MYP unit planner

Unit Title
/
Half-Century of Crisis and Achievement (1900-1945)
Teacher(s) / Ms Tomlin
Subject and Grade Level / Global 4 – 10th Grade
Time frame and Duration / 5 Weeks
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? / /
Significant Concept(s)
What are the big ideas? What do I want my students to retain for years into the future?
Community and Service / ·  How does the world try to deal with issues of massive injustice after major crisis like the Holocaust, Darfur genocide and the genocide in Rwanda?
·  What is “justice”? Can trials/punishments make up for massive atrocities?
MYP Unit Question
Can “justice” ever be truly served?
Assessment
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?
·  Compare and contrast the trials that were held at the conclusion of the Holocaust (Nuremberg Trials) and the International Criminal Tribunal for Rwanda
§  What issues did the “trials” attempt to resolve/address?
§  Were these plans fair?
§  Which plan best achieved “justice”?
·  Develop a plan of “justice” for the conclusion of the genocide in the Darfur (C)
Which specific MYP objectives will be addressed during this unit?
A. Knowledge
·  Demonstrate subject content knowledge and understanding thorough use of descriptions and explanations, supported by relevant facts and examples, and may show other ways of knowing
B. Concepts
Time
·  Recognize and explain the similarities and differences that exist between people, places and events through time
Global Awareness
·  Explore issues facing the international community
·  Recognize issues of equality, justice and responsibility
·  Known when and how to take responsible action when relevant
C. Skills
Analytical
·  Compare and contrast events, issues, ideas, models, and arguments in a range of concepts
Decision-making Skills
·  Formulate clear, valid and sound arguments, make balanced judgements on events, and draw conclusions
·  Make well-substantiated decisions
Investigative Skills
D. Organization and presentation
·  Communication information that is relevant
Which MYP assessment criteria will be used?
Criterion C – Skills
Criterion B – Concepts
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
ContentWhat knowledge and/or skills (from my course overview) are going to be used to enable the student to respond to the guiding question?
What (if any) state, provincial, district, or local standards/skills are to be addressed?
New York City Standards
WWII – impact
5. The Nazi Holocaust: the extermination of Jews, Poles, other Slavs, Gypsies, disabled, and others
11. War crime trials
E. Collapse of European Imperialism
3. African Independence movements/Pan-Africanism
g. Ethnic tensions – Hutus and Tutsis (Rwanda)
B. Role of the United Nations
Knowledge/Skills
Students will be able to:
·  Discuss the causes of the Holocaust and the Rwandan genocide
·  Analyze the response of the international community during each genocide
·  Discuss the Nuremberg Trials – who presided over them? What was their purpose? Who was brought up on charges? What was the punishment given to those who were found guilty? How was the trial conducted? What happened to the leaders of the genocide?
·  Discuss the International Criminal Tribunal for Rwanda – who presided over the tribunal? What was the purpose of the tribunal? Who was brought up on charges? What charges were the perpetrators brought up on? What punishment was given? How was the trial conducted? What happened to the leaders of the genocide?
·  Analyze the role of the international community, during and after the genocides?
·  Discuss the causes of the genocide in Darfur
·  Develop a plan for “justice” after the resolution of the Darfur genocide
·  Develop a definition of “justice” and analyze the degree to which the Nuremberg Trials and/or the International Criminal Tribunal for Rwanda fits their definition
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general AtL skills?
The specific Approach to Learning that this unit will develop is:
Thinking skills—convergent and divergent thinking, drawing conclusions, organizing and articulating their
own views
Students are being asked to look at an issue from a historical and contemporary perspective and use their analyses of the issue to develop a plan of action for a like issue that is happening today.
Learning ExperiencesHow 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? / Teaching StrategiesHow 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?
Students will be given rubrics for both their analyses of the previous genocides and their own plan of action for the genocide in Darfur. / Students will special educational needs will receive a modified assignment. Those designated students will work together to come up with a group definition for “justice” that they can use to evaluate the Nuremberg trials and the International Criminal Tribunal for Rwanda. They will be given a list of specific questions that they will have to answer when looking at text about the Holocaust and the genocide in Rwanda to assist them in their analyses of those events.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?
- for an understanding of the Holocaust and the genocide in Rwanda, students will draw their information from movies a documentary of the Holocaust and “Sometimes in April” respectively
- the information about the Nuremberg Trials will be accessed through both the movie and primary source documents
- the information about the International Criminal Tribunal of Rwanda will accessed through the movie
- the information about the genocide in Darfur will be assessed through an NBC news special that will be shown via a podcast and a news article from “Upfront Magazine”
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further stimulus questions in the unit planning section of MYP: from principles into practice.
Students and TeachersWhat did we find compelling? Was our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect – both on the unit and on our own learning?
Were there any attributes of the learner profile that were encouraged through this unit? Were there any opportunities for action?
Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? Did I make sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did I decide on the data to collect? Was it useful?