humanities grades 6-10 · humanities grades 6-10 ... • roman leadership – julius caesar •...

MYP UNIT OVERVIEWS

HUMANITIES Grades 6-10

All units taught in the IB Middle Years Programme are continuously being developed and improved to best meet the needs of the students at FDR. Therefore, the following unit plans are only a guide of what will be covered in 2011-2012. Some new courses for 2011-2012 are currently being constructed and may not appear in this overview.

Glossary: ATL – Approaches to Learning (Aprender a Aprender) ENV – Environments (Entornos) C&S – Community and Service (Comunidad y Servicio) HI – Human Ingenuity (Ingenio Humano) HSE – Health and Social Education (Salud y Educación Social) Criteria (A,B,C,D,E,F) refer to the individual subject assessment criteria

Humanities Grade 6

Unit 1: Introduction to Humanities Skills Area(s) of

Interaction Significant Concept(s) Unit Question Content Skills Summative

Assessment(s) ATL

UNDER CONSTRUCTION

Unit 2: Migration Area(s) of


Assessment(s) HSE

UNDER CONSTRUCTION

Unit 3: Archaeology Area(s) of


Assessment(s) HI

UNDER CONSTRUCTION

Unit 4: Rivers Area(s) of


Assessment(s) ENV

UNDER CONSTRUCTION

Unit 5: Early Civilizations Area(s) of


Assessment(s) C&S

UNDER CONSTRUCTION

Humanities Grade 7

Unit 1: Culture Area(s) of


Assessment(s) HSE

What is culture and how does it shape

our lives?

What makes us who we are?

• What is culture • Elements of Culture • Peruvian Culture • Beauty and culture • Behavior and culture • Third culture kids • How development affects culture • Understanding our own culture(s) and how they shape who we are

• Terminology • Universal elements of culture • Identifying the universal elements of culture within different cultures • Analyzing and comparing different cultures with Peruvian culture • Inquiring into the different concepts of beauty • Inquiring into different behaviours from different cultures • Analyze the cultures and their elements that affect their lives (each student individually) • Present and express information and ideas to an audience

Making of Me – Presentation (product form is students’ choice) identifying the different cultures and elements that shape their lives.

Unit 2: Rainforests

Area(s) of Interaction

Significant Concept(s) Unit Question Content Skills Summative

Assessment(s) ENV We need to live

sustainably to protect the

rainforests and the species in them.

How can we sustain the rainforests?

• What and where are rainforests • Climate • Humans’ connection and use of the rainforests • Threats to the rainforests • Analyzing our impact on the environment – ecological footprints • What & who is helping to sustain the rainforests • How can we live more sustainably

• Terminology • Mapping skills of rainforests around the world • Constructing & Analyzing climate graphs • Explanation writing • Analyzing ecological footprints • Identifying problems and possible solutions • Research skills using an indigenous rainforest tribe • Investigative - Plan carryout and present a group presentation • Orally present and express information and ideas to an audience

Group presentation – sustainably of a rainforest

Unit 3: Poverty



Assessment(s) C&S People are poor in

different ways. We are all

responsible for fighting poverty.

How can we fight poverty?

• Different types of poverty • Poverty levels around the world • Development and poverty • Causes & Effects of poverty • Poverty simulations • Connection of Children’s rights and poverty • Who is helping in the global community • Poverty aid • Our responsibilities for fighting poverty

• Terminology • Identify links between causes, process and consequences • ICT mapping skills using poverty indicators • Photo analysis • Evaluate poverty statistics • Interpret population pyramids • Analyze editorial cartoons • Reflect on the issues of poverty • Inquire and research into different poverty organizations • Documentary making using technology (video cameras, imovie) presentation • Orally present and express information and ideas to an audience

Poverty Documentary

Unit 4: Tale of Two Empires Area(s) of


Assessment(s) HI The Romans and

the Mongols built successful empires and left important legacies behind.

Which empire was better, the Roman or the Mongol?

