MMIB Candidate School MYP Course Outline

Humanities

MYP Level 5

Chris Cleland

Course Description: The overall aims of Humanities are to communicate and interpret geographical and historical information. Through Humanities, students are encouraged to gain a greater understanding of their place in the world and their own identity, as well as develop an international perspective. Internationalism includes an awareness and appreciation of cultural diversity, respect for the values of others, a sense of responsibility towards community and environment and a sense of identity within a global context. Students will demonstrate their learning through different modes of communication and expression.

NCSCOS Aims/Objectives: / IB Aims/Objectives:
  • Goal 1—The learner will investigate the foundations of the American political system and explore values and principles of American Democracy.
  • Goal 2—The learner will analyze how the government established by the United States Constitution embodies the purposes, values, and principles of American democracy.
  • Goal 3—The learner will analyze how state and local government is established by the North Carolina Constitution.
  • Goal 4—The learner will explore roles as a citizen at the local, state, and national levels of government.
  • Goal 5—The learner will explain how the political and legal systems provide a means to balance competing interests and resolve conflicts.
  • Goal 6—The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the national, state, and local levels.
  • Goal 7—The learner will investigate how and why individuals and groups make economic choices.
  • Goal 8—The learner will analyze features of the economic system of the United States.
  • Goal 9—The learner will analyze factors influencing the U.S. economy.
  • Goal 10—The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.
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  • How systems, models and institutions operate
  • Cooperation within and between systems, critically evaluate the values and limitations of sources
  • Plan, carry out and present individual and group investigations.
  • Develop appropriate strategies to address issues.
  • Demonstrate subject content knowledge and
    understanding through the use of descriptions and explanations, supported by relevant facts and examples, and may show other ways of knowing.
  • Formulate clear, valid and sound arguments, make balanced judgments on events, and draw conclusions, including implications.
  • Present and express information and ideas in a clear and concise manner, using appropriate language style and visual representation, recognize, describe and explain patterns and relationships in space, including natural and human environments.
  • Compare and contrast events, issues, ideas, models and arguments in a range of contexts, explore issues facing
    the international community.
  • Understand and explain short-term and long-term causes of change, use sources, such as maps, graphs, tables, atlas, photographs and statistics in a critical manner.
  • Establish a personal sense of identity in a context of time and place, know when and how to take responsible action where relevant.

Time / Unit Topic/Objectives / Area of Interaction / Significant Concept / Unit Question / Assessment Task and Criteria
4 weeks / “The Golden Age of Civilization” - The classical Period: 1000 B.C.E. to 600 C.E / Health and Social Education / When basic needs are met societies are able to progress to higher levels. / How did we go from hunters and gatherers to indoor plumbing in such a short time? / Understanding - Essay with Rubric. Compare and Contrast
4 weeks / The Post-classical period: 500 C.E. to 1450 C.E. Part One-The Eastern Development of Empires and Political systems. / Environments / There is interconnectedness between the natural environment and the development of culture which contributes to cultural variations. / Why do YOU call ME an Infidel? / Concepts - Unit Test
4 weeks / The post-classical period: 500 C.E. to 1450 C.E. Part Two-The Western Development and diffusion of Empires and political systems. / Human Ingenuity / There are multiple causations for every complex phenomenon / “They had vandals back then?” / Skills - primary source project with rubric
4 weeks / The Early Modern Period: 1450-1750 Part One-Exploration, trade, and global interaction. / Environments / Exploration leads to conflict, movement of ideas, and cultural blending. / What was that? You have no concept of land ownership? Awesome! / Organization and presentation: Exploration research Project with rubric.
4 weeks / The Early Modern Period: 1450-1750 Part Two: Cultural and intellectual change. / Human Ingenuity / Systems, through implementation, create opportunities for reformation. / Why are those arches pointed? / Skills - Primary source project with rubric.
4 weeks / The industrial Age: 1750-1914, Part One: Changes in societal structures / Health and Social Education / Progress leads to positive and negative outcomes. / Hey, that’s not fair! Why do they get guns and we don’t? / Concepts - Unit Test
4 weeks / The industrial Age: 1750-1914, Part two: Revolutions / Community and Service / Absolute power corrupts absolutely. / “Is it a rebellion?"
-Louis XVI / Skills-Primary source project with rubric.
4 weeks / The present stage of World History: 1914-present, Part One: Nationalism, World War, and the end of the Modern Era. / Environments / The Post Modern experience is characterized by multiple understandings of truth and a fluidity of culture and identity. / What is the best of all possible worlds? / Concepts-Research Paper scored by rubric
4 weeks / The present stage of World History: 1914-present, Part Two: The Postwar era. / Community and Service / Interconnectedness has positive and negative effects. / Why did they buy into MacDonald’s and not democracy? / Concepts - Globalization project with rubric.

