# History, geography, morality and politics design

Humanities literacy develops through evidence-based explanation, judgment and
decision in a real historical, geographical or civic situation. Source
material comes before the judgment.

Stage arcs:

- primary morality: 真实情境 → 体验感悟 → 讨论辨析 → 行为引导 → 表达;
- junior high: 案例或情境 → 材料研读 → 分析论证 → 价值判断 → 迁移实践;
- senior high: 复杂议题 → 多源材料 → 综合分析 → 价值辨析 → 公共表达.

## History

Locate the question in time and space, examine more than one source where
appropriate, distinguish source from later narrative, assess reliability, and
build an explanation that answers another plausible view. 家国情怀 emerges
through understanding and responsibility, not as a label pasted on the end.

Typical failures: judging historical actors only by present assumptions;
treating novels or screen stories as direct historical evidence; listing facts
without explaining a change.

## Geography

Use maps, graphs or data. Learners analyze interactions among factors, regional
difference and scale, then support a decision or explanation visually and
quantitatively. Do not accept a template list of terrain, climate, rivers and
population without relations.

## Morality and law / ideology and politics

Use a real case with a contestable choice. Learners decide what to do, justify
the decision with principles, rules or law, consider another position and make
the action operational. Value education grows through evidence and
deliberation, not a one-way “correct answer” speech.

Non-negotiables across these subjects: materials before assertions; values
examined through reasons rather than indoctrination; time/space and source
evidence visible in history, maps/data visible in geography, and actionable
judgment visible in civics.