IB MYP Horizontal/Vertical Planner
Subject Area: Humanities MYP Level: __3_
Time
Frame /Unit Topic
/ MYP Objectives /State/Provincial Standards
/ AoI / Significant Concept / MYP Unit Question / MYP Assessment Task / MYP Criteria4-5 weeks / 233 and Counting / KNOWLEDGE:
· Know and use humanities terminology in context
· Demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by relevant facts and examples. / IOWA CORE:
· Understand how and why people create, maintain or change systems of power, authority, and governance.
· Understand how the government established by the Constitution embodies the principles of democracy / Environments
Students will focus on where we live and what are the rights and responsibilities of living in America. / Past documents have shaped the United States and its citizens rights.
Our rights are based on American ideas that people should rule themselves.
There are various types of governments and America is a representative-democracy. / How does the US Constitution change and how do those changes impact the rights and responsibilities of living in America? / MYP Prescribed minimum task: A piece of homework and a piece of classwork.
Students will evaluate the importance of the Amendments and create a scrapbook of current and relevant articles showing them at work today. / A—Knowledge
8-9 weeks / Is Three a Crowd? / KNOWLEDGE:
· Know and use humanities terminology in context
· Demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by relevant facts and examples. / IOWA CORE
· Understand the purpose and function of each of the three branches of government established by the Constitution. / Human Ingenuity
Students will focus on why our founders created a three branch government and how they interact with each other. / Each branch of government plays a vital role in our democracy both independently and collaboratively. / Why do we need all three branches of government? / MYP Prescribed minimum task: End of unit test including paragraph writing.
Students will evaluate how branches of government work through a simulation activity.
Students will take an end of unit test including paragraph writing to directly answer the unit question. / A—Knowledge
5 wks / We Count! / ORGANIZATION AND PRESENTATION:
· Communicate information that is relevant to the topic.
· Present and express information and ideas in a clear and concise manner, using appropriate language and visual representation.
· Use referencing and a bibliography to clearly document sources of information, using appropriate conventions. / IOWA CORE
· Understand the role of individuals and groups within a society as promoters of change or the status quo.
· Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action.
· Understand strategies for effective political action that impacts local, state and national governance. / Community and Service
Students will focus on how our community selects their leaders and how they can contribute to their community. / The political process impacts their daily lives through propaganda, political parties, leadership, and voting.
Political parties use propaganda to their advantage.
Elections impact communities differently.
America uses the electoral college to select a President rather than using popular vote. / How does propaganda influence decisions in my community? / MYP Prescribed minimum task: Extended writing
Students will analyze how past elections impact current elections.
Students will write a 500-700 essay on a candidate or important issues then use it to create propaganda (brochure, iMovie commercial, or website) using factual information on the issues. / D-Organization and Presentation
2-3 wks / Smalltown USA / SKILLS:
Technical:
· Use sources such as maps, graphs, tables, atlases, photographs and statistics, in a thoughtful manner
· Represent information using maps, models and diagrams, including use of scale, graphs and tables.
Decision-making:
· Make substantiated decisions and relate them to real-world contexts.
CONCEPTS:
Place and Space:
· identify and describe constraints and opportunities afforded by location
· Identify and describe issues related to place/space on a local, national and global scale.
Change:
· identify and provide some explanations for links between causes, processes and consequences
· Identify and describe how environmental, political, economic and social interactions can change levels of sustainability. / IOWA CORE:
· Understand the role of culture and cultural diffusion on the development and maintenance of societies.
· Understand the effect of economic needs and wants on individual and group decisions.
· Understand the role of innovation on the development and interaction of societies
· Understand the similarities and differences among the complex levels of local, state and national government. / Health and Social Education
Students will focus on how governments are responsible for serving the needs of their citizens. Students will focus on creating a city that puts the health and social needs of their citizens in place. / Control of a situation can change.
Decisions have an impact on our lives. / How does one decision alter my world? / MYP Prescribed minimum task: A piece of homework and a piece of classwork.
Students will create and design a map of a city using zoning codes that puts the health and social needs of the community as a priority and will be given scenarios that will impact the development and economy of their local government and need to react to those. Students will reflect on how the decisions they made impacted their community. / B—Concepts
C—Skills
3-5 wks / Money, Money, Money / SKILLS:
Analytical:
· Evaluate the values and limitations of sources
· Identify relevant questions, problems and issues.
Decision-making:
· Formulate clear and sound arguments, make balanced judgments on events and draw conclusions, including some implications.
· Make substantiated decisions and relate them to real-world contexts.
ORGANIZATION AND PRESENTATION:
· Organize information in a logically sequenced manner, appropriate to the format used.
· Present and express information and ideas in a clear and concise manner, using appropriate language and visual representation. / IOWA CORE:
· Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.
· Understand how governments throughout the world influence economic behavior.
· Understand how universal economic concepts present themselves in various types of economies throughout the world.
· Understand the function of common financial instruments. / Human Ingenuity
Student’s focus will be on why and how we create budgets and the consequences of that creation / Students will come to understand that governments and families create budgets and the positive and negative consequences of that budget.
Students will come to understand that all individuals in market economies are not guaranteed to be successful.
Students will come to understand that people around the world spend money differently. / How does money impact my life? / MYP Prescribed minimum task: Extended writing
Students will create a personal/family budget.
Students will write a 500-700 word reflection answering the following question: “How does money impact my life?” using their prior knowledge and education experiences during this unit. / C—Skills
D-Organization and Presentation
3-4 wks / We’re #1? / CONCEPTS:
Time:
· Show some understanding of some aspects of people in past societies
· Demonstrate some awareness of chronology that links people, places and events through time
Place and Space:
· Identify and describe issues related to place/space on a local, national and global scale
Global Awareness:
· Identify and describe different perceptions of places, societies and environments
· Explore issues facing the international community / IOWA CORE CURRICULUM:
· Understand historical patterns, periods of time and the relationships among these elements.
· Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.
· Understand the role of the United States in current world affairs. / Environments
Students will focus on how where we live impacts the resources we have and need. Students will also focus on how the actions of our nation impact the environments around the world. / America’s relations with other countries through political, economic, and military alliances help us meet our foreign policy goals and understand how it will impact their future. / How does American foreign policy change the world? / MYP Prescribed minimum task: End of unit test including paragraph writing.
Students will create a timeline of events in America history showing how different events impacted the world.
Students will take an end of unit test including paragraph writing to directly answer the unit question. / B—Concepts
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Humanities MYP Vertical and Horizontal Matrix
Revised 2/24/2010