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Statements of Inquiry in Individuals and Societies

The document provides examples of statements of inquiry, inquiry questions, and approaches to learning (ATL) skills for MYP individuals and societies units. It includes sample statements of inquiry that frame conceptual understanding in a global context, as well as factual, conceptual, and debatable inquiry questions that can direct classroom inquiry. It also lists ATL skills that are especially relevant for individuals and societies, such as considering different perspectives in a debate, and examples of how students can demonstrate ATL skills through their work.

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644 views4 pages

Statements of Inquiry in Individuals and Societies

The document provides examples of statements of inquiry, inquiry questions, and approaches to learning (ATL) skills for MYP individuals and societies units. It includes sample statements of inquiry that frame conceptual understanding in a global context, as well as factual, conceptual, and debatable inquiry questions that can direct classroom inquiry. It also lists ATL skills that are especially relevant for individuals and societies, such as considering different perspectives in a debate, and examples of how students can demonstrate ATL skills through their work.

Uploaded by

Nishchith
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Statements of inquiry

Statements of inquiry set conceptual understanding in a global context in order to frame classroom
inquiry and direct purposeful learning. Table 3 shows some possible statements of inquiry for MYP
individuals and societies units.

Statement of inquiry Key concept Possible project/study


Related concepts
Global context

Personal and social perspectives • Global interactions Wealth and poverty


on the process and effects of
• Relationships, power Globalization movements
globalization reflect local
circumstances and values. • Globalization and Cultural imperialism
sustainability
Multinational corporations
World Bank and other
international financial
institutions

Nations form alliances to • Systems Peace and conflict (Pax Romana,


protect their military, cultural British Empire, 20th century
• Conflict, cooperation
and economic interests. wars)
• Identities and relationships
International cooperation
(League of Nations/United
Nations/Arab League)
Otto von Bismarck and Adolf
Hitler

Absolute and relative locations • Time, place and space Longitude and latitude
have consequences for human
• Scale, disparity Global positioning systems
and economic development.
• Fairness and development Population
UN Human Development Index

Advances in communication and • Change Social media


transportation technology
• Culture, diversity Advertising
create opportunities and
challenges for cultural and • Scientific and technical Language distribution and
ethnic minorities. innovation classification
Human migration
Statement of inquiry Key concept Possible project/study
Related concepts
Global context

Governments, communities and • Global interactions Rescue, rehabilitation and


individuals can develop reconstruction
• Sustainability, management
strategies for living in hazardous
and intervention Duty of care
environments and responding
to hazards and disasters over • Orientation in space and time Risk assessment
time.

Societies can adopt, adapt or • Change Lenin and Stalin


resist significant ideas.
• Power, innovation and Guerrilla movement and
revolution, significance dictatorships
• Personal and cultural Green Revolution
expression
Consumer culture
Protest movements
Political and economic
ideologies
Significant individuals

Table 3
Example statements of inquiry
Inquiry questions
Teachers and students use statements of inquiry to help them identify factual, conceptual and
debatable inquiry questions. Inquiry questions give direction to teaching and learning, and they help to
organize and sequence learning experiences.

Table 4 shows some possible inquiry questions for MYP individuals and societies units.

Factual questions: Conceptual questions: Debatable questions:


Remembering facts and topics Analysing big ideas Evaluating perspectives and
developing theories

• What were the most • What is the relationship • Can one person change the
important causes of French between revolution and world?
Revolution? violence?
• Are revolutions an inevitable
• Who were some significant • How does revolutionary part of human history?
Enlightenment thinkers, and political change affect ordinary
how did they influence the people?
development of the US
Constitution?
Table 4
Examples of factual, conceptual and debatable questions

Approaches to learning
All MYP units of work offer opportunities for students to develop and practise approaches to learning
(ATL) skills. These skills provide valuable support for students working to meet the subject group’s aims
and objectives.

ATL skills are grouped into five categories that span the IB continuum of international education.
IB programmes identify discrete skills in each category that can be introduced, practised and
consolidated in the classroom and beyond.

While ATL skills are relevant across all MYP subject groups, teachers may also identify ATL skill indicators
especially relevant for, or unique to, a particular subject group or course.

Table 5 suggests some of the indicators that can be important for the study of individuals and societies.

Category Skill indicator


Thinking skills Consider ideas from other perspectives and
points of view in a debate.
Social skills Seek out criticism and feedback from others,
including teachers and peers, and make informed
choices about including it in one’s work.
Communication skills Use appropriate form of writing for an academic
fieldwork report.
Self-management skills Structure information appropriately in an oral
presentation.
Research skills Formulate provocative and relevant research
questions for an investigation.
Table 5
Examples of individuals and societies-specific skill indicators

Well-designed learning engagements and assessments provide rich opportunities for students to
practice and demonstrate ATL skills. Each MYP unit explicitly identifies ATL skills around which teaching
and learning can focus, and through which students can authentically demonstrate what they are able to
do. Formative assessments provide important feedback for developing discrete skills, and many ATL
skills support students as they demonstrate their achievements in summative assessments of subject
group objectives.

Table 6 lists some specific ATL skills that students can demonstrate through performances of
understanding in individuals and societies.
Approaches to learning
Self-management (reflection): reflect on the strengths and weaknesses of a research method.
Thinking (transfer): explore the influence the Industrial Revolution continues to exert in the 21st
century.
Table 6
Examples of individuals and societies demonstrations of ATL skills

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