MYP Course Outline—Humanities 10th Grade World History and Geography

Teachers—Kunz, Mackay

COURSE INTRO. EQ: What are American values (Political, Economic, Religious, Social, Intellectual, Aesthetic)?

COURSE CONC. EQ: In what way has each historical era impacted these American values?

Unit Title / Areas of Interaction / Essential Question / Assessment of Content / Area of Interaction / Unit Activities
Comparison of Feudal Europe and Japan /
  • Community and Service
  • ATL
/ To what extent is an institution both universal by nature yet unique to a civilization? /
  • Application of themes of geography to Japan
  • Understanding historical context; timeline
  • Ability to write comparative essay
/
  • Warlords of Japan Simulation
  • Lecture and note-taking
  • Research and paragraph writing
  • Organizing an in-class comparative essay test

Renaissance
*Technology Unit /
  • Homo Faber
  • ATL
/ To what extent does the artistic legacy of a culture demonstrate values? /
  • Interpreting art for cultural values
  • Created a visual project and applied the EQ to a specific Renaissance artist
  • Evaluate design cycle
  • Evaluate annotated bibliography
/
  • Examine geography theme of movement
  • “Why Man Creates” video
  • Utilize the design cycle to create a visual aid
  • Lecture and note-taking
  • Comparison of Medieval and Renaissance arts
  • “What makes a good leader?” discussion
  • Evaluate primary sources relating to roles of women

Bias and Political Spectrum /
  • Community and Service
  • Health and Social Education
  • ATL
/ To what extent does bias shape our understanding of the past? /
  • Critique
  • Political spectrum quiz
  • Response to where you fit on the political spectrum
/
  • Primary source evaluation for research bias, political bias, and herofication
  • Bumper sticker quiz
  • Thesis statement development

Age of Exploration /
  • Community and Service
  • Health and Social Education
  • Environment
  • ATL
/ To what extent does bias shape our understanding of the past? /
  • Mock trial of Spanish conquistadors
/
  • Geography theme—movement with the Columbian exchange
  • BaFa simulation on cultural differences
  • Research
  • Legal system 101
  • Debate on Columbus celebrations

Protestant Reformation /
  • Homo Faber
  • Health and Social Education
  • Community and Service
  • Environment
  • ATL
/ To what extent are individuals causative factors in history? /
  • Unit test—term identification and relationships, apply political spectrum to historical events, cause and effect, thesis and outline development
/
  • Geo. theme--region Analyze statistics
  • Multiple causation—“A Preface to History”
  • Analyzing sources for causation
  • Examining the counterfactual

Absolutism /
  • Community and Service
  • ATL
/ How does an individual consolidate power? To what extent do rulers utilize power for the good of society? /
  • Press conference of absolute rulers
  • Comparison / contrast essay test
/
  • Star power simulation
  • Lecture and note-taking
  • Multiple causation
  • Research rulers—Louis XIV, Elizabeth I, Peter the Great
  • “Elizabeth”
  • Web site evaluation

Enlightenment /
  • Homo Faber
  • Health and Social Education
  • Environment
  • Community and Service
  • ATL
/ How do ideas build upon one another?
Students create their own EQ’s based on Enlightenment readings (ex. What are the responsibilities of members of a community?) /
  • Evaluate Socratic seminar process
  • Written response to readings
  • Unit test—Identify and interpret quotes, written response to EQ
/
  • Analyze political developments in British history and map events on political spectrum
  • Socratic seminar (close reading, coaching circles and seminar discussions)
  • Demonstrating how ideas evolve (social contract)

Revolution
*Technology unit /
  • Homo Faber
  • Health and Social Education
  • Environment
  • Community and Service
  • ATL
/ How do ideas become reality? /
  • Thesis development, outlining, and primary source analysis
  • Create a web site applying Crane Brinton's eight-step pattern of revolutions to a lesser-known revolution. You must also include 3+ primary sources, 2+ secondary sources, a map, a timeline, and an annotated bibliography.
/
  • Geo. Theme: movement
  • Lecture on colonial America
  • “Origins of the American Revolution” video looking for alternative perspectives
  • Investigating historical events through primary sources; the construction of historical knowledge
  • Finding relationships between Enlightenment ideas and the American Revolution
  • Defining revolution versus civil war
  • Applying Crane Brinton’s “Anatomy of a Revolution” to the French and American Revolutions

Constitution /
  • Homo Faber
  • Health and Social Education
  • Community and Service
  • ATL
/ Is the Constitution a working social contract? /
  • Created a Constitution game
/
  • Examined weaknesses of the Articles of Confederation
  • Analyzing principles of the Constitution and applying it to hypothetical situations

National History Day Research Paper
*Technology Unit /
  • Depends on the annual theme
  • ATL
/ Depends on the annual theme /
  • A historical research paper
/
  • CSU library training on SAGE
  • Research and writing skills