Backward Mapping the IB Curriculum Grades 9 12 History Heather Lapper Glenlyon Norfolk School, Victoria, BC Mark Rogers J.E.B Stuart High School, Falls Church, VA draft materials These maps were created with funding from the United States Department of Education in order to increase participation and success in the Diploma Programme by strengthening the MYP-Diploma Programme articulation in the traditional 9 12 high school model. Schools and districts that offer all five years of the MYP are encouraged to continue the process of mapping skills back to level one of the MYP.
Backward Mapping the IB Curriculum: Humanities Grades 9-12 Contents Introduction......................................................................... 3 D diploma Programme Skills Analysis................................................... 5 9 12 Skills Map...7 MYP Humanities Maps: History - Grade 9....................................................................11 History Grade 10...................................................................15 MYP Course Outlines Humanities: Course Outline Grade 9............................................................17 example Unit Planner Grade 9.......................................................22 Course Outline Grade10...........................................................29 example Unit Planner Grade 10...32
Backward Mapping the IB Curriculum: Humanities 3 Introduction History is a popular subject in both the Middle Years Programme (MYP) humanities course and in the Diploma Program...The use of a range of historical sources and the communication of historical knowledge and judgments are encouraged and developed in the MYP humanities course and extended in the more specialized exploration of history in the Diploma Program. (The IB History Guide: First Examinations 2010, p. 5) This map seeks to outline the skills and attributes necessary for significant achievement in, and successful completion of, the MYP humanities and the Diploma Programme history programs. According to The IB History Guide: First Examinations 2010 (pre-publication), history is an exploratory subject, that poses questions without providing definitive answers. In order to understand the past, students must engage with it, both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. Students of history should appreciate the relative nature of historical knowledge and understanding To accomplish this, students must develop a variety of skills. This map concentrates on sequential development of such skills over a four-year period, culminating in the Diploma History assessments. The MYP-Diploma Programme Humanities-History sequence is both skill and content-based. Due to the many options within the MYP and Diploma Programme programs, combined with the multitude of state, province, and national content requirements, the content of one individual IB humanities program will likely differ significantly from others. Regardless of the specific course content, the successful study of any set of history topics requires a particular set of practices as stated in the 2010 IB History Guide:, The gathering and sorting of historical evidence The evaluation of historical evidence Recognizing and understanding historical processes and their relationships to human experience, activity and motivation Organizing and expressing historical ideas and information. The map that follows this introduction identifies the skill set necessary for the study of History in the Diploma Program. This map divides the skills into the four areas listed above and identifies sequences of increasingly complex skills to prepare students for success. It is our goal that these sequences assist teachers in identifying, planning, and executing lessons that develop students abilities to achieve the goals of the MYP and Diploma Programme humanities-history programs.
Backward Mapping the IB Curriculum: Humanities 4 The following document is ordered as follows: Diploma Programme Skills Analysis The skills necessary for the Diploma assessment are organized by specific assessments: Papers I, II and III, and the Internal Assessment. This chart allows teachers to consider the skills necessary for success in the Diploma Programme. When Diploma teachers prepare students, they look to develop student skills for the achievement of academic goals. 9 12 Skills Map This document maps skills necessary for success in the Diploma Programme and organizes them by the four practices of history listed above. This chart enables teachers to develop lessons and activities designed to address specific thinking skills. We also hope that these skills can be identified across the MYP (Groups One through Eight) and Diploma Program (Group One through Six) curriculums, enabling the development of strategies and sequences within schools. Habits of mind and scholarship are not specifically of Humanities or History: development should occur across the curriculum. It should be noted that specific tasks, while placed within grade levels, are not locked into those grades. Students should work within an appropriate level and when skills are mastered, move to the next step of task development. MYP Map (Grades 9 and 10) This document takes the skills outlined for grades 9 and 10 and places them in the framework of the MYP assessment criteria, and includes assessment and scaffolding ideas. MYP Course Outline and Unit Plans (Grades 9 and 10) This document offers sample course outlines and unit plans for MYP courses in grades 9 and 10. Along with the unit plans that follow, this will connect the analysis of skills with classroom practice. These documents follow the MYP guidelines for unit planning. We hope that teachers find this map useful for creating, executing and aligning curriculum, regardless of the content of any individual course. It is not intended to be exhaustive or prescriptive; rather it should provide possible routes to successful learning.
