pyp cultural studies curriculum - approved may 1 2013qataracademy.edu.qa/app/media/cultural studies...
TRANSCRIPT
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Contents Vision ......................................................................................................................................... 3 Mission ....................................................................................................................................... 3 The Nature of the QA Cultural Studies Curriculum .................................................................. 4 Statement of Beliefs about Teaching and Learning ................................................................... 5 The Role of 21st Century Learning in Cultural Studies ............................................................. 6 Early Education Center .............................................................................................................. 7 PYP Cultural Studies Program .................................................................................................. 8 PYP Scope and Sequence of Units .......................................................................................... 11 MYP Humanities Aims, Objectives and Concepts .................................................................. 23 MYP Humanities Concepts ...................................................................................................... 26 MYP Scope and Sequence of Units ......................................................................................... 27 Cultural Studies in the DP........................................................................................................ 32
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Vision Empowering students to achieve academic excellence and be responsible citizens.
Mission Qatar Academy offers a rigorous program encompassing an international English-‐medium education, strong Arabic and Islamic Studies. The QA community supports and challenges students to be critical thinkers, and active and contributing members of society, through learning experiences serving the needs, interests and learning styles of each student.
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The Nature of the QA Cultural Studies Curriculum The QA Cultural Studies course is designed around the idea that students should gain a personal understanding of
• the nature of culture • Qatari culture • their home culture • others’ cultures • the significance of cross-‐cultural understanding and interaction • the importance of culture in their lives.
The course therefore includes opportunities for inquiry into all of these areas, with each unit designed to build deeper understanding in a spiraling progression.
In both PYP and MYP, the curriculum is concept-‐based, and is designed to foster cross-‐curricular learning. The course allows students to consolidate and extend knowledge and skills already learned in other subject areas.
In PYP, the units were designed to build on the existing PYP Program of Inquiry, using the same or related Central Ideas wherever meaningful.
In MYP, there are strong ties to the Humanities curriculum, as the course follows the same MYP Aims and Objectives. All units are based on Key and Related Concepts following the prescribed MYP unit planning process.
The previous version of this course, “Arabic Cultural Studies”, had different aims and followed a very different curriculum. This new curriculum was developed beginning in 2012-‐13 for full implementation in 2013-‐14.
This curriculum was designed collaboratively with input from multiple perspectives, including those representing Qatar, other Arab countries, and non-‐Arab countries.
The curriculum is intended to grow and change over time; all changes will be purposeful. The units as designed provide a pathway toward significant cultural understanding. As the curriculum is implemented, it is expected that teachers, in collaboration with the PYP Coordinators (PYP) or the Academic Coordinator for Humanities (MYP), will find improvements to the initial plan. These Coordinators are responsible for final decisions about needed adjustments, and for maintaining an up-‐to-‐date document. For a current document at any time, contact the PYP Coordinators or the Academic Coordinator for Humanities.
The Cultural Studies course is taught to all students in Kindergarten through Grade 10 who are not Muslim.
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Statement of Beliefs about Teaching and Learning In line with the IB philosophy, the aim of the Cultural Studies course is to enable students to be internationally-‐minded, through developing the knowledge, skills and attitudes that will enable them to be:
Inquirers They develop their natural curiosity about cultures. They actively enjoy learning about cultures.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing they acquire in-‐depth knowledge and develop understanding across a broad and balanced range of cultures.
Thinkers They think critically and creatively think global issues related to culture. They are able to make reasoned and ethical decisions about complex issues.
Communicators They understand and express ideas and information related to culture. They articulate and interpret meaning in messages about ideas, values and beliefs. They work willingly and effectively in collaboration with others from different cultures.
Principled They act with integrity and honesty with a strong sense of fairness, justice and respect for the dignity of the individual, groups, communities and cultures.
Open-‐minded They understand appreciate their own cultures and personal histories and are open to the perspectives, values and traditions of other individuals and cultures. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards all cultures.
Risk-‐takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of individual cultural identity in balance with the appreciation for cultural diversity.
Reflective They give thoughtful consideration to their understanding of and beliefs about culture. They are able to assess and understand their strengths and limitations in working with people of different cultures.
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The Role of 21st Century Learning in Cultural Studies Qatar Academy has established expectations about the role of 21st Century Learning throughout the school. The full text of these expectations is available at http://elearning.qataracademy.wikispaces.net/21st+Century+Learning-‐+Qatar+Academy.
