Subject Overview

MYP History
Grade 9

Unit title Key Concept Related Global context Statement of ATL Skills and Learner Profile Content and Service Learning Summative Assessment & MYP
concept(s) Inquiry Objectives
Unit 1 - How Change Innovation Scientific and Innovations in Communication Skills: Find out how environmental, political, social & Summative:
revolutionary was the and technical Science and  Paraphrase accurately & economic factors led to revolutionary changes in Students will write an essay assessing
Industrial Revolution? revolution innovations technology can concisely industry & working conditions in Britain and Japan the impact of industrialization. There is
lead to  Negotiate ideas & Explore key events & changes that led to the industrial no word limit. They will have 1 hour to
5 weeks Exploration - the revolutionary knowledge with peers & revolution, the relationship & links between causal complete the essay by answering the
impact of changes in the teachers factors & the impact of revolutionary change on society, following question:
scientific and ways we live and  Use appropriate forms of the relationship between innovation & revolution
technological work writing for different “Industrialization brings benefits to
advances on purposes & audiences The following case studies will be looked at within this society.” To what extent do you agree
society and on  Organize & depict info unit: with this claim?
the environment. logically
 Structure info in The Industrial Revolution in Britain and Japan Criterion A: Knowing and
summaries, essays & understanding (i, ii)
reports (2) (SA) Service Learning
 Read critically & for Take action by exploring where child labour still exists Criterion D: Thinking Critically (ii, iii, iv)
comprehension (SA) today & make some awareness posters to put up
 Make inferences & draw around the school
conclusions (SA)

Thinking - Creative-thinking Skills:

 Create original works &
ideas
 Use existing works & ideas
in new ways

Thinking - Transfer Skills:

 Inquire into different
contexts to gain different
perspectives

Thinking - Critical Thinking Skills:

 Gather & organize relevant
info to formulate an
argument
 Recognize unstated
assumptions & bias
 Evaluate evidence &
arguments
 Consider ideas from
multiple perspectives
 Analyze complex concepts
& projects into their
constituent parts &
synthesize them to create
new understanding
 Draw reasonable
conclusions &
generalizations (SA)

Learner Profile
 Knowledgeable

Unit 2 - Time, Place and Significance Orientation in The significance Thinking - Critical-Thinking: Find out what it means to be a pioneer, innovator or Summative:
What impact have Space space and time of pioneers,  Evaluate evidence & developer & why nineteenth-century America was a Students will find out more about a
pioneers; innovators innovators and arguments (4) (SA) time of innovation pioneer or innovator from their own
& developers had on Exploration - the developers is  Gather & organize relevant info to Explore the achievements of different pioneers in country. They will need to research
societies? discoveries dependent on formulate an argument nineteenth-century America, the factors that encourage their chosen individual & write a 700 -
their time and  Use models to explore complex & hold back innovation & the ways in which pioneers & 1500-word report on him/her. The
5 weeks place. systems & issues innovators have been products of their time report must be clearly structured &
 Revise understanding based on Take action by reviewing the work of the pioneers & accurately cite sources & have a
new info & evidence innovators of today bibliography.
 Interpret data (SA)
Service Learning
Research - Information Literacy Conduct interviews with your teachers to find out who Criterion B: Investigating (i, ii, iii, iv)
Skills: they consider great innovators.
 Identify primary & secondary Create a display of these pioneers, innovators & Criterion C: Communicating (i, ii, iii)
sources (2) (SA) developers for the school community to learn about
Criterion D: Thinking Critically (iii) FA
 Collect, verify & record data
 Create references & citations,
use footnotes/endnotes & construct
a bibliography according to
conventions
 Collect & analyze data to
identify solutions & make
informed decisions (SA)

Thinking - Transfer Skills:

