Prepare balanced menus, in a kitchen-laboratory setting. - Cook, using different methods and techniques, following the important developments in the history of nutritional technology. - Calculate and regulate intake of liquids according to one's own needs. - Evaluate one's own diet and compare it to a balanced diet. - Organize a meeting between experts, students and families to learn about nutrition. - Find links between one's own nutritional choices and the dynamics of relationships. - Be aware of nutritional problems in the world and contribute, as far as is possible, to solving them with personal initiatives and appropriate behaviors. |
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Life Skills | |
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- Literature and other texts that address the problems of self-knowledge, self esteem and the search for identity in pre-adolescence. - Pre-adolescence in art (painting, music, cinema, etc.). - Artistic representations of love and sex today and in the past. - Physical and psychological changes. - The anatomy of the reproductive system, fertilization, birth, the phases of human life. - Cultural and moral aspects of the connection between love-sex-morality.
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- Learn more about and accept oneself, strengthen self esteem, and learn from one's own errors. - Understand changes in the body and relate them to psychological changes and to social behavioral changes. - Relate to peers and adults of the opposite sex, striving to correct eventual inadequacies. - Read and produce work, (written, multimedia, iconographic, filmed) or hold discussions relating to significant experiences in interpersonal relations and to problems at different stages of life (birth, childhood, pre-adolescence, youth, married and family life, old age). - Understand the connection between love-sex-morality. - Identify activities and behaviors that stress the affective aspect of interpersonal relationships and that facilitate its communication. |