Within Cultural Studies and all subjects, teachers and students ensure that technology is used to create an atmosphere which supports
• Creativity and Innovation • Communication and Collaboration • Research and Information Fluency • Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship • Technology Operations and Concepts.
Early Education Center
The EEC Program Qatar Academy’s Early Education Center provides a learning environment that is based on researched best practices for early childhood. It offers learning experiences that respect infants and toddlers and allow them to be curious, engaged, independent and creative in a social context. Philosophically the EEC follows the educational principles of Reggio Emilia in Northern Italy. Planning for teaching and learning is guided by the Creative Curriculum published by Teaching Strategies. Students are taught within the framework of a play-‐based approach.
The EEC Curriculum The Creative Curriculum is developed specifically for Early Childhood Education. It is based on the premise that birth to age 3 is the most important period of development. This is when children begin to become competent learners. The Creative Curriculum is developmentally appropriate, which means teaching takes place in ways that match the ways children develop and learn.
Cultural Studies in the EEC The EEC has an immersion programme for dual language. Each class has two teachers, one with mother-‐tongue Arabic and a second with mother-‐tongue English. The teachers speak in their respective languages at all times and children are encouraged to reply accordingly. Further to this, environments reflect Arabic culture through authentic artifacts from the region. The Islamic faith is inculcated into daily activities and is a natural part of the child’s routine.
Objectives related to Cultural Studies o Listens to and understands increasingly complex language o Responds to stories in both English and Arabic languages o Demonstrates knowledge about self o Understands routines o Attends and engages
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PYP Cultural Studies Program
The information below outlines the main components of the program of inquiry through which students will deepen their understanding of culture.
Kindergarten How We Express Ourselves Central Idea: People express their culture through drama, movement and art. Concepts: form, function Lines of Inquiry
• The Arts • Different forms of expression • Culture
Where We Are in Place and Time Central Idea: People’s homes reflect their culture. Concepts: form, connection Lines of Inquiry
• Different types of homes • Cultural influences on homes
Grade 1 Where We Are in Place and Time Central Idea: Family histories are shaped by culture and significant events. Concepts: connection, form, function, perspective Related Concepts: family, identity Lines of Inquiry:
• Family history • How families are culturally similar and different • Significant events within families and cultures
How We Express Ourselves Central Idea: Culture can be expressed through stories. Concepts: form, function, reflection Related Concepts: storytelling, stories Lines of Inquiry:
• Differences in stories across cultures • Similarities in stories across cultures
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Grade 2 Where We Are in Place and Time Central Idea: A community’s ability to meet its needs is affected by its environment. Concepts: connection, perspective Related concepts: geography, settlements Lines of Inquiry:
• Human needs • Similarities and differences between communities • How community needs are met • How a community’s environment can affect its needs
How We Express Ourselves Central Idea: Communication takes place in different ways and has an impact on how we relate to each other. Concepts: perspective, responsibility Related Concepts: tolerance, respect Lines of Inquiry:
• Different ways we communicate • Challenges when communicating • Impact of communication
Grade 3 Where We Are in Place and Time Central Idea: We need to explore our culture’s past to understand its present and implications for the future. Concepts: connection, causation, change Related concepts: discovery, exploration, history Lines of Inquiry:
• How the past influences present and future • What causes cultures to change over time
How We Express Ourselves Central Idea: The Arts support the expression and development of cultural and personal identities over time. Concepts: perspective, reflection Related Concepts: interpretation Lines of Inquiry:
• Ways the Arts can be used to express feeling and identity • Interpreting the Arts
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Grade 4 How We Express Ourselves Central Idea: Celebrations and traditions reflect the shared values of a culture. Concepts: form, reflection, connection Lines of Inquiry:
• commonalities of celebrations • ways of celebrating
How We Organize Ourselves Central Idea: Cultures take action to bring about change. Concepts: form, connection, responsibility Lines of Inquiry:
• What does it mean to take action • How can you affect change in your culture
Grade 5 Where We Are in Place and Time Central Idea: Modern cultures exist through their ability to adapt and co-‐operate. Concepts: change, connection, reflection Lines of inquiry:
• Changing identities of cultures • The interdependence of cultures
Summative Unit Central Idea: The second inquiry will be decided by the teachers and students. The children will reflect on the 6 organizing themes and decide together which best suits their group’s inquiry. They will then brainstorm a variety of central ideas in groups and share among the grade level. Concepts: creativity / culture
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PYP Scope and Sequence of Units Each unit has been developed to include the defining elements; the teachers, in collaboration with the PYP Coordinators, will develop further strategies for teaching and learning.