• Empires and how they are built • Roman empire basic history • Roman leadership – Julius Caesar • Roman military – example of battle of Alessia • Roman legacies • Mongol empire basic history • Mongol leadership – Genghis Khan • Mongol military – example of battle in Beijing • Mongol legacies

• Map skills using Roman and Mongol empires • Time lines • Viewing videos for information • Interpreting events and consequences – alternative ending to Julius Caesar’s life • Journal writing • Researching Roman legacies and justifying their significance • Researching and writing an eulogy. • Researching and writing a newspaper page • Comparing and contrasting both empires • Writing a 5-paragraph essay which explains and justifies which empire was better.

Five-paragraph essay: Which empire was better, the Roman or the Mongol?

Humanities Grade 8

Unit 1: Renaissance Area(s) of


Assessment(s) HI Ideas evolve

throughout time How do ideas

evolve? • Renaissance • Humanism • Advancements in medicine, art and literature • Vocabulary related to the Renaissance

• Looking for connections between inventions from the Renaissance and inventions nowadays • Illustrating continuity and change through research about their chosen idea and how it evolved throughout time. (Use perspective as a model for analytical thinking) • Essay writing skills (5 paragraph essay)

Essay that answers the unit questions

Unit 2: Exploration



Assessment(s) HI The causes and

consequences of exploration

Why do we explore and what are the

consequences of our exploration

• Origins of food • Causes for exploration (3c’s) • The Race to the Pole

• Paraphrasing • Identifying causation • Identifying long term and short term effects • Students link their causes/reasons for exploration to the process and the outcomes of their exploration • Identify human/environment interaction • Nominalization: Using a more formal/ written register in writing.

Individual research of an explorer

Unit 3: Systems



Assessment(s) C&S A system collapses

because of its cracks

What causes a system to collapse?

• What are systems? • Difference between simple and complex systems • The overarching similarities between systems • The difference between a system and a process. • Case study: “The fall of the Egyptian Regime”

• Analyzing values and limitations of sources • 6 Research Skills • Reinforce In-text citation • Analyzing cartoons

Brochure/ Imovie about their system

Unit 4: Epidemics



Assessment(s) HSE Epidemics are

complex systems. Human’s ability to control epidemics depends on many varying factors.

How can we control epidemics?

• What are epidemics • How epidemics spread • History of the black plague and other major epidemics • Reasons for epidemics • Social, economic, geographic and political factors that effect diseases • Ways to control (prevent/stop) different diseases and epidemics

• Terminology • Mapping skills using the spread of epidemics • Identifying reasons and factors of epidemics • Comparing different epidemics and their factors • Podcast making using technology (Garageband)

Epidemic Podcast

Unit 5: Pollution



Assessment(s) ENV

UNDER CONSTRUCTION

Humanities Grade 9

Unit 1: Industrial and French Revolution Area(s) of


Assessment(s) HI

ENV

Mankind faced with seemingly

insurmountable problems is able to

find solutions to problems.

Why do people change?

• Agricultural Revolution • Industrial Revolution • French Revolution • Causes, effects and implications

• Knowledge and concepts of French Revolution terms • Primary source analysis • Group work • "Mock" trial that requires research skills, data gathering, analysis, communication and presentation skills according to the roles played in the trial

Industrial Revolution: End of unit exam (Criteria A ,B) Paper on whether the Industrial Revolution was a good thing or a bad thing? (Criteria A, B) French Revolution Analysis of Primary source documents (Criteria A, B) Simulation trial of the French Revolution (Criteria: A, B, C, D) End of unit exam (Criteria A, B) Revolution: Reflection piece: Why do people change? (Criteria B)

Unit2: Political Science- Napoleon and Nationalism in Europe



Assessment(s) C&S People choose a

common destiny because they share common interests.

Why do people with similar interests

need to come together?

• The Rise of Napoleon in Europe • How Napoleon came to power and how he impacted on Europe. • The legacy of Napoleon to nation building today.

• Role playing • Working in groups to reach an objective • Primary source analysis • Communication

Simulation game Unit test

Unit 3: Physical Geography



Assessment(s) ENV Environmental

changes take place in large part

because of changes in the world's

physical geography.