External Assessment Paper I: Source-Based Exercise (HL 20% and SL 30%) For each prescribed subject, students will answer four structured questions of increasing complexity, based on five primary and secondary sources per subject. Questions will measure students comprehension, analysis, evaluation, and application skills. 1 hour total Diploma Program: History Final Assessment Backward Mapping the IB Curriculum: Humanities 5 Diploma Programme Skills Analysis History This document identifies the skills and concepts necessary for success on the final DP assessments for History Skills Extract information Identify and explain origin of document Identify and explain purpose of document s author or creator and publisher Identify and evaluate the value of the source to the student of history Identify and explain the limitations of the document Compare and contrast information within different documents Analyze and synthesize different sources and pieces of information Comprehend simple and complex questions Place events in historical context Integrate of prior knowledge with new information (synthesis) Develop thesis statement Identify and extract supporting information Identify different approaches and interpretations Write a conclusion that goes beyond a re-statement of the thesis Work under time constraints Demonstrate clear and concise writing skills including short essays
Backward Mapping the IB Curriculum: Humanities 6 External Assessment External Assessment Paper II: Written Product (HL 25% and SL 45%) Identify and write essays responding to two questions selected from different formats including open-ended, analysis, synthesis, compare and contrast, persuasive, often a combination of the above. Students must answer one question of five from each of two different syllabus topics, for a total of two essays. 1.5 hours HL Paper III (HL only 35%) Regional Study Students write essay responses to three different questions. Students choose one of two questions from each of three different content units, writing a total of three separate unrelated essays. 2.5 hours Diploma Program: History Final Assessment Identify key words in the question to understand the demands of the question Select questions appropriate to a student s knowledge Identify the assumptions in a question Write a thesis statement Identify and use supporting information in a logical sequence Write a conclusion that goes beyond a re-statement of the thesis Acquire, select and categorize information Apply the knowledge to different tasks including explanation, evaluation analysis and synthesis Identify and explain different approaches to, interpretation of historical events and topics Place events in historical context Identify patterns and themes of historical events Explain cause and effect with reference to historical continuity and change (Note: Students should understand the relationship of this concept to that presented in the MYP objectives, which emphasizes that change is inevitable. See p. 19 of Middle Years Programme Humanities Guide) Write a five paragraph essay (or similar structure) that presents arguments that are clear, coherent, relevant and well-substantiated Identify key words in the question to understand the demands of the question Select questions appropriate to a student s knowledge Identify the assumptions in a question Write a thesis statement Identify and use supporting information in a logical sequence Write a conclusion that goes beyond a re-statement of the thesis Acquire, select and categorize information Apply the knowledge to different tasks including explanation, evaluation analysis and synthesis Identify and explain different approaches to, interpretation of historical events and topics Place events in historical context Identify patterns and themes of historical events Explain cause and effect with reference to historical continuity and change (Note: Students should understand the relationship of this concept to that presented in the MYP objectives, which emphasize that change is inevitable. See p. 19 of Middle Years Programme Humanities Guide)
Backward Mapping the IB Curriculum: Humanities 7 Internal Assessment Historical Investigation (HL 20% and SL 25%) An historical investigation on a topic of the students choosing. Each student will produce a 1500-2000 word written account of the investigation to include an outline plan, a summary of evidence, an evaluation of sources, an analysis, a conclusion, and a list of sources. Approximately 20 hours of work Diploma Program: History Final Assessment Choose a topic of suitable scope for research Locate and identify relevant sources of information Understand and apply accepted document citation methods and practices Write a thesis statement Identify and use supporting information in a logical sequence Interpret historical information Write a conclusion that goes beyond a re-statement of the thesis Acquire, select and categorize information Apply the knowledge to different tasks including explanation, evaluation analysis and synthesis Identify and explain different approaches to, interpretation of historical events and topics Place events in historical context Identify patterns and themes of historical events Explain cause and effect with reference to historical continuity and change (Note: Students should understand the relationship of this concept to that presented in the MYP objectives, which emphasizes that change is inevitable. See p. 19 of Middle Years Programme Humanities Guide) Extract information Identify and explain origin of document Identify and explain purpose of document s author or creator and publisher Identify and evaluate the value of the source to the student of history Identify and explain the limitation of the document Compare and contrast information within different documents Analyze and synthesize different sources and pieces of information (NOTE: Students often have difficulty understanding what needs to be cited within their own writing. It is recommended that humanities/history departments identify and use a common citation method.)
Backward Mapping the IB Curriculum: Humanities 8 9 12 Skills Map History This document maps over grades 9 12 the skills necessary for success in the Diploma Programme, particularly on the final assessment task. The focus is on skill development, as opposed to content. For more details about Diploma Programme content in history, please consult the pre-publication Diploma Programme History Guide. Teachers should keep in mind that much of the skill development in history courses does not take place in a linear fashion that fits neatly into grades. This document is not meant to provide a prescription for teaching, nor is it an exhaustive list. Students in the 9th and 10th grades should be encouraged to try skills listed for the 11th and 12th grade whenever possible.