Kindergarten 1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
How We Express Ourselves
● central idea
People express their culture through drama, movement and art.
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
The teachers will show students samples of drama movement & art. The students will comment on aspects of culture. (Scribes might be useful to capture ideas.)
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: form, function
What lines of inquiry will define the scope of the inquiry into the central idea?
• The Arts
• Different forms of expression
• Culture
What teacher questions/provocations will drive these inquiries?
What is culture?
What are drama, movement and art?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
Provide a gallery walk of pictures of drama, movement and art. Assist students in commenting on culture. (Can use same pictures that will be used in summative assessment.)
Formative Assessment:
Observation of student actions and comments during activities.
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1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
Where We Are in Place and Time
● central idea
People’s homes reflect their culture
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
Students will bring a photograph (of a room in their house) or an artifact from their home, and discuss how their culture is seen in their home. Assessment will be done through a checklist.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: form, connection
What lines of inquiry will define the scope of the inquiry into the central idea?
• Different types of homes
• Cultural influences on homes
What teacher questions/provocations will drive these inquiries?
• What is a home?
• What is culture?
• How is culture represented in different homes?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
The teacher will show students pictures of different homes and of different families; students will be asked to match the families and homes by culture.
Formative Assessment:
On-‐going discussion of different homes, through stories, pictures, videos, etc.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
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Grade 1 1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
Where We Are in Place and Time ● central idea
Family histories are shaped by culture and significant events.
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
Students will create a Venn diagram showing cultural experiences that shape families:
• typical for families from their home culture
• typical for families from Qatar
• common to both home culture and Qatar
Tool: Anecdotal notes
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: connection, form, function, perspective
Related Concepts: family, identity
What lines of inquiry will define the scope of the inquiry into the central idea?
• Family history
• How families are culturally similar and different
• Significant events within families and cultures
What teacher questions/provocations will drive these inquiries?
What is a family?
What is the difference between your family’s life in the home country, and in Qatar?
How are culture and traditions connected?
What does “significant event” mean?
How does your family share their history, culture and traditions?
How and where can we see different cultures in Qatar?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
Have a group discussion/brainstorm, with a gallery walk:
1. What is a family?
2. What is culture?
3. What significant events have shaped your family?
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
1. Be able to respond to simple questions about the subject
2. Be able to describe your own family
3. Be able to describe significant events in your family (birthdays, celebrations, etc), using words, photos and drawings
4. Be able to provide examples of other cultures seen in Qatar, such as restaurants, style of dress, languages, music, food in grocery stores, etc
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1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
How We Express Ourselves
● central idea
Culture can be expressed through stories.
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
Students will choose a story, share it with the class and identify some cultural aspects. (The librarian could be a participant in this unit.) Assessment will be through a checklist.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: form, function, reflection
Related Concepts: storytelling, stories
What lines of inquiry will define the scope of the inquiry into the central idea?
• Differences in stories across cultures
• Similarities in stories across cultures
What teacher questions/provocations will drive these inquiries?
• What is culture?
• How do stories show culture?
• Why do cultures express themselves through stories?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
The teacher will read a story to the students and ask them to find cultural aspects of the story. The teacher will also ask them to make connections to other stories they know, looking at differences, similarities and cultural elements.
Formative Assessment:
On-‐going as teacher and students share, discuss and act out stories with cultural elements.
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Grade 2 1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
Where We Are in Place and Time
● central idea
A community’s ability to meet its needs is affected by its environment.
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
Choose a means to express understanding (through creating a model, drawing, skit, use of IT) of a community and all that it needs and be able to explain how the needs are met.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: connection, perspective
Related concepts: geography, settlements
What lines of inquiry will define the scope of the inquiry into the central idea?
• Human needs
• Similarities and differences between communities
• How community needs are met
• How a community’s environment can affect its needs
What teacher questions/provocations will drive these inquiries?
What is a community?
What are the human needs?
How does an environment affect a community’s needs?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
Formative Assessment:
Children will be asked to respond to photos using guiding questions, and draw a mind map of what a community needs.