How does the earth's movement

cause changes to the environment?

• Using computerized geography students will investigate, gather data and make hypotheses about the planet's distribution of earthquake and volcanic activity. • Identify plate boundaries and locate the areas of the world where major earthquake and volcanic activity takes place. • Five major world cities that are high risk for volcanic or earthquake disaster. • Are cities prepared or not for a seismic disaster.

• Investigation, • Data gathering and analysis, • Map making and interpretation • Making and testing hypothesis • Written communication and presentation

Students will complete computerized handout assessments that are designed to demonstrate, through computer use, their understanding of the effects of population growth. (Criteria A, B, C, D)

Unit 4: Nationalism/Colonialism Area(s) of


Assessment(s) C&S Excessive self-

interest leads to exploitation of

others.

Why do the stronger tend to exploit the

weaker?

• How nation building took place. • How the force of nationalism created conflict among nations. • Why nationalism led to imperialism.

• Role -playing • Working in groups to reach an objective • Primary source analysis • Communication

Simulation game Unit test

Unit 5: Population Growth



Assessment(s) ENV Population growth

affects all areas of interaction.

How does the number of people in a place impact the environment of a

place?

• Computerized study of Population Growth • Population change through space and time • The implications of population growth for national growth • Differences between wealthy and developing nations

• Investigation, • Data gathering and analysis, • Map making and interpretation • Making and testing hypothesis • Written communication and presentation

Students will complete computerized handout assessments that are designed to demonstrate through computer use their understanding of the effects of population growth. (Criteria A, B, C, D)

Humanities Grade 9 MYP & OPP

Unidad 1: Auge y Crisis del Virreinato Area(s) of


Assessment(s) C&S

El área de interacción

se corresponde

con el estudio de las sociedades y la identidad

cultural.

El concepto de "mestizaje cultural" es la base del Perú

moderno, en cuanto somos resultado de la mezcla cultural y racial a través de los siglos que se origina precisamente en la

época colonial.

¿Cómo contribuyó la época colonial en la formación de la nación peruana?

• El ejercicio del poder • Las actividades económicas • La sociedad colonial • La iglesia en la colonia

• Observa, selecciona y presenta información de diferentes fuentes • Compara y contrasta la sociedad colonial con el Perú actual

Trabajo de investigación: el alumno deberá presentar por escrito 10 ejemplos desarrollados del mestizaje cultural en América Latina, pudiendo abarcar diferentes aspectos, tales como la arquitectura, el arte, la cocina, el baile, etc. Ensayo corto, basado en la película "The Mission" discutiendo el rol de la Iglesia en la época colonial y el conflicto entre los intereses políticos, religiosos y el destino de los indígenas.

Unidad 2: La Emancipación



Assessment(s) C&S

El

movimiento de la

independencia en el Perú

fue un reflejo de las fuerzas

sociales actuando a

escala global. Fue parte de

las "revoluciones burguesas"

que sacudieron

Europa y los Estados Unidos.

La independencia del Perú fue

resultado de un proceso global en la

América Hispana que duró medio

siglo y culminó con la emancipación de

las antiguas colonias y su conversión en

repúblicas independientes.

¿Cómo se tornaron independientes los países de América

Latina?

• Rebeliones y conspiraciones coloniales • La corriente libertadora del sur • La corriente libertadora del norte • La fundación de la república

• Analiza y extrae datos relevantes de lecturas de fuentes primarias • Explica los hechos históricos a escala local, continental y mundial

Examen escrito con preguntas diversas: definición de términos, sucesos, personajes y lugares; preguntas de pensamiento crítico; correspondencia, etc. Análisis de lecturas (fuentes primarias)

Unidad 3: Ecorregiones y Desarrollo



Assessment(s) ENV

El área de interacción corresponde al estudio del

medio ambiente, ya

que las ecorregiones

son el entorno

ambiental existente en nuestro país.