 Inquire into different contexts to
gain a different perspective

Communication skills:
 Negotiate ideas & knowledge with
peers

Learner Profile
Inquirer

Unit 3 - Global Co- Globalization and Corporation in Thinking - Transfer skills: Find out about some of the international trade routes & Summative:
Does trade and Interactions operation, sustainability trade can foster  Inquire in different contexts to commodities Students will make a presentation
exchange promote development positive global gain a different perspective Explore the factors that led trade to encourage aid & about international trade &
co-orporation or lead Exploration - relations; exchange as well as bring exploitation & tension, the globalization. They will review the
to exploitation? markets, however, global Research - Information literacy ways in which trade can foster both international co- positives & negatives of international
commodities and trade based on skills: operation & international tension trade & globalization. They will
5 weeks commercialization exploitation is not  Collect, record & verify data (2) Take action by investigating human trafficking today consider what principles may make
sustainable and  Make connections between international trade more positive for all
cause conflicts. various sources of info (2) Service Learning societies. They will select the IB
 Process data & report results Investigate modern day slavery. learner attributes that would be useful
Prepare a presentation for your year group on the issue as guidelines for the global markets.
Thinking - Critical Thinking skills: of human trafficking & the organizations that attempt to They will discuss how the international
st
 Gather & organize relevant info to stop the 21 century slave trade. community could ensure that trade is
formulate an argument (2) fair.
 Consider ideas from multiple
perspectives Criterion A: Knowing and
understanding (i, ii)
 Evaluate evidence & arguments
(2)
Criterion D: Thinking Critically (i, ii)
 Analyze & evaluate issues &
ideas

Communication skills:
  Read critically & for
comprehension
 Make effective summary notes
 Collaborate with peers using a
variety of digital environments &
media (SA)
 Use a variety of speaking
techniques to communicate with a
variety of audiences

Learner Profile
Inquirer

Unit 4 - Change Identity Scientific & Scientific & Thinking - Creative Thinking: Find out about the impact of technology on daily life Summative:
Why have our technical technical  Apply existing knowledge to Explore the ways in which government can impact on Students must find out about the
everyday lives innovation innovations generate new ideas, products or daily life impact of government on the daily lives
changed over the past change processes Take action by raising awareness of the fact that daily of individuals at different times & in
century? Explorations - individual, lives in developing countries are very different to daily different countries. They choose one
Adaption, household & Thinking - Critical Thinking: lives in developed countries of the countries/time periods (from the
5 weeks ingenuity & daily life.  Evaluate evidence & arguments list) & research the role of the
progress (2) Service Learning government in impacting on the daily
 Draw reasonable conclusions & Research Millennium Development Goals & investigate life of the individual. Students will
generalizations. how far the world has been successful in implementing present their findings in a brief
 Recognize unstated assumptions these goals presentation of 700-1500 words long.
& bias Prepare a report or display to show your findings

Research - Info literacy: Criterion C: Communicating (i, ii, iii)

 Access info to be informed & to
inform others. Criterion D: Thinking Critically (I, ii)
 Present info in a variety of
formats & platforms.
 Collect & analyze data to
identify solutions & make
informed decisions (SA)

Research - Media literacy:

 Seek a range of perspectives
from multiple & varied sources.
(SA)

Learner Profile
Inquirer

Unit 5 - Systems Governance Fairness and The health of Thinking - Critical Thinking skills: Find out about some of the key changes in medicine & Summative:
How have health and development communities  Recognize unstated assumptions health in the nineteenth & twentieth centuries, about the Students must research the key
medicine improved requires effective & bias (2) factors that led to the improvement of health & medical discoveries & developments that have
over time? Exploration - governance and  Gather & organize relevant info to practice taken place in medicine since the
Human capability the development formulate an argument (3) Explore the roles of significant individuals in improving 1950’s. Examine the role of causal
5 weeks & development, of welfare  Consider ideas from multiple medical knowledge, the role of war in medical progress factors. E.g. war. Use this topic as a
Imagining a systems perspectives Take action by raising awareness of global & local foundation to formulate & refine your
hopeful future health initiatives own research question. Students must
Social - Collaboration skills: evaluate their investigation process &
 Listen actively to other Service Learning results. The report must be clear &
perspectives & ideas Investigate the actions of the World Health well-structured. Use Harvard style
Organization (WHO) & promote its initiatives in your format to document your sources.
Social - Organizational skills: school Report should be between 700-1500
 Use appropriate strategies for Inquire into local organizations in your community that words long.
organizing complex info fundraise for medical research & find out how your class
 can support them Criterion B: Investigating (i, ii, iii, iv)
Research - Info literacy skills:
 Access info to be informed & Criterion C: Communicating (i, ii, iii)
to inform others (SA)