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1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
How We Express Ourselves
● central idea
Communication takes place in different ways and has an impact on how we relate to each other.
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
Students will choose one type of communication (greeting, farewell, congratulations, hailing a cab, etc) and present how it is accomplished in several different cultures. The teacher may provide options for presentation including written, visual, dramatic, etc. This will be assessed through a rubric.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: perspective, responsibility
Related Concepts: tolerance, respect
What lines of inquiry will define the scope of the inquiry into the central idea?
• Different ways we communicate
• Challenges when communicating
• Impact of communication
What teacher questions/provocations will drive these inquiries?
• What different ways do we have to communicate?
• How do different cultures communicate?
• What challenges are there when different cultures communicate?
• Why is communication important?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
The teacher will show pictures of the same communication in different cultural forms, and lead a discussion on what is being done and why.
Formative Assessment:
Teacher will observe and make anecdotal notes as students explore different cultures’ communication and conduct research.
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Grade 3 1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
Where We Are in Place and Time
● central idea
We need to explore our culture’s past to understand its present and implications for the future.
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
Students will present an aspect of their culture, showing what it looked like in the past, what it looks like now, and what it might look like in the future. Assessment will be through a rubric.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: connection, causation, change
Related concepts: discovery, exploration, history
What lines of inquiry will define the scope of the inquiry into the central idea?
• How the past influences present and future
• What causes cultures to change over time
What teacher questions/provocations will drive these inquiries?
• What is culture?
• What is the connection between past, present and future?
• Why and how does culture change over time?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
The teacher will provide students with a cultural artifact from the present, and ask them to brainstorm about what it was like in the past, its form/function in the past, and what it might look like in the future.
Formative Assessment:
On-‐going discussion of different aspects of culture in different times.
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1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
How We Express Ourselves
● central idea
The Arts support the expression and development of cultural and personal identities over time.
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
Students will create a work of art (in any form from visual to dramatic) which expresses who they are. Students will present these to the class and discuss how the piece expresses who they are.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: perspective, reflection
Related Concepts: interpretation
What lines of inquiry will define the scope of the inquiry into the central idea?
• Ways the Arts can be used to express feeling and identity
• Interpreting the Arts
What teacher questions/provocations will drive these inquiries?
• What is identity?
• How do I identify with my culture?
• What are the different ways arts can be used to express our identities?
• How is identity different in different cultures?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
Teacher will ask students to create a wheel and spoke chart of items that define who they are, plus a definition of identity. (Teacher may need to reword the task so students understand what is being asked.)
Formative Assessment:
Teacher will ask the students at midpoint and end of unit to rewrite the Central Idea in their own words.
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Grade 4 1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
How We Express Ourselves
● central idea
Celebrations and traditions reflect the shared values of a culture.
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
Students will choose a celebration or tradition to present, and comment on the aspects of culture it reflects. (Presentation method will be students’ choice.) A rubric will be needed, for use by the teacher as well as self and peers.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: form, reflection, connection
What lines of inquiry will define the scope of the inquiry into the central idea?
• commonalities of celebrations
• ways of celebrating
What teacher questions/provocations will drive these inquiries?
What are celebrations?
What are traditions?
Why do people celebrate?
How do celebrations and traditions bring people together?
What are some common elements of celebrations and traditions?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
The teacher will present one example of a Qatari tradition or celebration (National Day, National Sports Day?) and guide students in discussion of cultural elements.
Formative Assessment:
Discussion of various traditions and celebrations with deepening analysis.
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1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
How We Organize Ourselves
● central idea
Cultures take action to bring about change.
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
Students will research into a way that a culture has taken action to bring about change, and present to the class. Assessment will be through a rubric.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: form, connection, responsibility
What lines of inquiry will define the scope of the inquiry into the central idea?
• What does it mean to take action
• How can you affect change in your culture
What teacher questions/provocations will drive these inquiries?
• What is action?
• How does action lead to change?
• Why do cultures change?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
Students will watch a video on Qatari culture now and in the past, and reflect on what action was taken with the purpose to achieve change. (Dalal has the video.)
Formative Assessment:
Discussion of examples where cultural change came as a result of purposeful action, rather than as organic change.
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Grade 5 1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
Where We Are in Place and Time
● central idea
Modern cultures exist through their ability to adapt and co-‐operate.