Role of the Areas of Interaction:

Human Ingenuity—Students are provided the opportunity to explore and appreciate the discoveries of mankind through an in-depth review of not only how technological inventions have impacted different geographical regions but also through communication, thought, art and culture. Students will reflect on both past and future consequences of man’s desire to create.

Approaches to Learning—Students work to improve upon their information literacy, communication, organization, collaboration, and reflection through a variety of activities for independent success. Students will be provided opportunities to form a reasoned argument and present it/transfer it clearly in a variety of media.

Health and Social Education—Students will gain perspective on how interaction between one’s actions can impact one’s personal health, and the health of a society as a whole. A significant part of the curriculum will cover historical figures that have made choices and the associated consequences.

Environment—Students will develop a respect and an understanding of personal responsibilities as global citizens through the study of humans and the environment. Students will learn how they affect their environment, how their environment affects them, and how one environment can influence another.

Community and Service—Through investigative research, current events, and personal interests, students will gain an appreciation for relating to, and helping others. As a result, they will foster an interest for providing service in their community and the wider world.

Grading Policy:

Plans for Assessment

In order to ensure that students have a clear understanding of the assessment criteria and to establish a clearly defined system by which the teachers assess students, we will:

  • assess each criterion for each subject at least twice by the end of eighth grade.
  • maintain an MYP assessment portfolio for each student in each subject. The assessment portfoliowill include task descriptions, the criteria for the subject, a section for student reflection, and a section for parent signature and response.
  • bring task, rubric, and samples of student work to share and reflect
  • ensure that the assessment tasks assigned in each subject area are in line with the moderation of assessment requirements for that subject area.
  • distribute portfolios to students at the beginning of each semester/quarter.
  • submit samples of completed portfolios to the MYP coordinator at the end of each semester to share with the whole staff.
  • create adapted rubrics for years 1-4.
  • standardize assessments by subject area at least once a year.
  • collaborate and use common MYP assessments for courses being taught by more than one teacher.
  • participate in IB assessment as required.

Plans for Communication

In order to effectively communicate MYP assessment criteria to parents and students, we will:

  • Post all assessment criteria on MMIB Candidate School’s web page and on teachers’ web pages.
  • Post subject area rubrics on individual teachers’ web pages as necessary.
  • Provide students with copies of the criteria in each subject area at the beginning of each course.
  • Require students to complete a reflection after each MYP assessment task and obtain a parent signature documenting that the parent has seen the assessment results.
  • Incorporate students’ IB progress into student-led conferences.
  • Incorporate students’ IB progress into parent-teacher conferences.
  • Offer Parent/Family Nights to educate parents and incoming students.

Humanities: Assessment Criteria (see specific teacher’s website for scoring rubrics)
Criterion A / Knowledge / Maximum 10
Criterion B / Concepts / Maximum 10
Criterion C / Skills / Maximum 10
Criterion D / Organization and presentation / Maximum 8

Text and Resources:

Civics Today: Citizenship, Economics, and You, Glencoe McGraw Hill, Donnelly, Jennifer, The Northern Light, Harcourt Golding, William, Lord of the Flies, Casebook Edition, Other selected readings, United streaming and Netflix videos