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Individuals and societies incorporates disciplines traditionally studied in the humanities, as well as disciplines in the social sciences.
In this subject group, students collect, describe and analyse data used in studies of societies, test hypotheses, and learn how to interpret complex information, including original source material.
This focus on real-world examples, research and analysis is an essential aspect of the subject group.
The subject encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments.
It encourages learners, both students and teachers, to consider local and global contexts
MYP IB Newsletter #1 24/25 School year
6th Grade: MYP Individuals and Societies
Instructor: Mr. Hale
Prerequisite: None
Length: 4 weeks
Type of Course: Meets IB required curriculum development and expectations for MYP
Introduction to Unit:
MYP Year 1 students will embark on an adventure into discovering how humans adapted their environments to survive. Students will analyze how humans went from hunter-gatherers to developing agricultural societies. Students will connect how these societies adapted their environments to create the world’s first civilizations.
Current IB Unit:
Statement of Inquiry: Ingenuity and progress using resources through scientific and technical innovations can cause change
Global Context & Exploration: Scientific and technical innovation Ingenuity and progress
Key & Related Concepts: Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences
Approaches to Learning Skills:
I. Communication skills Reading, writing and using language to gather and communicate information Preview and skim texts to build understanding Use a variety of organizers for academic writing tasks Organize and depict information logically
Inquiry Questions:
Factual questions
What is the difference between Paleolithic and Neolithic peoples?
Conceptual questions
Why did people start settling in one area?
Debatable questions
Is the environment the biggest factor in human ingenuity?
Summative Task:
Students will create a comic book that includes characters describing what life was like in the paleolithic age and how things have changed since they have settled in one place. The comic book will explain technological advances.
7th:
MYP Individuals and Societies
Instructor: Mr. Hale
Prerequisite: None
Length:
Type of Course: Meets IB required curriculum development and expectations for MYP
Introduction to Unit:
MYP Year 2 students will analyze one of histories most disputed lands: Jerusalem. Students will analyze the historical context behind the dispute over Jerusalem and the surrounding land. Students will reflect on how history impacts our view of the world today.
Current IB Unit:
Statement of Inquiry:
Global interaction for power between groups can create competition and cooperation
Global Context & Exploration:
Identities and relationship
Competition and cooperation
Key & Related Concepts:
Approaches to Learning Skills:
I. Communication skills Reading, writing and using language to gather and communicate information Preview and skim texts to build understanding Use a variety of organizers for academic writing tasks Organize and depict information logically
Inquiry Questions:
Factual questions
What is the difference between Paleolithic and Neolithic peoples?
Conceptual questions
Why did people start settling in one area?
Debatable questions
Is the environment the biggest factor in human ingenuity?
Summative Task:
Students will create a comic book that includes characters describing what life was like in the paleolithic age and how things have changed since they have settled in one place. The comic book will explain technological advances.
8th:
MYP Individuals and Societies
Instructor: Mr. Hale
Prerequisite: None
Length: 6 weeks MYP 3
Type of Course: Meets IB required curriculum development and expectations for MYP Individuals and Societies
Introduction to Unit:
Students will analyze and critically evaluate the development of the United States Constitution and how it was influenced by the people who wrote it. Students will then interpret how the United States government is structured today and its functions.
Current IB Unit:
Statement of Inquiry: Conflict over fairness and development can cause change
Global Context & Exploration:Fairness and development Government and civil society
Key & Related Concepts: Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.
Related Concept: Power
Approaches to Learning Skills: Communication I. Communication skills Exchanging thoughts, messages and information effectively through interaction Use a variety of speaking techniques to communicate with a variety of audiences. Thinking: VIII. Critical thinking skills Analysing and evaluating issues and ideas Recognise unstated assumptions and bias Recognise and evaluate propositions Consider ideas from multiple perspective
Inquiry Questions:
Factual questions
What is an ideology? What does it mean to have authority? Who has authority? What were the values the framers had in crafting the constitution?
Conceptual questions
How does ideology affect who has authority in government? Why was their a need for a new constitution?
Debatable questions
Who should we determine who has authority and why? Who should have a say in a representative government?
Summative Task:
Essay: What were they aims of the framers and the constitutional convention and were they successful? Assessment Criteria: Students use academic vocabulary content words when describing asepcts of the constitution i.e. representation, 3/5 compromise, great compromise.
Role Play: Students will take the role of one of the founders during the constitutional convention and present their findings orally as that framer. Students will first do a role play in which they will either play the role of a banker, lawyer, merchant, plantation owner, poor farmer, worker, or enslaved African American. Students will need to argue for their assigned framers ideology in a mock constitutional convention. Students will need to create an appropriate reference list to cite what sources they have found about the framer they have been assigned.
Assessment: Presentation: Bill of rights: selecting one of the ten amendments in the Bill of Rights that they think has the greatest impact on daily life or Students will write a short story describing what life might be like without that the rights and freedoms that a particular amendment protects of their choosing
I.B. Wall. Please click here to take a look at what your students will be learning this year!
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