Communication skills:
 Structure info in summaries,
essays & reports (SA)

Learner Profile
Open-minded
Unit 6 - Time, Place and Civilization, Personal and Social, cultural Critical-thinking skills: Find out about different art & cultural movements Summative:
Do social, cultural and Space Culture Cultural and artistic  Evaluate evidence & arguments Explore the reasons why these movements developed, Students will watch the video,
artistic movements Expression movements  Recognize unstated assumptions the impact of these movements “People’s Century: New Release 1968”
reflect the era in reflects the time, & bias Take action by considering current cultural movements and answer questions 1-3. Now they
which they take Exploration - place and space & looking at how far they reflect today’s society. will investigate the 1960’s further. Get
place? histories of ideas of their Research - Information literacy into groups & investigate one area of
civilization. skills: Service Learning youth culture. E.g. Dance. Your group
5 weeks  Access information to be Investigate artistic developments in one country today. will present their presentation via PPT,
informed (2) (SA) Find out if any, and how artists in this country are report, poster or video.
influenced by society and/or by government
Thinking - Transfer skills: Make a display of your findings Criterion C: Communicating (i, ii, iii)
 Inquire in different contexts to
gain a different perspective Criterion D: Thinking Critically (i, iv)

Learner Profile
Knowledgeable
 MYP History

Grade 10

Unit title Key Concept Related Global Statement of ATL Skills & IB Content Summative Assessment & MYP Objectives
concept(s) context Inquiry Learner Profile
Unit 1 (8)- Global Conflict, Globalization & Global Social - Collaboration Find out about why there were two world wars in the Summative:
Why do interactions Perspectives Sustainability competition for skills - twentieth century The students will conduct a war research assessment.
nations go to resources can be  Practice empathy Explore the nature of total war & its impact, the attempts at Each group will be given a region to investigate.
war & why is Exploration - a cause of  Listen actively peace making Identify the main causes of the war, the ways in which it
peacemaking Human impact conflict & peace toother perspectives Take action by investigating wars that are currently taking was fought & how peace was finally established.
difficult? Commonality, making is & ideas (SA) place around the world Prepare a 5 - 10-minute report which includes images &
diversity & dependent on interviews to present to the class. Also include a 700-
8 weeks interconnection global co- Communication skills - Service Learning word reflection report.
operation &  Organize & depict Research the wars which are taking place at this moment
justice info logically Create a display to show current conflicts & their impact
 Structure info in Criterion A: Knowing and understanding (i, ii)
summaries, essays &
reports (2) Criterion D: Thinking Critically (i, ii, iii (FA), iv)
 Paraphrase
accurately & concisely
 Use appropriate
forms of writing for
different purposes &
audiences

Thinking - Critical
thinking skills -
 Gather & organize
relevant info to
formulate an argument
(3)
 Evaluate evidence &
arguments (5)
 Recognize unstated
assumptions & bias
 Draw reasonable
conclusions &
generalizations
 Develop contrary &
opposing arguments
 Consider ideas from
multiple perspectives
(2)

Research - Info
literacy skills -
 Access info to be
informed & to inform
others (3) (SA)
 Make connections
between various
sources of info

Social - Organization
skills -
 Use appropriate
strategies for
 organizing complex
info (2)

Thinking - Transfer
skills -
 Inquire into different
contexts to gain a
different perspective
(3)
 Change the context
of an inquiry to gain
different perspectives

