MYP Unit Planner s8

Hirschi High School IBMYP unit planner

Unit title Middle Ages, Unit 3

Teacher(s) Jim Price , Chad Henkelman, Brannon Kidd

Subject and grade level World History and 10th

Time frame and duration 2 weeks + one block session

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus Significant concept(s) Which area of interaction will be our focus? What are the big ideas? What do we want our Why have we chosen this? students to retain for years into the future?

Health and Social This lesson sets the stage for the Middle Ages unit. It introduces how life will dramatically change from a culture of sophistication during the Roman period to the barbarism which is associated with the Middle Ages.

MYP unit question

How does culture influence civilization?

Assessment What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood?

Guided Reading Quizzes Power Point Presentations Videos Essays

Which specific MYP objectives will be addressed during this unit? A- Knowledge B- Concepts C- Skills D- Organization & Presentation

Which MYP assessment criteria will be used?

Criterion A- Knowledge Criterion B- Concepts Criterion C- Skills Criterion D- Organization & Presentation

Stage 2: Backward planning: from the assessment to the learning activities through inquiry

Content

What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?

The student understands how, as a result of the collapse of the Western Roman Empire, new political, economic, and social systems evolved, creating a new civilization in Western Europe Primary HSS0211 Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. B). pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases.

Primary HSS0212 Geography. The student understands the impact of geographic factors on major historic events. C). interpret historical and contemporary maps to identify and explain geographic factors such as control of the Straits of Hormuz that have influenced people and events in the past.

Primary HSS0215 Government. The student understands the historical antecedents of contemporary political systems. B). define and give examples of different political systems, past and present

Primary HSS0216 Government. The student understands the process by which democratic-republican government evolved. A). trace the process by which democratic-republican government evolved from its beginning in classical Greece and Rome, through developments in England, and continuing with the Enlightenment

Primary HSS0217 Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history.

The student understands the historical antecedents of contemporary political systems. B). define and give examples of different political systems, past and present

Primary HSS0225 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. B). locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information C). analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions D). explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context E). use the process of historical inquiry to research, interpret, and use multiple sources of evidence

Primary HSS0226 Social studies skills. The student communicates in written, oral, and visual forms. A). use social studies terminology correctly B). use standard grammar, spelling, sentence structure, and punctuation C). interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps D). transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.

Primary HSS0227 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. A). use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution B). use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Reflection Communication Organization, Study Practices & Attitudes towards work Learning experiences Teaching strategies

How will we use formative assessment to give students feedback How will students know what is expected of them? Will during the unit? they see examples, rubrics, templates? What different teaching methodologies will we employ? How will students acquire the knowledge and practice the skills required? How will they practice applying How are we differentiating teaching and learning for all? How have these? we made provision for those learning in a language other than their mother tongue? How have we considered those with special Do the students have enough prior knowledge? How will educational needs? we know?

 Review rubrics prior to lesson  PowerPoint  Oral Presentation  Maps  Group Question/Essay  Note Taking  Cornell Notes  Cooperative Groups/Graphic Org.

Resources What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?

C-Scope, Prentice-Hall (Text) Guided Reading

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.

Students and teachers What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect—both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?

Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects? Assessment Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? Data collection How did we decide on the data to collect? Was it useful?

Summative and formative Assessments. D-mac. C-Scope

Figure 12 MYP unit planner