El cuidado del medio ambiente es fundamental para asegurar el futuro de la humanidad y

el desarrollo de sociedades justas y

democráticas.

¿Qué características tienen las

ecorregiones del Perú y qué

oportunidades ofrecen?

• Las ecorregiones del Perú • Problemas ambientales: depredación, contaminación, desertificación, calentamiento global • El desarrollo sostenible

• Desarrolla habilidades de colaboración y comunicación efectivas • Analiza los conceptos y principios del desarrollo sostenible

Preparación de presentaciones en Powerpoint dedicadas a las ecorregiones Ensayo informativo presentando casos exitosos y fracasos en el tema del desarrollo sostenible

Unidad 4: Gobierno y Política Area(s) of


Assessment(s) HI

Esta es el

área relevante, ya que el tema se relaciona

con los derechos

ciudadanos y políticos de

la población, que son

creaciones humanas que

han evolucionado a través del

tiempo

Sin importar el sistema de

gobierno, el ciudadano actual

exige que se respeten sus

derechos y que su voz sea escuchada. No es posible un

desarrollo sostenible y equitativo en

una sociedad sin valores

democráticos donde se pisotean los

derechos de los más pobres o los más débiles.los más

pobres o los más débiles.

¿Cuáles son los sistemas de

gobierno más difundidos en el

mundo y porqué?

• Sistemas de gobierno en el mundo: monarquía absoluta, parlamentaria y constitucional; república unitaria, federal, parlamentaria y presidencialista; dictadura socialista, comunista, militar o religiosa.

• Compara, contrasta y evalúa diferentes sistemas de gobierno • Utiliza mapas y gráficos para presentar datos a escala mundial

Creación de un mapamundi con diferentes colores indicando la distribución mundial de los sistemas de gobierno Cuestionario de preguntas de pensamiento crítico

Unidad 5: Construyendo la Nacion



Assessment(s) C&S

Construir la nación es el más grande desafío que los peruanos

aún enfrentamos. Para lo cual se necesitan instituciones

sólidas y estables que aseguren el

correcto juego de la democracia.

El militarismo vs la sociedad civil La integración

latinoamericana (el "sueño de Bolívar")

¿Cómo fue el difícil inicio de la vida republicana en el

Perú?

• La política bolivariana • El primer militarismo y la anarquía militar • La Confederación Peruano-Boliviana • El guano y la prosperidad económica • La guerra con España

• Analiza el cambio y sus causas y consecuencias • Evalúa fuentes primarias y secundarias

Examen escrito con preguntas variadas: escoger opciones múltiples; correspondencia de términos; definición de palabras; preguntas de pensamiento crítico, etc.

Unidad 6: Economia y sociedad Peruana



Assessment(s) HI

Las

actividades económicas

son la respuesta humana a obtener

satisfacción de sus

necesidades. En ellas se involucra el

ingenio humano para dominar la

naturaleza y ponerla al servicio de

sus intereses.

Las riquezas naturales y humanas

en el Perú son muchas y ofrecen

grandes posibilidades de desarrollo. Pero

debe cumplirse con el respeto al medio

ambiente y la riqueza debe

también alcanzar a los trabajadores y a

las comunidades locales.

¿Cómo se genera la riqueza de un país?

• Actividades extractivas • Actividades productivas • Actividades transformativas • Servicios

• Presenta y expresa información de manera clara y concisa, usando el lenguaje técnico apropiado • Organiza material para crear una presentación Powerpoint que sea visualmente impactante

Presentación grupal usando Powerpoint

Unidad 7: Organización del Estado Area(s) of


Assessment(s) C&S

La

organización del Estado es

un asunto social por

excelencia y concierne a

toda la comunidad.

El Estado se organiza de acuerdo

con principios jurídicos que aseguran la convivencia

pacífica, la equidad, el balance del poder

y la libertad. Aunque a veces el

escenario mundial y nacional parece

terrible y caótico, las ideas de la

democracia se van imponiendo globalmente.

¿Por qué se organiza el Estado en tres poderes?

