Download MYP Year 5 Humanities

MYP Year 5
Humanities
Mr. Alex Webb
Room P3
[email protected]
(808) 261‐0707 x2020
Web Page:
www.lejardinacademy.com/webb/index.html
The purpose of this course is to increase students’ knowledge of the development of the United
States as a democratic nation. The course is organized as a chronological survey of the American past
from 1877 to contemporary times. Emphasis will be placed on major events, geography, individuals
and ideas which comprise our American Heritage. We are living in challenging times, and one of the
main goals of this class is to discover how the dilemmas and decisions of the past and present help us
navigate our future. We will be spending time searching for answers to numerous questions such as
(just a few):
Are we indeed learning from history, or just repeating our mistakes?
Are we a nation, or a union of states?
What do we really mean by that phrase in the Declaration of Independence, “all men
are created equal”?
What is the role of the U.S. in the world today, and who decides?
What impact do you want to have on our world in your future?
High school students should know and understand their cultural heritage of the past and its
influence on the present in order to assume their roles as participating citizens in their democratic
society.
2011 – 2012 Scope and Sequence: Sept‐June 2011
All Unit Dates are projected and may be subject to change.
You will be sent an updated January‐June Scope and Sequence in January.
Unit 1: Historiography & Contact
Unit Dates: Mid‐August – Early‐September
Unit Question: How does globalization benefit/threaten the world?
Area of Interaction: Environments
Content
Explorers in the late 15th, 16th, and early 17th centuries began the European phase of
American history. Their "discoveries" in the “New World” dispelled rumors of a northwest
passage and settled ancient questions of world geography. Contact between Europeans and
Native Americans would have a dramatic effect on Europe, but a devastating impact on
those who were wrongly called "Indians."
Summative Assessment Tasks
• Columbus Writing‐ Hero or Villain (Criteria A & B)
• Unit Test (Criterion A)
Unit 2: The Road to the American Revolution Unit Dates: Mid‐September – Mid‐October
Unit Question: What is Revolution and when is Revolution necessary?
Area of Interaction: Human Ingenuity
Content
Individuals and nations are moved to bold and decisive action not in the midst of calm but in
the heat of strife. In the years between 1754 and 1776, America truly became a nation. Where
before America had been a cluster of competing British colonies—with differing origins,
goals, and policies—by 1776 colonists had forged a separate identity flexible enough to
support not just revolution but nation building.
Summative Assessment Tasks
• Position Paper (Criterion A)
• Timeline‐ Event to Revolution (Criterion B)
• To Break or Not to Break –Tavern Talk Simulation/Debate participation (Criteria B, D)
• Political Cartoon Creation (Criteria B, C)
• Unit Test (Criterion A)
Unit 3: The development of Modern Nations 1865‐1929
Unit Dates: Mid‐Oct– Mid‐Nov
Unit Question: Is inequality inevitable?
Area of Interaction (AOI): Human Ingenuity
Content
The Gilded Age fostered the consolidation of business, the beginnings of government
involvement in the economy, and the organization of disadvantaged economic and social
classes.
Summative Assessment Tasks
• Election of 1896 Web Quest/Project (Criteria A & B)
• Unit Test‐ Oral Exam (Criterion A)
Unit 4: Emergence of the Americas in global affairs 1880‐1929
Unit Dates: Mid‐Nov – Mid‐Dec
Unit Question: How does a nation become a world power and what are the factors that lead to the
exertion of that power?
Area of Interaction (AOI): Community and Service
Content:
Although the US acquired lands and trading rights in various foreign lands before the 1890s,
the final decade of the century ushered in a strong imperialist movement. During the late
19th and early 20th centuries, the United States had aggressive policies when it came to
expansion. The era of Expansionism helped to extend the United States' political and
economic influence around the world.
Summative Assessment Tasks
• America on Trial‐ Imperialistic Policies (Criteria A & C)
• Unit Test (Criterion A)
Unit 5: World War I
Unit Dates: January – mid-February
Unit Question: Why is there conflict?
Area of Interaction (AOI): Human Ingenuity
Content:
The United States involvement in World War I ended U.S. isolationism and set the stage for
the United States to emerge as a global superpower in the 20th century.
Summative Assessment Tasks
• Newspaper Project (Criteria A, C)
• Causes of WWI Simulation participation (Criteria B, C)
• Journal/Letter from a Trench in France (Criteria A, B)
• Propaganda Presentations (Criteria A, D)
• Treaty of Versailles Results (Criteria A, C)
• Unit Test (Criterion A)
Unit 6: The Roaring 20’s
Unit Dates: mid-February – March
Unit Question: What is the lasting significance of the 1920s upon US history?