1b) Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-‐initiated actions, will we look for?
Students will research a modern culture, by tracking it through time to determine its ability to adapt and cooperate. Students will interpret the data to make predictions about the future of the culture. Assessment will be through a student-‐developed rubric.
OR
Children will develop a long-‐term action plan on how they will sustain their culture outside of their homeland in the future. This should include innovating, creating and designing personal strategies to culture. Assessment will be through a student-‐developed rubric.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: change, connection, reflection
What lines of inquiry will define the scope of the inquiry into the central idea?
• Changing identities of cultures (change)
• The interdependence of cultures (connection)
What teacher questions/provocations will drive these inquiries?
• How do you sustain a culture over time?
• What are the elements of a sustainable culture?
• What evidence do you need to determine if a culture is sustainable?
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
Students will identify and discuss how they as individuals have adapted their culture to where they live now. What changes have they made? What elements have been lost or minimized? What has been most important to sustain?
Formative Assessment:
On-‐going interaction with the pre-‐assessment questions.
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1. What is our purpose?
1a) To inquire into the following:
● transdisciplinary theme
● central idea
The second inquiry will be decided by the teachers and students. The children will reflect on the 6 organizing themes and decide together which best suits their group’s inquiry. They will then brainstorm a variety of central ideas in groups and share among the grade level.
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: Creativity, culture
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MYP Humanities Aims, Objectives and Concepts Aims The aims of the programme are to encourage and enable students to:
1. appreciate the range of human and environmental commonalities and diversities 2. understand the interactions and interdependence of individuals, societies and
environments in different contexts 3. understand how both environmental and human systems operate and evolve over
time 4. identify and develop a concern for human and environmental well-‐being 5. act upon opportunities to be a responsible global citizen 6. develop effective inquiry skills to achieve conceptual understanding in humanities
From: MYP Humanities Guide, International Baccalaureate Organization (January, 2012)
Objectives The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. These objectives relate directly to the assessment criteria found in the “Humanities assessment criteria” section. From: MYP Humanities Guide, International Baccalaureate Organization (January, 2012) MYP Objective A: Knowing & Understanding Knowing and Understanding the content is fundamental to studying Humanities and forms the base from which to explore concepts and develop skills. Knowing and Understanding is both factual and conceptual and provides the foundation for critical thinking. From: MYP Humanities Guide, International Baccalaureate Organization (January, 2012) At the end of the MYP Programme, students should be able to:
1. Use Humanities terminology in context 2. Demonstrate knowledge and understanding of subject-‐specific content and concepts
through developed descriptions, explanations and examples. Specifically, the MYP Humanities Concepts are: i. Change –
Causes, processes and consequences of change—natural and artificial, intentional and unintentional, positive and negative are addressed. This concept examines the forces that shape the world, past, present and future. It is universal and inevitable.
ii. Time, Place and Space –
Time is not simply the measurement of years or time periods but as a continuum of significant events of the past, present and future.
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Place and space are complex concepts whose definitions are fluid. Place is socially constructed and can be explored in terms of constraints and opportunities afforded by location. Places have value and meaning defined by humans. Space considers the interaction of social, economic, political processes and the resulting patterns and networks that arise. Challenges related to "place/space" can be on a local, national and global scale.
iii. Global Interactions –
These are points of departure for understanding one’s own culture. This concept refers to the interconnectedness of the world as a whole. It addresses the relationship between societies and cultures in broader global contexts.
iv. Systems –
Systems provide structure and order in both natural and human environments. Systems are dynamic and complex in nature. They rely on a state of equilibrium, which is vulnerable to change. Everything is connected to a system or systems.