Backward Mapping the IB Curriculum: Humanities 9 History Strands The Gathering and Sorting of Historical Evidence Reading: Extract relevant information Identify and explain origin of a source including bibliographic and information that places source in context Identify the purpose of document s creator, publisher, and historical users Identify key words in questions to understand the demands of the question Research: Acquire, select and categorize information Locate, identify and use relevant sources Choose topic of suitable scope for research Understand and apply accepted document citation methods The Evaluation of Historical Evidence Identify, evaluate and use multiple sources Identify and explain the limitation of the document Compare and contrast information and ideas from different documents Analyze and synthesize different sources and pieces of information Recognizing and Understanding Historical Processes and Their Relationship to Human Experience, Activity, and Motivation Integrate prior knowledge and new information (synthesis) Place events in historical context Establish and explain historical processes Defend interpretation of change or continuity Identify different approaches and interpretations of historical events and topics Organizing and Expressing Historical Ideas and Information Develop and defend a thesis statement Use historical terminology and factual knowledge to illustrate and defend ideas Write a sophisticated conclusion Work under time constraints Write clear concise essay of various lengths Write an appropriate essay that presents wellsubstantiated arguments Select appropriate exam questions to answer Identify assumptions in questions
Backward Mapping the IB Curriculum: Humanities 10 9 12 Skills Map: History Grade 9 Grade 10 Grade 11 Grade 12 Identify, interpret, and extract information relevant to a directed question. Prioritize information by importance Identify specific origin of source (different types: letters, diaries, photos, political cartoons ) (bibliographic information) Discern between primary and secondary sources The Gathering and Sorting of Historical Evidence Use strategies for student focused comprehension of information Identify and explain origin of a source (expand types) including bibliographic and information that places source in context Identify bias of source Identify bias and motivations of author Understand historical vocabulary of questions Rewrite questions using alternative wording. Learn how to use physical library and online databases; make decisions about the relevance of sources Select from teacher-assigned topic choices. Survey sources to determine final Learn note-taking skills, categorize information Review bibliographic format and create bibliography Learn and apply citation rules Answer questions of increasing difficulty and complexity using historical vocabulary Read introductions and abstracts to determine relevance Survey readings to determine available quantity of information for the assigned topic choice Learn additional note-taking skills, and categorization -- apply to more complex research Develop research appropriate bibliography Continue to apply citation rules Reading Research Extract important and relevant information Organize extracted information from varied sources (annotating) Identify and explain origin of a source including bibliographic and information that places source in context Identify how sources can be used for different perspectives Expand use of historical vocabulary in order to answer verbal and written expression Further explore advanced academic databases, museums documentaries and oral histories, Create own topic choices, survey sources to determine final topic choice Continue skill for research assignment (IA or practice) Develop full-fledged bibliography Continue best citation practices, apply to all appropriate tasks Organize extracted information from varied sources (annotating) Identify and explain origin of a source including bibliographic and information that places source in context Identify the purpose of source s creator, publisher, and historical users Understand role of bias and discern author s bias and motivation Expand use of historical vocabulary in order to answer verbal and written expression Locate and identify relevant sources of information Choose a topic of suitable scope for research Acquire, select and categorize information Understand and apply accepted source citation methods and practices
Backward Mapping the IB Curriculum: Humanities 11 9 12 Skills Map: History Grade 9 Grade 10 Grade 11 Grade 12 Identify and locate source of information origin, purpose, value and limitation Create graphic organizers to illustrate comparison/ contrast of two sources Analyze single sources Show ways to use the source Write one paragraph contrasting & one paragraph comparing two sources Analyze two sources; synthesize findings Evaluation of Historical Evidence Continue to develop evaluation skills in terms of origin, purpose, value and limitation Create graphic organizer from more than two sources. Write a cohesive compare/contrast essay with a variety of sources Analyze multiple sources; write synthesis of findings Continue to develop evaluation skills in terms of origin, purpose, value and limitation Compare and contrast information and ideas from different sources Analyze and synthesize different sources and pieces of information Recognizing and Understanding Historical Processes and Their Relationship to Human Experience, Activity, and Motivation Organize and prioritize prior knowledge by degree of relevance Understand the concepts of continuity and change and represent examples with graphic organizers Identify point of view in a source. Identify and recognize primary and secondary sources Identify social, political, economic, religious and military context for events Understand the concepts of cause and effect in reference to history. Organize and prioritize prior knowledge by degree of relevance Identify continuity and change within the same historical period/setting. Evaluate the importance of the elements of change Understand varied approaches to analyzing historical events: narratives, monographs, texts, etc. Understand the concept of historical context; express the context in own words Identify and explain specific causes and effects, arranging them in reference to continuity and change. Continue to organize new information by relevance and integrate with prior knowledge Expand on ability to identify continuity and change within the same historical period/setting. Evaluate the importance of elements of change Read, identify and explain the implications of various historical interpretations. Explain the value of different approaches (historiography) Identify and evaluate contexts and evaluate relative importance of historical context with reference to specific events Understand cause and effect with reference to historical continuity and change Continue to organize new information by relevance and integrate with prior knowledge Defend interpretation of change or continuity Identify different approaches and interpretations of historical events and topics. Explain the values of each to historians Analyse and discuss in written and verbal expression, events in historical context Establish and explain historical processes
