MYP COURSE OUTLINE

Humanities

MYP Level 3 (8th Grade)

Created by Nimisha Thakore

  1. Course Summary

This course will focus on the history and geography of the United States through the mid- 19th century. The topics taught will include the development of our current government (i.e. Constitution, Bill or Rights, etc.), the migration of peoples to different parts of the continent, historical events and repercussions of the Civil War, and Industrialism.

History and geography affect each other. Students will work on drawing out, identifying and exploring the interconnected nature of the social science disciplines, providing for a holistic learning experience. Students will use critical thinking skills to conceptualize and make relevant to their lives the idea that change, cultural developments (intercultural awareness) and characteristic patterns of humanity occur across time and place. A variety of teaching methods including individual research assignments, group discussions and debates, presentations and readings will promote communication.

  1. State Standards and MYP Objectives

The TEKS included below are not exhaustive. The entire 8th Grade Social Studies set of TEKS numbers 31 TEKS, each with its own subsection. Below is a highlight of many of the major TEKS aligned with MYP objectives.

Texas Essential Knowledge & Skills / MYP Humanities Objectives
A Knowledge
At the end of the course, students should be able to:
Know and use humanities terminology in context
8.1 History: The student understands traditional historical points of reference in U.S. history through 1877. / Demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by relevant facts and examples, and may show other ways of knowing.
B Concepts: Time
At the end of the course, students should be able to:
Establish a personal sense of identity in a context of time and place
Understand different perceptions of time
Show an understanding of people in past societies
8.1 / Demonstrate an awareness of chronology that links people, places and events through time
8.2 History: The student understands the causes of exploration and colonization eras.
8.23 Culture: The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. / Recognize and explain the similarities and differences that exist between people, places and events through time
B Concepts: Place and space
At the end of the course, students should be able to:
8.10 Geography: The student understands the location and characteristics of places and regions of the United States, past and present. / Recognize, describe and explain patterns and relationships in space, including natural and human environments
Recognize and explain similarities and differences between places
Understand constraints and opportunities afforded by location
8.11 Geography: The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. / Understand issues related to place/space on a local, national and global scale
B Concepts: Change
At the end of the course, students should be able to:
Understand and explain short-term and long-term causes of change
8.27 Science, technology, and society: The student understands the impact of science and technology on the economic development of the United States.
8.28 Science, technology, and society: The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. / Establish and explain links between causes, processes and consequences
Recognize and explain continuity and change
8.6 History: The student understands westward expansion and its effects on the political, economic, and social development of the nation / Recognize that change is inevitable and that the rate of change is relevant to the context
Understand that as people interact with their environment, both change
Understand and explain how environmental, political, economic and social interactions can change levels of sustainability
B Concepts: Systems
At the end of the course, students should be able to:
How systems, models and institutions operate
8.12 Economics: The student understands why various sections of the United States developed different patterns of economic activity / Social structures and controls
8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents
8.17 Government: The student understands the dynamic nature of the powers of the national government and state governments in a federal system. / The complex and dynamic nature of systems
Different types of equilibrium within systems
Systems in local, national and global societies
8.19-8.22 / Rights and responsibilities within systems
Cooperation within and between systems
B Concepts: Global awareness
At the end of the course, students should be able to:
Explain different perceptions of places, societies and environments
8.21 Citizenship: The student understands the importance of the expression of different points of view in a constitutional republic. / Show an understanding of how culture and perception can affect a sense of intercultural awareness
Show an understanding of the interdependence of societies
Demonstrate international awareness and intercultural awareness and understanding
Explore issues facing the international community
8.19 Citizenship: The student understands the rights and responsibilities of citizens of the United States
8.20 Citizenship: The student understands the importance of voluntary individual participation in the democratic process
8.22 Citizenship: The student understands the importance of effective leadership in a constitutional republic. / Recognize issues of equity, justice and responsibility
Know when and how to take responsible action where relevant
C Skills: Technical skills
At the end of the course, students should be able to:
8.29 / Observe, select and record relevant information from a wide range of sources
8.29 / Use a variety of media and technologies to research, select, interpret and communicate data
Use sources, such as maps, graphs, tables, atlases, photographs and statistics, in a critical manner
Represent information using maps, models and diagrams, including use of scale, graphs and tables
C Skills: Analytical skills
At the end of the course, students should be able to:
Analyze and interpret information from a wide range of sources
Identify key questions, problems and issues
8.29 / Critically evaluate the values and limitations of sources
Compare and contrast events, issues, ideas, models and arguments in a range of contexts
C Skills: Decision-making skills
At the end of the course, students should be able to:
Develop appropriate strategies to address issues
Formulate clear, valid and sound arguments, make balanced judgments on events, and draw conclusions, including implications
Make well-substantiated decisions and relate them to real-world contexts
C Skills: Investigative skills
At the end of the course, students should be able to:
8.31 Social studies skills: The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. / Test hypotheses and/or ideas and modify them where necessary
Plan, carry out and present individual and group investigations
Engage in fieldwork in order to complement an investigation
Engage in fieldwork in order to complement an investigation
D Organization and presentation
At the end of the course, students should be able to:
Communicate information that is relevant to the topic
8.29 Social studies skills: The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. / Organize information in a logically sequenced manner, appropriate to the format used
8.30 Social studies skills: The student communicates in written, oral, and visual forms. / Present and express information and ideas in a clear and concise manner, using appropriate language, style and visual representation
Use referencing and bibliography to clearly document sources of information, using appropriate conventions
  1. Areas of Interaction

Throughout our study we will use the areas of interaction to build connections between students' knowledge and experience, and to place the curriculum in the context of the real world. For example, students will develop approaches to learning that will help them organize themselves and communicate throughout the course. We will consider how we are affected by our environments when exploring the changing geography of the United States; explore health and social education in relation to how we have adapted our living styles throughout history; discuss the consequences of human ingenuity and inventions and developments have advanced society; investigate the role of community andservice when learning about the creation of an interconnected country tied together by one form of government and financial system.

  1. Texts and Resources

In MYP Humanities, we will supplement our learning with a variety of historical nonfiction diaries/journals, essays/pamphlets, and newspaper articles, as well as historical movies/documentaries.

In addition, we will use McDougal Little Creating America: A History of the United States as our class textbook.

  1. Methodology (Teaching Approaches)

In the MYP, teachers work together to develop a variety of methodologies, focusing on approaches to learning, especially critical thinking and reflection. Individual and collaborative active learning strategies are at the heart of classroom instruction. Real world connections and opportunities to investigate and solve problems will help students become world citizens who understand contemporary issues with a depth and wisdom drawn from the experience of the past.

Specific approaches will include:

  • Class discussions, debates and group work
  • Independent reading
  • Mock trials and reenactments
  • Map quizzes
  • Writing from historical points of view
  • Teacher-student conferences
  1. Methods of Assessment

There are two types of assessments represented in MYP Humanities: summative and formative.

  • Summative assessments include each unit's final exam and essay, project or presentation.
  • Formative assessments include a variety of daily in-class activities and homework. Such activities consist of map quizzes, Do Nows (warm-ups), graphic organizers, vocabulary comprehension, reading comprehension quizzes, quarterly assessments, essays, presentations, and projects.
  1. Grading Policy

All assignments will be graded using one or more of the Humanities assessment criteria.

  • Criterion A: Knowledge – Maximum 10 points
  • Criterion B: Concept – Maximum 10 points
  • Criterion C: Skills – Maximum 10 points
  • Criterion D: Organization and Presentation – Maximum 8 points