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Middle Years Program

Individuals and SocietyYEAR 2


International Baccalaureate
Course Aims
The aims of MYP Individuals and Societies are to encourage and enable the student to:
-appreciate human and environmental commonalities and diversity
-understand the interactions and interdependence of individuals, societies and the environment
-understand how both environmental and human systems operate and evolve
-identify and develop concern for the well-being of human communities and the natural environment
-act as responsible citizens of local and global communities
-develop inquiry skills that lead towards conceptual understandings of the relationships between
individuals, societies and the environments in which they live.

The objectives of Individuals in Societies encompass the factual, conceptual, procedural and
metacognitive dimensions of knowledge.

Objectives and Assessment

The objectives of Individuals and Societies is to reflect the knowledge, skills and attitudes that
students need in order to encourage the development of different domains of learning; they
represent essential aspects of individuals and societies courses.

A: Knowing and Understanding


Students develop factual and conceptual knowledge about individuals and
societies.
In order to reach the aims of individuals and societies, students should be able to:
i.

use terminology in context

ii. demonstrate knowledge and understanding of subject-specific content and


concepts through
descriptions, explanations and examples.
Criterion A

Knowing and
Understandin
g

Max. 8 pts

Criterion B

Investigating

Max. 8 pts

Criterion C

Communicati
ng

Max. 8
pts.

Criterion D

Thinking
Critically

Max. 8 pts

B: Investigating
Students develop systematic research skills
and processes associated with disciplines in
the humanities and social sciences.
Students develop successful strategies for
investigating independently
and in collaboration with others.
In order to reach the aims of individuals and
societies, students should be able to:

i. formulate a clear and focused research question and justify its relevance

ii. formulate and follow an action plan to investigate a research question


iii. use research methods to collect and record relevant information
iv. evaluate the process and results of the investigation.

C: Communicating
Students develop skills to organize, document and communicate their
learning using a variety of media and presentation formats.
In order to reach the aims of individuals and societies, students should be
able to:
i. communicate information and ideas using an appropriate style for
the audience and purpose
ii. structure information and ideas in a way that is appropriate to the
specified format
iii. document sources of information using a recognized convention.

D. Thinking Critically
Students use critical thinking skills to develop and apply their understanding of
individuals and societies and the process of investigation.
In order to reach the aims of individuals and societies, students should be able to:
i. discuss concepts, issues, models, visual representation and theories
ii. synthesize information to make valid arguments
iii. analyse and evaluate a range of sources/data in terms of origin and
purpose, examining values
and limitations
iv. interpret different perspectives and their implications

UNITS

Unit 1: Mesopotamia

3 WEEKS
Statement of Inquiry: TIME IS NOT SIMPLY THE MEASUREMENT OF
YEARS OR TIME PERIODS BUT IS A CONTINUUM OFSIGNIFICANT
EVENTS OF THE PAST
Global Context: Time
Key Concepts: SCARCITY, SIMILARITIES/DIFFERENCES OF
PLACES/COMMUNITIES, CULTURES , POWER, DEVELOPMENT,
LOCATION MOBILITY, STRUCTURE, IDENTITY, FLOW, PATTERN,
NETWORKS, CIVILIZATION, ENVIRONMENTS
Summative Assessment: Unit test

Criterion /Objectives:

Knowing and Understanding:


-use vocabulary in context
- demonstrate knowledge and understanding of subject-specific content and
concepts through

descriptions, explanations and examples

Unit 2: Middle East

4 WEEKS
Statement of Inquiry: Name In a global society we are interconnected
between actions and reactions of one another.
Global Context: Culture
Key Concepts: culture, interdependence, consumption, developmental
risk, markets, barriers to trade, authority
Summative Assessment: Students will solve a conflict of the Middle
East

Criterion/Objectives:
Investigating:

-formulate a clear and focused research question and justify its


relevance
-formulate and follow an action plan to investigate a research question
-use research methods to collect and record relevant information

-evaluate the process and results of the investigation.

Thinking Critically:

-discuss concepts, issues, models, visual representation and theories


-synthesize information to make valid arguments
-analyse and evaluate a range of sources/data in terms of origin and
purpose, examining values and limitations

-interpret different perspectives and their implications

Unit 3: World Religions

2 WEEKS
Statement of Inquiry: Students will explore and examine how world
religions affect the personal and cultural expression of society.
Global Context: Personal and cultural expression
Key Concepts: culture
Unit Questions: Should all humans have religious freedom?
Summative Assessment: Students research a country with a dominant
religion

Criterion/Objectives:
Kn owing and understanding:
- use terminology in context
-demonstrate knowledge and understanding of subject-specific
content and concepts through descriptions, explanations and
examples

Investigating:
- formulate a clear and focused research question and justify its
relevance
-formulate and follow an action plan to investigate a research question
-use research methods to collect and record relevant information

-evaluate the process and results of the investigation.

Communicating:

-communicate information and ideas using an appropriate style for


the audience and purpose
-structure information and ideas in a way that is appropriate to the
specified format
-document sources of information using a recognized convention.

Unit 4: North Africa-ancient and modern times

2 WEEKS
Statement of Inquiry: Students will explore the rights and
responsibilities between peace and conflict resolutions.
Global context: Fairness and Development
Key Concepts: Perspective
Unit questions: Contagious-good or bad?

Summative Assessment: Students analyze the effect of social media


on society (overthrow of North African countries)

Criterion/Objectives:
Thinking Critically:
-discuss concepts, issues, models, visual representation and theories
-synthesize information to make valid arguments
-analyse and evaluate a range of sources/data in terms of origin and
purpose, examining values and limitations
-interpret different perspectives and their implications

Communicating :

-communicate information and ideas using an appropriate style for


the audience and purpose
-structure information and ideas in a way that is appropriate to the
specified format
-document sources of information using a recognized convention

Unit 5: Africa

5 WEEKS
Statement of Inquiry: Students will explore the interaction between
people and the natural world, how humans adapt to needs and the
impact of the environment around them.
Global context: Scientific and technical innovation
Key Concepts: Change
Unit questions: Does our past affect our future?
Summative Assessment: Africa Country Project

Criterion/Objectives:

Investigating:
-formulate a clear and focused research question and justify its
relevance
-formulate and follow an action plan to investigate a research question
-use research methods to collect and record relevant information

-evaluate the process and results of the investigation.

Thinking Critically:
-discuss concepts, issues, models, visual representation and theories
-synthesize information to make valid arguments
-analyse and evaluate a range of sources/data in terms of origin and
purpose, examining values and limitations
-interpret different perspectives and their implications
Communicating:

-communicate information and ideas using an appropriate style for


the audience and purpose
-structure information and ideas in a way that is appropriate to the
specified format
-document sources of information using a recognized convention

INTERDISCIPLINARY CONNECTIONS: MATH, ART, LANGUAGE B

Unite 6: Asian Realm

4 WEEKS
Statement of Inquiry:
Global context: Identities and Relationships
Key Concepts: Global Interactions
Unit questions: How are we connected
Summative Assessment: Students create a product to trade with other
companies from other countries groups in the classroom

Criterion/Objectives:
Thinking Critically:
-discuss concepts, issues, models, visual representation and theories
-synthesize information to make valid arguments
-analyse and evaluate a range of sources/data in terms of origin and
purpose, examining values and limitations
-interpret different perspectives and their implications
Communicating:

-communicate information and ideas using an appropriate style for


the audience and purpose
-structure information and ideas in a way that is appropriate to the
specified format
-document sources of information using a recognized convention

Final Grading Level Descriptors:


Students summative and formative

assessments throughout the year will help to


determine each students ability based on the
level descriptors below.