Backward Mapping the IB Curriculum: Humanities 12 9 12 Skills Map: History Grade 9 Grade 10 Grade 11 Grade 12 Identify thesis statements from sample essays Write thesis statement for essay and effectively defend in body paragraphs Learn and use terminology and factual knowledge appropriate to the subject and topic Read conclusions from sample essays. Be able to restate thesis and summarize in conclusion Write timed essays in class under exam conditions Write varied types of essays. Peer edit essays Write guided five paragraph essay, working toward 900 1000 words. After essay is marked, rewrite and resubmit Choose one of two short essay questions to answer, increase to 1 of 5 Organizing and Expressing Historical Ideas and Information Practice with different essay forms, generate thesis statements independently Learn and use terminology and factual knowledge appropriate to the subject and topic Expand conclusion to include counterclaims and suggestions for further exploration Write timed essays in class under exam conditions Continue development of varied types of essays Apply five paragraph essay techniques to all essay types (comparison-contrast, etc.) After essay is marked, rewrite and resubmit Choose the best two of five questions to answer, increase to 3 of 5. Explain and justify choice. Write thesis paragraph, which defines scope and sequence of paper Learn and use historical terminology and factual knowledge to support historical analysis Continue to expand conclusion to include counter-claims and suggestions for further exploration Write timed essays in class under exam conditions Continue development, peer edit, rewrite of varied essays Identify best essay type and form to answer an essay exam question. After essay is marked, rewrite and resubmit Using IB exam model, choose appropriate essay questions. Develop and defend thesis statement Use historical terminology and factual knowledge to formulate and defend historical analysis Write a sophisticated and powerful conclusion Write timed essays in class under exam conditions Write clear, concise essays of various types and lengths Write an appropriate essay that presents arguments which are clear, coherent, relevant and well-substantiated Select exam questions appropriate to student s knowledge
Backward Mapping the IB Curriculum: Humanities 13 MYP Humanities Maps History Grades 9 & 10 The following documents organize the skills identified for of the content and concepts as well as additional skills can the 9th & 10th grades in the previous tables by the MYP be found in the MYP Humanities Subject Guide. Humanities assessment criteria in order to make connections between the demands of the Diploma Programme and the Note: Summative assessment should be assessed against framework of the MYP. These tables provide suggestions for more than one criteria. In addition, the learning activities assessment and scaffolding ideas for these specific skills. listed below could be assessed against a variety of criteria, These documents do not provide an exhaustive list of the depending on the teacher s goals for students. skills to be developed in an MYP humanities course, details
Backward Mapping the IB Curriculum: Humanities 14 MYP Humanities Map History Grade 9 Skills (from previous table) MYP Humanities Map: History / Grade 9 Learning Activities (Formative and Summative Assessment Tasks) Support/Scaffolding Strategies Criterion A: Knowledge: Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Apply knowledge of historical terminology and factual information. Use historical terminology accurately. Identify and extract information relevant to a directed question. Prioritize information by importance. Identify and list prior knowledge and make connections to the specific topic. Understand historical questions and terms: self-define every word in a question. Rewrite questions using alternative wording. Students create a glossary for key historical terms including written explanation of the historical significance of terms and visual aids for each term. Students read articles and worksheets for information and provide written and oral summaries as well as notes using note taking strategies. Students teach each other meaning of vocabulary. Talking to the text reading strategiesquestions. Use K-W-L and free writing exercises before introducing new material to help students activate prior knowledge. Teach SQ3R strategies to help students reading comprehension of history texts. Provide guiding questions and graphic organizers to help students identify important information in sources. Criterion B: Concepts: Concepts are powerful ideas that have relevance within and across the MYP, and students must explore and re-explore these in order to develop understanding. Learners develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills. Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. Understand the concept of historical context; express the context in own words. Understand the concepts of continuity and change in reference to history. Identify examples of continuity and change and represent examples with graphic organizers. Identify point of view in a source. Identify and recognize primary and secondary sources. Identify bias of documents. Understand the concepts of cause and effect in reference to history. Explicitly teach students to make textto-self, text-to-world, and text-to-text connections, have student annotate texts. Students create a newspaper front page published during a historical period they are studying, which includes editorial, front page article about significant events, two different articles written from different perspectives about a historically accurate event cite sources. Students write diaries for different characters with opposing viewpoints clearly represent opinions of the character on specific events. Students can create visual, thematic timelines or maps that trace history of particular issues over time, for example the history of slavery or exploration. Role play Debates Use graphic organizers to help students understand relationships between events and develop a sense of continuity and change. Ask students to defend their work (orally or in writing). Use familiar sources (especially current media) to help students develop an understanding of historical context beyond the limitations of reading skills and to build on their prior knowledge.
