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: 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.