• El Poder Ejecutivo • El Poder Legislativo • El Poder Judicial

• Analiza e interpreta información de un texto legal • Reflexiona y extrae conclusiones sobre el valor de las instituciones democráticas en el mundo actual

Completar tres fichas de trabajo sobre los poderes del Estado con la información contenida en la Constitución vigente Breve cuestionario con preguntas de pensamiento crítico

Unit 8: Crisis Nacional



Assessment(s) C&S

La sociedad peruana se

enfrentó a su más grande desafío en 1879 y la

guerra sacó a relucir todas las carencias

y aberraciones de nuestro país. La guerra

plantea una profunda

problemática social,

económica y jurídica.

La Guerra con Chile es el evento más

significativo en la relación con este país. A pesar del

tiempo transcurrido, la guerra sigue

presente ahora más que nunca al

encontrarnos en un juicio internacional

con Chile por lo límites marítimos.

¿Qué factores condujeron a la

Guerra del Pacífico y cuáles fueron las

consecuencias?

• Gobiernos de Prado, Balta y Pardo • La Guerra del Pacífico • La reconstrucción

• Investiga y redacta un ensayo histórico y crítico • Analiza e interpreta información de fuentes dispares y en conflicto

Examen escrito con preguntas variadas: escoger opciones múltiples; correspondencia de términos; definición de palabras; preguntas de pensamiento crítico, etc. Ensayo histórico y crítico: ¿Por qué se perdió la guerra? ¿Cómo debe ser nuestra relación con Chile en la actualidad?

Unidad 9: Organismos Internacionales y Globalización



Assessment(s) C&S

Los

organismos internacional

es proporcionan

ayuda a la comunidad mundial,

respondiendo a las

necesidades de los

pueblos, por lo tanto su estudio se

verá bajo el componente de “servicio”

La Tierra es hoy más que nunca una “aldea global” (Mc

Luhan). Hechos ocurridos en lugares distantes repercuten

en todo el orbe y ningún país está aislado del resto.

¿Qué es un organismo

internacional y qué tareas realiza en un mundo globalizado?

• La ONU y otros organismos mundiales • La globalización

• Investiga una organiza de servicio y ayuda, adquiriendo conciencia de una problemática social • Formula argumentos claros y válidos, apoyado por evidencia y brindando explicaciones

Debate sobre los desafíos que la globalización implica. Se presentarán dos posturas antagónicas, defendiendo o atacando los logros de la globalización. Preparación de campaña de sensibilización sobre el trabajo de la ONU

Unit 10: El Perú –Inicios del siglo XX Area(s) of


Assessment(s) C&S

La sociedad peruana se

transforma y aumenta la

participación del poblador en la toma de

decisiones políticas, a

través de las nuevas

organizaciones que surgen a inicios del siglo XX.

El periodo después de la Guerra del

Pacífico fue el final del segundo

militarismo y una época de relativo progreso para la economía y la

sociedad peruanas. Es también el fin del civilismo y el surgimiento de nuevas clases sociales que

empiezan a formar nuevos partidos

políticos.

¿Qué cambios y desafíos enfrenta el Perú con la llegada

del siglo XX?

• La república aristocrática • Primer gobierno de Leguía

• Analiza el cambio y sus causas y consecuencias • Reconoce y explica las similitudes y diferencias entre el siglo XIX y el XX en el Perú

Examen escrito con preguntas variadas: escoger opciones múltiples; correspondencia de términos; definición de palabras; preguntas de pensamiento crítico, etc.

Humanities Grade 10

Unit 1: History- Modern Times Area(s) of


Assessment(s) HI Change is a

constant of human experience

Change: what makes it

constructive or destructive?

• Knowledge of key global developments 1914 to present • Cultural issues in the interwar period • Nationalism and political identities in Asia/Africa/Latin America • World War II, the Cold War, decolonization, contemporary interdependence

• Analyzing change and its causes and consequences • Evaluating primary and secondary sources • Formulating historical arguments • Researching and writing a historical essay

Students write a historical essay analyzing a change and evaluating its consequences.