MYP Objective B: Investigating The development of investigative skills in humanities is an integral part of the inquiry cycle. It enables students to plan and carry out research and fieldwork as individuals or in a group. Students should be able to demonstrate investigative skills throughout the humanities course to an increasing level of sophistication. From: MYP Humanities Guide, International Baccalaureate Organization (January, 2012) At the end of the MYP Programme, students should be able to:
1. Formulate a focused research question 2. Formulate and follow an action plan to investigate a research question 3. Use methods accurately collect and record information consistent with the research
question 4. Effectively address the research question
MYP Objective C: Thinking Critically Thinking Critically in humanities is vital in developing a deeper understanding about the humanities concepts. It is built on the knowledge-‐base of humanities and is an integral part of the inquiry cycle. Students should be able to demonstrate critical thinking throughout the Humanities course to an increasing level of sophistication. From: MYP Humanities Guide, International Baccalaureate Organization (January, 2012) At the end of the MYP Programme, students should be able to:
1. Analyse concepts, events, issues, models and arguments 2. Evaluate and analyse a range of sources in terms of origin and purpose, recognising
values and limitations 3. Interpret different perspectives and their implications 4. Synthesise information in order to make valid, well-‐supported arguments
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MYP Objective D: Communicating Students should be able to demonstrate the ability to use a variety of media to organize and communicate their factual and conceptual learning. These formats include, but are not limited to; written reports, oral presentations, cartoons, storyboards, maps, diagrams, flow charts, PowerPoint® presentations, podcasts, animations and videos. Students should be able to demonstrate communication throughout the Humanities course to an increasing level of sophistication. From: MYP Humanities Guide, International Baccalaureate Organization (January, 2012) At the end of the MYP Programme, students should be able to:
1. Communicate information and ideas using an appropriate style for the audience and purpose
2. Structure information and ideas in a way that is appropriate to the specified format 3. Document sources of information using recognised conventions
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Change Causes, processes and consequences of change—natural and arlficial, intenlonal and unintenlonal, posilve and negalve are addressed. This concept examines the forces that shape the world, past, present and future. It is universal and inevitable. Related concepts: causality, process, conlnuity, chronology, conflict/cooperalon, revolulon, development, globalisalon, innovalon, social relalons, idenlty, cause and consequence, conflict, peace, sustainability, evidence, risk, context, interpretalon SupporYng terminology: urbanisalon, supply and demand, individual agency, deserlficalon, tradilon, perspeclve
Time, Place and Space Time, place and space are intrinsically linked. Time is not simply the measurement of years or lme periods but as a conlnuum of significant events of the past, present and future. Place and space are complex concepts whose definilons are fluid. Place is socially constructed and can be explored in terms of constraints and opportuniles afforded by localon. Places have value and meaning defined by humans. Space considers the interaclon of social, economic, polilcal processes and the resullng paperns and networks that arise. Challenges related to "place/space" can be on a local, nalonal and global scale. Related concepts: scarcity, similariles/differences of places/communiles, culture, globalisalon, power, development, localon, mobility , structure, idenlty, flow, papern, networks, globalisalon, civilizalon, environments, spalal representalons, perspeclve, communicalon, movement, scale, measurement, risk
SupporYng terminology: trade, • migralon, opportunity cost,
colonialism, urbanisalon, countries, maps, territory, landscape
Global InteracYons Global interaclons are points of departure for understanding one’s own culture. This concept refers to the interconnectedness of the world as a whole. It addresses the reallonship between socieles and cultures in broader global contexts. Related concepts: culture, civilizalon, interdependence, exchange, power, sustainability, equity, global juslce, leadership, social relalons, mobility, consumplon, polilcs, idenlty, flow, development, risk, capital, markets, barriers to trade SupporYng terminology: corporate social responsibility, trade blocs,refugees, mass media, mullnalonal organisalons, global warming, sustainable development
Systems Systems provide structure and order in both natural and human environments. Systems are dynamic and complex in nature. They rely on a state of equilibrium, which is vulnerable to change. Everything is connected to a system or systems. Related concepts: structure, paperns, ideology, organizalon, evolulon, equilibrium, models, dynamism, religion, technology, polilcs, flow, networks, form, economics, society, ecology, efficiency SupporYng terminology: government, biomes, laws, rights, coasts, rivers, insltulons, status, produclvity, telecommunicalons, democracy
MYP HUMANITIES CONCEPTS
MYP Humanities Concepts
MYP Scope and Sequence of Units
Grade 6
Unit Title Key Concept
Related Concepts Global Context Concept Statement Unit Overview Assessment Text
Type(s)
What is culture? Change Process Causality Identity
Orientation in space and time
Culture shock is a result of geographical change.
Students learn about the process of culture shock by analyzing a variety of case studies.
Description: brochure
Clothing Time, place and space
Resources Choice Environments
Personal and cultural expression
People adapt their clothing based on available resources and environment.
Students analyze the impact different environments and availability of resources on the nature of clothing.