Backward Mapping the IB Curriculum: Humanities 15 Skills (from previous table) MYP Humanities Map: History / Grade 9 Learning Activities (Formative and Summative Assessment Tasks) Support/Scaffolding Strategies Criterion C: Skills The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the student s technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the MYP, and for lifelong learning. Identify and locate source of information Identify the main limitations of a source. Analyze single source. Identify assumed prior knowledge in questions. Identify specific origin of source (different types: letters, diaries, photos, political cartoons ) (bibliographic information). Survey readings to determine available quantity of information for the assigned topic. Learn how to use physical library and online databases. Students are asked to examine political cartoons, artwork, and/or primary sources from the time period studied and to determine the bias of the cartoon or source, identify its limitation and analyze it in terms of historical significance. An extension of this activity is for students to create their own political cartoon, artwork, or document and exchange with peers for analysis and identification of bias and limitation. Students complete a mini research project and are assessed on investigation and decision-making skills, as well as process and product. The teacher will break down each step of the research process and will assess it to provide a full understanding of research skills and how to read what is being asked of them. For example, students will learn to develop appropriate strategies to address issues, formulate clear arguments, make balanced judgments on events, and draw conclusions, including implications. Learn citation skills. Provide students a set of guiding questions to help them understand the process of analyzing a document. Students participate in a whole class jigsaw activity in which groups of students examine a preselected sets of sources on a given topic and using the guiding questions provided. Explicit teaching of web-browser search techniques (keywords, evaluation, etc.).s Library orientation at school and local library.
Backward Mapping the IB Curriculum: Humanities 16 Skills (from previous table) MYP Humanities Map: History / Grade 9 Learning Activities (Formative and Summative Assessment Tasks) Support/Scaffolding Strategies Criterion D: Organization and Presentation: Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills. Learn note-taking skills, categorize information. Create graphic organizers to illustrate comparison/ contrast of two or more documents. Review bibliographic format and create bibliography. Learn and apply citation rules. Identify thesis statements from sample essays. Write thesis statement for essay. Read conclusions from sample essays. Write conclusion (restatement of thesis and summary). In-class timed writing. Write and peer edit varied types of essays. Write guided five paragraph essay, working toward 900 1000 words. Students use notes and information gathered through other sources to create a T-table, venn diagram, or outline which compares and contrasts different leadership styles, political systems, rights and responsibilities of women in different societies, etc. Students use this to create a well constructed essay. Teacher provides students a set of thesis statements and a collection of facts from the current unit. Students use the information provided to write an outline defending the thesis statement they select. Based on teacher feedback, students write short essays from their outlines. Teach and require students to use different examples of note taking formats (Cornell notes). Provide graphic organizers to help students plan and organize their response to historical sources and to support thesis statements with evidence. Teach and require students to use the writing process (planning, drafting, revising, and editing).