Unit 2: Political Science- Values, Beliefs, and Attitudes



Assessment(s) HSE We all have a set of

values, beliefs and attitudes, which are constantly evolving as we interact with

others and our world.

What happens with our values, beliefs and attitudes when we confront real-world problems?

• Understanding of values and beliefs and their relationship to action and ideologies • Basic fallacies of reasoning • History of ideology and source of the concept • Attempts to define the term • Aspects of political change (direction, depth, speed, method) • Positions on the political spectrum (radical, liberal, moderate, conservative, reactionary) - Their approaches to change and basic values/beliefs

• Analyze and interpret information from conflicting sources • Formulate clear, valid and sound arguments, make balanced judgments on issues • Make well-substantiated decisions and relate them to real-world contexts. • Plan, carry out and present group investigations • Present and express information and ideas in a clear and concise manner, using appropriate language, style and visual representation

Values and beliefs presentation

Political ideology group activity (persuasive presentation on a single issue from the perspective of a specific position on the political spectrum)

Unit 3: Economics- Rich Country, Poor Country



Assessment(s) HI The systems we

have in place affect the outcomes we

get.

How can societies prosper?

• What is Economics? • Economic Systems • Supply and Demand • Unemployment and Inflation

• Compare, contrast and evaluate (different economic systems) • Observe, select, record analyze and interpret information from a wide range of sources • Use a variety of media and technologies to research, select, interpret and communicate data • Use sources such as maps, graphs, tables and statistics, in a critical manner • Represent information using models and diagrams, including graphs and tables.

Economics Unit Project – Economic Freedom vs. Government Planning and Intervention (student choice of format)

Unit 4: Geography- Development



Assessment(s) C&S While development

is inherently desirable, some

controversy exists as to how it should

be defined, measured and encouraged.

What is development and

how do we make it happen?

• Economic production criteria (agriculture, industry, services) • Economic status/level of development • Criteria used to determine economic status (e.g. GDP per capita, energy use) • Regional disparities in development • Cultural, political and economic aspects of development • Stages of economic growth

• Recognize and describe patterns and relationships in global and regional distributions of development • Understand and explain possible causes of change in levels of development • Understand the complex and dynamic nature of societies as they relate to development • Use maps, tables and statistics in a critical manner • Represent information about development using tables • Analyze and interpret the information on development

Wealth of Nations Essay (defining and encouraging development)

Unit 5: Geography- Climate Change Area(s) of


Assessment(s) ENV When facing a

potential problem, we need to learn as

much as we can about the nature of

the problem and our options for

confronting it.

What is the state of our knowledge about climate

change and how should we confront

this problem?

• Climate models • Evidence for various positions regarding global warming and its effects

• Analyze and interpret information from a variety of conflicting texts • Identify key questions, problems and issues related to the topic of global warming • Formulate clear, valid and sound arguments and draw conclusions, including implications, on the topic of global warming

Paideia discussions on the status of knowledge regarding global warming and its effects

Unit 6: Globalization



Assessment(s) C&S Globalization has

been happening, on and off, for

thousands of years, but it has greatly

accelerated over the past few decades,

generating considerable

controversy over its effects.

What is the nature of globalization and

what effects is it having in various

areas (development, democracy,

terrorism, culture, war, human rights,

environment, health)?

• Stages of globalization, including causes and patterns • Theory of comparative advantage • Adam Smith's free market economics • Internal and external costs of global business • Free market revolution of the 1980's • Deregulation of financial markets and East Asian financial crisis • Examples of "globalization 3.0" from around the world

• Recognize and explain similarities and differences between places (countries, regions) in terms of how globalization has effected them • Establish and explain, when discussing globalization’s effects, links between causes, processes and consequences • Understand and explain how environmental, political, economic, and social interactions can change levels of sustainability, on a local and global level • Develop appropriate strategies regarding how issues raised by globalization can be addressed • Present and express ideas and information in a clear and concise manner, using appropriate language, style and visual presentation

Globalization group presentation

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