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MYP COURSE OUTLINE
JT Moore Middle School
MYP Subject: Humanities
MYP Level: Year 0
MYP Course: Social Studies
Teacher(s): Vicki Hooper
I. Brief description of the course
This course presents American History from Civil War to the present. This historical study has a
humanities base, making use of art, music and literature to deepen student understanding of certain
periods. Emphasis on skills development and projects continues; students are involved in researching a
historical figure and also have opportunities for additional projects and papers while studying
Reconstruction, The Industrial Revolution, The Roaring Twenties, WW I, The Great Depression, World
War II, the Civil Rights Movement, and the Vietnam conflict. In addition to examining what are regarded
as critical events in U.S. history, the course also includes an introduction to the basic principles and
structure of Tennessee government and history. Another goal of the course is to offer a number of
“hands-on” activities, enrichment exercises, and cooperative learning experiences. Over the course of
the year, students take part in frequent small-group work and complete a variety of special projects,
most notably a research project at the end of the year. Effort is made to integrate the arts into the study
of U.S. and Tennessee history. Students examine paintings, music, and literature, and see how art
reflects the ideas and attitudes of the era in which it was created.
I. Blend of the state, provincial, or local standards (if applicable) with MYP aims and objectives
MYP Objectives
1 An inquiring mind
1 A respect for an understanding of others’
perspectives, values and attitudes.
State and Local Standards
1 CULTURE: Recognizes, interpret how
culture changes over time as a
consequence of industrialization,
technology or cultural diffusion (i.e.,
railroad transportation,
telecommunication, building design,
varied types of music, and the growth of
government services).
2 A sense of internationalism and a desire to be
proactive as a responsible global citizen
2 An understanding of the interactions and
interdependence of individuals, societies, and their
environments
2 ECONOMICS: Examine and analyze
economic concepts such as basic needs
versus wants, using versus saving money,
and policy-making versus decision making.
3 A sense of time and place
3 An understanding of the causes of consequences of
change through physical and human actions and
processes
3 GEOGRAPHY: Understand and
appreciate the relationships between
people, places, and environments.
4 An inquiring mind
4 A sense of internationalism and a desire to be
proactive as a responsible global citizen
4 A lifelong interest and enjoyment of humanities
4 GOVERNANCE & CIVICS: Establish
structures of power and authority in order
to provide order and stability. Civic
efficacy requires understanding rights and
responsibilities, ethical behavior, and role
of citizens within their community, nation,
and world.
5 An inquiring mind
5 A sense of time and place
5 Awareness and understanding of people, cultures
and events in a variety of places and different times.
5 An awareness of the connections with other subjects
5 HISTORY: Evaluate evidence to develop
comparative and casual analyses, and
interpret primary sources, and construct
sound historical arguments and
perspectives on which informed decisions
can be based.
6 An inquiring mind
6 An understanding of the interactions and
interdependence of individuals, societies, and their
environments
6 An understanding of contemporary humanities
issues
6 Awareness and understanding of people, cultures
and events in a variety of places and different times
A lifelong interest and enjoyment of humanities
6 INDIVIDUALS, GROUPS, & INTERACTIONS
Understands how personal development
and identity are shaped by factors
including culture, groups, and institutions.
Central to this development are
exploration, identification, and analysis of
how individuals and groups work
independently and cooperatively.
III. Role of the areas of interaction in the course
Topic
Era 5 – (1850-1877)
Title
Unit Question
First Semester
Civil War and
How did the
Reconstruction Civil War and
Reconstruction
influence the
diversity of
cultures in
America?
Significant
Concept
Area of
Interaction
There were
Environments
causes and
consequences
of the Civil War
and subsequent
successes and
failures during
Reconstruction.
Era 6 – (1870-1900)
Era 7 – (1890-1930)
Era 8 - (1929-1945)
Industrial
Revolution
How did
invention and
ingenuity shape
America?
Second Semester
Emergence of
What
Modern America
internal and
and WWI
external
influences
shaped
Modern
America and
American
involvement
in WWI
Great Depression What are the
and WWII
contributing
factors to the
Great
Depression
and WWII?
The Industrial
Revolution
changed the
life in America
and Tennessee.
Human
Ingenuity
American life
changed
dramatically
due to the
economy,
technology,
and ecological
disasters.
Environments
The Great
Depression
affected
American
society. WWII
had a social,
economical,
and political
effect on
Americans and
Tennesseans.
Health and
Social
Education
IV. Texts and resources
Tennessee Through Times, Gibbs Smith Publisher
Nystrom Atlas of World History Activity Kit
Nystrom Atlas Our World Today Activity Kit
Study Island
A variety of videos and websites (PBS, National Geographic…etc)
V. Methodology
The study of the humanities centers on the ideas of internationalism. From the study of American
history, the understanding and appreciation of international connections in these areas are key to
our study. There is an emphasis on how history and geography are connected to how the people of
a particular region of the world live and have lived in the past. The interconnectedness of historical
events and world cultures is a major emphasis in the humanities courses. Students work in large
and small groups, use technology to gain as well as organize information, and create using
technology.
VI. Methods of Assessment
Summative assessment is accomplished through projects executed at the end of each unit and through
various quizzes and tests that take place during each unit’s course. Each of these activities is evaluated
using an appropriate rubric that analyzes the student’s achievement regarding
Criterion A Knowledge
Correct application geographic, economic, historical,
governmental, and cultural terms
Criterion B Concepts
Correct use of geographic, economic, historical,
governmental, and cultural terms
Criterion C Skills
Demonstrates correct use of Map skills (technical), Graph/Chart
skills (analytical), economic skills (decision-making), and
Investigative skills (research)
Criterion D Organization and
Presentation
Communication, Organization, Presentation and appropriate choice
of relevant sources
These rubrics are adapted and incorporated into the students’ quarterly grades for projects.
VII. Grading Policy including the use of MYP criteria
According to the International Baccalaureate Organization, MYP assessment is:
criterion-related, as it is based upon pre-determined criteria that all students should have access
to. The MYP identifies a set of objectives for each subject group, which are directly related to
the assessment criteria of that particular subject group. The level of student success in reaching
the objectives of each subject group is measured in terms of levels of achievement described in
each assessment criterion.
The purpose of MYP assessment is to:



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support and encourage student learning by providing feedback o n the learning process
inform, enhance and improve the teaching process
promote positive student attitudes towards learning
promote a deep understanding of subject content by supporting students in their inquiries set in
real world contexts using the areas of interaction



promote the development of higher-order cognitive skills by providing rigorous final objectives
that value these skills
reflect the international-mindedness of the programme by allowing for assessments to be set in
a variety of cultural and linguistic contexts
support the holistic nature of the programme by including in its model principles that take
account of the development of the whole student.
In the MYP program, assessment is used in order to provide foundation and support for student
learning. We aim to understand what students comprehend and can do throughout different stages of
the learning process. In this vein, both the process and product of learning are evaluated. Formative
assessments include observations made by the instructor during class activities, short quizzes, group
activities, weekly assignments, and practice opportunities for utilizing what they know in the subject
area.