Backward Mapping the IB Curriculum: Humanities 17 Skills (from previous table) MYP Humanities Map: History / Grade 10 Learning Activities (Formative and Summative Assessment Tasks) Support/Scaffolding Strategies Criterion A: Knowledge: Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Draw on knowledge of historical terminology and factual information to illustrate and defend ideas. Use explicit reading strategies for student focused comprehension of text: Pre-read text, formulate question, extract, prioritize, and categorize relevant information. Organize and prioritize prior knowledge by degree of relevance Answer questions of increasing difficulty and complexity using historical vocabulary. In class exams that follow a modified format of the Diploma Programme assessments. Written essays in which students are assessed on their use of facts and terminology to defend a thesis. Classroom debates and discussions, in which students use appropriate terminology and reference relevant facts which include a global focus. Teach note taking strategies. Explicitly teach vocabulary strategies like found word walls, concept maps, and personal glossaries. Criterion B: Concepts: Concepts are powerful ideas that have relevance within and across the MYP, and students must explore and re-explore these in order to develop understanding. Learners develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills. Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. Identify continuity and change within the same historical period/setting. Evaluate the importance of the elements of change. Identify social, political, economic, religious and military context for events. Identify specific causes and effects, arranging them in reference to continuity and change. Understand a variety of approaches to historical events: narratives, monographs, texts, etc. Students write and present case studies of different historical empires. After the presentations, students compare and contrast empires to make connections about the historical causes, processes and consequence relevant to all cases. Students write a comparative review of secondary sources on a given subject, comparing and contrasting the authors explanation for context, cause and effect, and use of evidence. As a group, determine the social, political, economic, religious and military context of current events to build a better understanding of these concepts. Apply the concepts to historical events and look for parallels.
Backward Mapping the IB Curriculum: Humanities 18 Skills (from previous table) MYP Humanities Map: History / Grade 10 Learning Activities (Formative and Summative Assessment Tasks) Support/Scaffolding Strategies Criterion C: Skills The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the student s technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the MYP, and for lifelong learning. Explain origin, purpose, value and limitations of sources. Show ways to use the source. Identify assumptions of increasingly complex questions. Critically analyze the question for explicit and implicit information required. Select from teacher-assigned essay topic choices. Survey documents to determine final topic choice. Read introductions and abstracts to determine relevance. Identify bias of documents. Students create an annotated bibliography on a specific topic, writing summaries for a wide variety of relevant sources and answering a set of questions provided by the teacher for each source. Questions ask students to determine why the source is useful to them, who created it for whom, and what questions it raises for them. Sources will include a variety of text, maps, graphs, tables, atlases, photographs, statistics, drawings, etc Explicitly teach strategies for organizing and using research notes and synthesizing ideas from multiple sources. Criterion D: Organization and Presentation: Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills. Learn additional note-taking skills, and categorization -- apply to more complex research. Write one paragraph contrasting & one paragraph comparing two documents. Develop research appropriate bibliography with headings; continue to apply citation rules. Practice with different essay forms, generate thesis statements independently. Expand conclusion to includes summary and basic explanation. Write In-class timed essays. Continue development of varied types of essays. Apply five paragraph essay techniques to all essay types (comparison-contrast, etc.). Students write research papers on the topic of their choosing using three or more textual sources. Students engage in debates, citing historical evidence to defend their positions. Develop peer response groups, using structured response forms to provide feedback on thesis statements, introductions and conclusions, and essays. Provide models of good and bad thesis statements.
Backward Mapping the IB Curriculum: Humanities 19 Humanities : Level 4 Course Outline Course Description: Course Outlines Example MYP Unit Planner Humanities Grade 9 This sample course outline, along with the unit plan, connects the analysis of skills with classroom practice in the MYP. Social Studies 9 chronicles the progress of Western civilization, through the age of exploration, reformation and imperialism. In the final part of the year, the class will study the exploration of Canada and the formation of its government. Students will undertake a study of the physical world in terms of solidifying and maintaining a broad range of geographical skills. Students will be encouraged to develop intercultural awareness through an investigation of the three founding cultures of Canada. The main objectives of this course are: Students reflect on the consequences of the development of democratic concepts such as constitutional monarchies and republics in Europe during the 1700 s. Students analyze the effects on society from changes to social systems and structures arising from the French Revolution, the rise of nationalism in Europe, and the effects of the Industrial Revolution. Students analyze the effects of environment and community in the development of culture.