Report: written report and oral/round robin presentation
Beauty Global interactions
Identity Perspective
Personal and cultural expression
Beauty is the expression of shared cultural beliefs and values.
Students explore different concepts of beauty and how these change due to interactions with other cultures. Narrative
Food Time, place and space
Culture Environments
Personal and cultural expression
Food preferences are shaped by the environment and cultural values.
Students examine different cuisines and eating habits to understand how the environment and cultural values shape our eating habits.
Visual: IMovie
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Grade 7
Unit Title Key Concept
Related Concepts Global Context Concept Statement Unit Overview Assessment Text
Type(s)
Communication Systems Communication Personal and cultural expression
Sharing a common language leads to better communication and understanding.
Students will explore verbal and non-‐verbal forms of communication.
Visual Description
Games Change Continuity Scientific and technical innovation
Over time societies have created games for their amusement which have been absorbed into other societies and cultures.
Students will examine how games have been developed around the world and implemented into various societies.
Explanation Narrative
Animals Time, place and space
Perspective Resources
Globalization and sustainability
The role of animals varies across cultures.
Students will explore the different roles and perceptions of animals in different countries. They will investigate issues such as food sources, pets, bull fighting and medical research.
Speech
Design and architecture
Time, place and space Environments Scientific and
technical innovation Buildings reflect a society's culture and the natural surroundings.
Students will become familiar with the influence of natural factors and culture on building designs. They will also explore how technological advances now determine modern day architecture.
Rationale to accompany design
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Grade 8
Unit Title Key Concept
Related Concepts Global Context Concept Statement Unit Overview Assessment Text
Type(s)
Enculturation Systems Society Identities and relationships
Groups have developed different systems to perpetuate their cultural norms and traditions.
Students will investigate how different agents of enculturation have shaped their own identity and cultural heritage.
Visual Explanation
Cultural misunderstandings
Global interactions Communication Identities and
relationships Other cultures’ norms and values can easily be misunderstood.
Students will analyze cultural practices that can lead easily to misunderstandings
Visual Explanation
Music Creativity Expression Personal and cultural expression
Different cultures use music in a variety of ways to express themselves.
Students will look at music from different countries. They will examine how the music is performed and received.
Presentation
Crime & punishment Systems Society Fairness and
development Societies around the world develop systems to maintain law and order.
Students will explore the development of law and legal systems.
Explanation Description Debate
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Grade 9
Unit Title Key Concept
Related Concepts Global Context Concept Statement Unit Overview Assessment Text
Type(s)
Rites of passage Change Social relations
Identities and relationships
Cultural groups are unique; however, they all celebrate the same transitions.
Students will explore how birth, coming of age, marriage and death are celebrated across a variety of cultures.
Comparative essay Presentation
Short stories, myths and legends
Time, place and space Ideology Personal and cultural
expression
Culture is handed down and reflected through oral and written stories, myths, and legends.
Students will investigate how cultures are expressed through stories, myths and legends. Explanation
Impact of technology on culture
Change Innovation Social relations
Scientific and technical innovation
Due to advances in technology, the way people interact around the world has changed.
Students will explore how technological advances have changed the way we interact. Narrative
Holidays and festivals
Time, place and space Culture Personal and cultural
expression
Festivals and holidays are shaped by the time and place in which they are celebrated.
Students will explore how our experience of holidays and festivals around the world is shaped by culture, time, place and participants.
Comparative essay
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Grade 10
Unit Title Key Concept
Related Concepts Global Context Concept Statement Unit Overview Assessment Text
Type(s)
Impact of globalization on culture
Global interactions
Identity Culture
Identities and relationships
Globalization has increased the pace of cultural change.
Students will analyze the impact of globalization on cultures around the world. Report
How is culture preserved?
Global interactions Global justice Globalization and
sustainability
Countries and global organizations are increasingly playing a role in preserving their own and others’ cultures.
Students will explore the role that countries and global organizations play in preserving culture. Students will analyze the issue of repatriation.
Report Debate
Third culture kids Time, place and space
Identity Perspective
Identities and relationships
Third culture kids share similar attributes.
Students will learn about what it means to be a third culture kid. They will explore and share their experiences.
Recount Report
Film Systems Identity Personal and cultural expression
Cultural ideas and values are reflected through film.
Students will analyze how culture is reflected through film. Visual
Cultural Studies in the DP Cultural Studies is not taught within the Diploma Program.