Learner Profile
Thinker

Unit 2 (10) - Time, place & Identity Orientation in In certain Thinking - Critical Find out about the forces for independence that developed Summative:
Why have space space & time environments a skills - in India & Kenya, the actions & strategies used by individuals Students will research more about nationalist
nationalist Communities sense of national  Gather & organize & groups in their attempts to get independence movements in other colonial states. E.g. Zimbabwe,
movements Exploration - identity within & relevant info to Explore the impact of these actions Ghana, Portugal & Ghana. They need to consider the
been Displacement, between formulate an argument Take action by looking at forces of nationalism that exist factors that led to a nationalist movement, methods
successful? turning points communities (3) today used to gain independence, reaction of the colonial
Constraints & fosters  Recognize unstated power & factors that finally led to the country getting
5 weeks adaption successful assumptions & bias Service Learning independence.
independence  Evaluate evidence & Research nationalist movements that exist today (their goals
movements arguments (4) & methods)
 Recognize unstated Create a wall display, include recent news articles Criterion B: Investigating (i, ii, iii, iv)
assumptions & bias
Criterion C: Communicating (i, ii, iii)
Communication skills -
 Use appropriate Criterion D: Critical Thinking (iii FA)
forms of writing to
communicate with a
range of audiences

Social - Organizational
skills -
 Use appropriate
strategies for
organizing complex
info

Research - Info
literacy skills -
 Access info to be
informed and to
inform others (SA)

Learner Profile
Inquirer
Unit 3 (11) - Change Causality Fairness & Civil rights & Social - Collaboration Find out why there was a need for protest movements in Summative:
How have civil development social protest skills - America & South Africa Students will research what South Africa is like today.
rights & social moments have  Practice empathy Explore the methods used by these protest movements, the They will refer back to Nelson Mandela’s speech at the
protest groups Exploration - led to significant  Listen actively to impact of these protest movements Rivonia Trial. They must outline what South Africa is
brought about Democracy, change in the other perspectives & Take action by finding out where people are still like today, its style of government & the rights & wealth
change? politics, fairness & ideas campaigning for civil rights today of different sections of society. How far have
government & equality of Mandela’s ideals been realized?
6 weeks civil society societies Thinking - Critical Service Learning
 Rights, laws, thinking skills - Research where people are still fighting for rights today
civic  Evaluate evidence & Find & share a news article with the rest of your class Criterion A: Knowing & Understanding (i, ii)
responsibility & arguments (4) Discuss the methods of protest being used & whether they
the public  Gather & organize have had any success Criterion D: Thinking Critically (i, ii, iv)
sphere info to formulate an
argument
 Recognize unstated
assumptions & bias

Research - Info
literacy skills -
 Access info to be
informed & to inform
others (4)
 Make connections
between various
sources of info (SA)

Communication skills -
 Use a variety of
media to communicate
with a range of
audiences

Learner Profile
Communicator
Unit 4 (13) - Global Significance Fairness & Inaction by Thinking - Critical Find out how the connections between individuals, minority Summative:
What are the Interactions development individuals can Thinking skills - groups & their communities can break down & lead to Students will complete an individual research project on
consequences be a significant  Consider ideas from violence & conflict; about the role of individuals & a case study. Students will need to analyze the causes
of inaction? Exploration - factor in the multiple perspectives communities in perpetrating acts of genocide & possible of genocide in the twentieth century. They must
Rights, law, development of  Recognize unstated reasons for why this happens formulate their own research question, develop and
5 weeks civic inequality & assumptions & bias Explore the role of the international community in historical follow an action plan, reference their sources correctly
responsibility & discrimination in (5) genocides & evaluate their investigation & results. The research
other public society  Evaluate evidence & Take action by looking at ways in which the international project should be 700 - 1500 words long.
sphere arguments community can prevent genocide & crimes against humanity
Justice, peace  Gather & organize in the twenty-first century
& conflict relevant info to Criterion B: Investigating (i, ii, iii, iv)
management formulate an argument Service Learning
Research Kofi Annan’s Genocide Prevention Committee. Criterion C: Communicating (i, ii, iii)
Research - Info Http://genocidewatch.org/genocide/tenstagesofgenocide.html
literacy skills - Outline a proposal to help prevent genocide in the twenty-
 Access info to be first century
informed & to inform
others (SA)

Research - Media
literacy skills -
 Locate, organize,
analyse, evaluate,
synthesize &
ethically use info
from a variety of
sources & media
(SA).

Social - Organization
skills -
 Use appropriate
strategies for
organizing complex
info (SA)

Learner Profile
Thinker