Backward Mapping the IB Curriculum: Humanities 20 Areas of Interaction Human Ingenuity Areas of Interaction Human Ingenuity Unit Questions What price democracy? Unit Questions What price democracy? Significant Concept(s) Political, religious, social and scientific factors can lead to major shifts in human thinking The rise of humanism brought about the modern age Significant Concept(s) Abuse of power can lead to the creation of new political systems MYP Course Outline Humanities / Grade 9 Unit 1: the Modern Age Content Skills Assessment Instructional Strategies Rise of humanism and its impact Defining terms Understanding historical context Concepts of change and continuity Definition of terms (Crit. A) Paragraph writing (Crit. A and D) Test (Crit. A and B) Discussion Lecture Videos Note taking Materials/Resources Crossroads: A Meeting of Nations by Michael Cranny Unit 2: English Civil War Content Skills Assessment Instructional Strategies Divine Right of Kings vs Parliament and Constitutional Monarchies Role of religion in society Witchhunt Decision Making Understanding point of view Investigation Note taking Research Analysis of author s intent Map (Crit A and D) Chart outlining English society in 17th Century (Crit. A) Examination of occupations and earnings (Crit. A) Mind map on Puritanism (Crit. B and C) A letter from 17th C England (Crit. A, B and D) Persuasive legal brief on either defense or prosecution of King Charles I (Crit. A, B.C, D) Discussion/ Lecture Reading Note taking Research in Library Debates Broadside analysis Materials/Resources Teacher notes Internet sites Textbook
Backward Mapping the IB Curriculum: Humanities 21 Areas of Interaction Human Ingenuity Areas of Interaction Health and Social Education Unit Questions What price democracy? Unit Questions How do new ideas influence a society? Significant Concept(s) Abuse of power can lead to the creation of new political systems. Significant Concept(s) Powerful leaders can change their societies by changing social structures and systems. MYP Course Outline Humanities / Grade 9 Unit 3: French Revolution Content Skills Assessment Instructional Strategies Divine Right of Kings Republics Writing of constitution Revolution Enlightenment Thinkers Understanding historical context Connections to topic Chronological organization Concepts of continuity and change Systems Timelines (Crit. A, C and D) Petition/Letter Writing regarding state of society in pre-revolution France (Crit. A, B, C, D) Collage: A Tribute to the Philosophies (Crit. A, B and D) Timelines of major events and characters (Crit. A and C) Tennis Court Oath: Speech writing and delivery (Crit. A, B, C, and D) In-class writing to answer guiding question (Crit. A, B, D) Debate Pair and share Class Discussion Research in library Role play Note taking Lecture/Socratic seminar Cartoon analysis Materials/Resources Teacher notes Internet sites Textbook Various primary sources Unit 4: Napoleon Content Skills Assessment Instructional Strategies Effects on society of changes to social structures and systems due to Napoleon s leadership The rise of nationalism Imperialism Defining terms Identifying and extracting relevant information Compare and Contrast Recognizing point of view Identify purposes of documents Understand concepts of change and continuity Definition of terms (Crit. A) Written resume (Napoleon applying for job as CEO) (Crit. A, C and D) In class essay on leadership style of Napoleon (Crit. A, B, and D) Discussions Debate Pair and Share Cooperative Learning PowerPoint presentations Readings Lectures Art and Cartoon Analysis Simulations Materials/Resources Textbook Teacher s Notes Internet sites Various primary and secondary sources
Backward Mapping the IB Curriculum: Humanities 22 Areas of Interaction Health and Social Education Areas of Interaction Environment Unit Questions How do new ideas influence a society? Unit Questions How does the environment of an area affect culture? Significant Concept(s) New ideas and technology can transform a society Significant Concept(s) Economic and religious factors, as well as human curiosity leads to exploration. MYP Course Outline Humanities / Grade 9 Unit 5: Industrial Revolution Content Skills Assessment Instructional Strategies The impact of new ideas and technologies on society Effects of the industrial revolution Why Britain? Analysis Note Taking Use of library Creating bibliographies Citations Presentation of information Creating outlines Decision making Understanding concepts of continuity and change Point of view Document analysis Definition of Terms (Crit. A) Mind Map (Crit. A and B) Matching exercises on inventors/ inventions (Crit. A) Compare and contrast primary documents from worker/ factory owner on 19thC working conditions (Crit. B and C) Research Project on invention and inventor including process journal, working model and background information on inventor and impact of invention on society (Crit. A, B, C, and D) Readings Lecture Cooperative Learning Pair and Share Fishbowl Jigsaw Discussions Role Play Materials/Resources Textbook Teacher s Notes Internet sites Various primary and secondary sources Unit 6: Early Exploration Content Skills Assessment Instructional Strategies 3 c s of exploration commerce, Christianity and curiosity Imperialism Resources of new world fish and furs Defining terms Compare and contrast two documents Understanding historical context Connections to topic Recognizing point of view Identify purposes of documents Maps (Crit. A and D) Document analysis (Crit. B and C) Test (Crit. A, and B) Journal Writing (Crit. A, B, C, and D) Discussions Videos Lectures Readings Group Cooperative Work Pair and Share Materials/Resources Teacher s notes Textbook Primary and Secondary sources Internet sites Videos