Area of Interaction (AOI): Human Ingenuity
Content:
The 1920s was a time of prosperity, but also a time of many downfalls. It was an era of
change . . . a time when people began to do what they wanted to do instead of following
social norms. The 1920s roared with a clash of civilizations as Americans struggled to
reconcile the prosperous modernity of the city with the impoverished traditionalism of the
country.
Summative Assessment Tasks
• 2:20 on the 20’s News spot (Criterion B & D)
• Unit Test (Criterion A)
Unit 7: The Depression
Unit Dates: March – mid-March
Unit Question: How did the Great Depression make it necessary for the government to change its
role in interfering with the economy? How did the Great Depression change the ideas about the role
the government plays in the economy?
Area of Interaction (AOI): Human Ingenuity
Content:
The Great Depression began in October 1929, when the stock market in the United States
dropped rapidly. Thousands of investors lost large sums of money and many were wiped out,
lost everything. The 'crash' led us into the Great Depression. The ensuing period ranked as
the longest and worst period of high unemployment and low business activity in modern
times. Banks, stores, and factories were closed and left millions of Americans jobless,
homeless, and penniless. Many people came to depend on the government or charity to
provide them with food. The Great Depression, an immense tragedy that placed millions of
Americans out of work, was the beginning of government involvement in the economy and
in society as a whole.
Summative Assessment Tasks
• Causes of the Depression Analysis (Criterion B & C)
• Dorthea Lang Photo Contest (Criterion C)
• New Deal Alphabet Soup Chart (Criterion A)
• New Deal Project- choice- (Criterion B & C)
• Unit Test (Criterion A)
Unit 8: WWII
Unit Dates: mid-March - April
Unit Question: Given America’s isolationist attitude in the pre-world war II years, why did
America move from isolationism to intervention by 1940?
Area of Interaction (AOI): Human Ingenuity
Content:
It was the bloodiest, deadliest war the world had ever seen. More than 38 million people
died, many of them innocent civilians. It also was the most destructive war in history.
Fighting raged in many parts of the world. More than 50 nations took part in the war, which
changed the world forever.
Summative Assessment Tasks
• Pearl Harbor News Briefing/Story- Two Perspectives (Criterion B & D)
• Japanese-American Internment Trial (Criterion C & D)
• Newscasts from the Home front of WWII (Criterion A & D)
• To Drop or not to Drop- Debate (Criterion B)
• Unit Test (Criterion A)
Unit 9: The Cold War
Unit Dates: April – mid-April
Unit Question: How did the struggle between communism and capitalism influence the Cold War in
Europe, the United States, and around the world?
Area of Interaction (AOI): Human Ingenuity
Content:
The Cold War was an ideological war between the two remaining world superpowers, the
United States and the Soviet Union, beginning after World War Two. After the war, Germany
was left defeated, and Britain and France were left drained and exhausted. The United States
and the Soviet Union, though also drained, held considerable power, and both soon rose to
superpower status. The two became rivals through "conflicting ideologies and mutual
distrust" and constantly competed for power.
Summative Assessment Tasks
• Unit Test (Criterion A)
Unit 10: Civil Rights
Unit Dates: mid-April - May
Unit Question: What choices do people make in the face of injustice?
How have ideas about race been used to decide who is included and who is excluded?
Area of Interaction (AOI): Community and Service
Content:
The struggle for civil rights has been a fight that has been raging throughout history. During
the 1960’s, some very brave Americans fought to help African Americans gain the rights they
deserved. These civil rights activists helped changed the face of America.
Summative Assessment Tasks
• Civil Rights Debate – MLK vs Malcolm X (Criterion B)
• Civil Rights Essay- Effective/Ineffective (Criterion A & B)
• Unit Test (Criterion A)
Office Hours:
Keep in mind that I want all of your young adults to do well and learn the history of their nation. I am
one of many Academic Coaches and I want students to reach their goals and full potential as a
student and as a person. As such, I encourage students to see me after class if there are questions so
that I can give them my undivided attention. Students and parents should see me on campus, email
me, or drop a note in my mailbox, so that I know we need to talk. Never hesitate to share your
respectful feelings with me. All quickly learn that I will eagerly listen and respond to their concerns
when they approach me courteously