Backward Mapping the IB Curriculum: Humanities 23 Areas of Interaction Community and Service Areas of Interaction Environment Unit Questions How does the environment of an area affect culture? Unit Questions How does the environment of an area affect culture? MYP Course Outline Humanities / Grade 9 Unit 7: European and Aboriginal Relationships Significant Concept(s) Content Skills Assessment Instructional Strategies Environmental factors The effects of Note taking Maps (Crit. A and D) Discussion shape the way people environment and Recognizing point of view Summaries note taking (Crit. A) Lecture form cultures and nations community in the Presentation of information Presentation of information (Crit. A, Reading development of C and D) culture Note taking In class essays on guiding question How the Research in Library (Crit, A, B, C and D) environment Materials/Resources impacts population distribution and a people s way of life and culture Significant Concept(s) Nations rise and fall Teacher s Notes Textbook Primary and Secondary sources Internet sites Unit 8: New France Content Skills Assessment Instructional Strategies Understanding of founding cultures of Canada Reasons for fall of New France Presentation of information Outlines Concept of continuity and change Historical context Map (Crit. A and D) Defining terms (Crit. A) Timeline of events (Crit. C and D) Multimedia presentation/ simulation of historical character in New France (Crit. A, B, C and D) Videos Discussion Readings Debate Roundtable Discussion Role Playing Materials/Resources Teacher s Notes Textbook Primary and Secondary sources Internet sites
Backward Mapping the IB Curriculum: Humanities 24 Unit Title Example MYP Unit Planner Stage 1: Integrate significant concept, area of interaction and unit question, and ensure it can be assessed Area of Interaction Focus Which AoI will be your focus? Why have you chosen this? Human Ingenuity The AoI fosters inquiry into the causes and consequences of change through human actions and processes The French Revolution Subject and Grade Level Humanities Grade 9 Time frame and Duration Humanities Grade 9 The MYP Unit Planner is a resource for teachers planning MYP instruction. The following MYP unit of work was developed to reflect the skills and concepts outlined previously in this document. Along with the preceding course outline, this unit of work provides an example of the kind of instruction that can prepare students for success in the Diploma Programme 7 Weeks MYP Unit Question Significant Concept(s) What are the big ideas? What do I want my students to retain for years into the future? Abuse of power can lead to the creation of new political systems What price democracy?
Backward Mapping the IB Curriculum: Humanities 25 Unit Planner Prompt What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? Which specific MYP objectives will be addressed during this unit? Which MYP assessment criteria will be used? Stage 1: Assessment Teacher Response In response to the unit question, students will create a media project, selecting one of the following formats: Broadside two parts that will compare and contrast an event from the French Revolution showing same event from two different perspectives cite sources. Newspaper Front Page published during early part of Revolution includes editorial, front page article about significant event, two different articles written from different perspectives about a historically accurate event cite sources. Diaries two characters with opposing viewpoints 3 diary entries for each character clearly represent opinions of the character on specific events cite sources. A. Knowledge B. Concepts Change Time Systems C. Skills Analytical Decision Making D. Presentation and Organization A. Knowledge B. Concepts C. Skills D. Presentation and Organization
Backward Mapping the IB Curriculum: Humanities 26 Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content Unit Planner Prompt What knowledge and/or skills (from my course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? Approaches to Learning How will this unit contribute to the overall development of subject-specific and general AtL skills? Teacher Response Course Overview: students are encouraged to analyze the effects on society of new ideas students will reflect on the changes to social structures and systems arising from the French Revolution British Columbia Prescribed Learning Outcomes: analyse factors that contribute to revolution and conflict analyse the contributions of the English, French and American revolutions in the development of democratic concepts evaluate the changing nature of law and its relation to social conditions of the times Divine Right of Kings Republics Writing of constitution Revolution Enlightenment Thinkers Students will select and summarize information from primary and secondary print and non-print sources, including electronic sources. Students will assess the reliability, currency and objectivity of different interpretations of primary and secondary sources. Students will plan, revise, and deliver formal oral and written presentations.
Backward Mapping the IB Curriculum: Humanities 27 Stage 2: Backward planning: from the assessment to the learning activities through inquiry Learning Experiences Unit Planner Prompt How will students know what is expected of them? Will they see examples, rubrics, templates, etc.? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? Teacher Response Prior Knowledge/Entry Points: Students define democracy in their own terms Discuss different types of democracy Current events China, Middle East Security vs Freedom Debate Petition/Letter Writing regarding state of society in pre-revolution France Collage: A Tribute to the Philosophes Timelines of major events and characters Tennis Court Oath: Speech writing and delivery Unit Test Unit Planner Prompt Teaching Strategies How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? Have we considered those learning in a language other than their mother tongue? Have we considered those with special educational needs? Debate Pair and share Class Discussion Research in library Role play Note taking Lecture/Socratic seminar Teacher Response In-class writing to answer unit question