MYP Unit Planner s4

MYP Unit Planner

Unit Title Teacher(s) Subject / Grade Duration

Early Modern Europe - politics, economics, society, and culture (16th – 18th c.) Isaac Grimm Humanities 9 10 weeks

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 students to retain for years into the Why have we chosen this? future?

Community and service th th - What is a community? Europe from the 16 -18 century underwent significant changes, - How do communities function? from the religious to the political and socio-economic. - How do individuals and groups affect the community? The religious conflict, secularization, intellectual advances, and - What are my rights and responsibilities? shifting balance of power between monarchs and the competing - How do we make ethical decisions? social classes of this era led to the development of centralized - What can I learn from different communities? governments and the rise of Europe as the dominant world power. Students should gain comprehension of how communities within, and affected by, Western European expansion and mercantilism helped European states to (European) Civilization have functioned, struggled, and changed, reflect on the legacy of consolidate power and expand their wealth through the exploitation of European colonialism in Colombia, and act by creating advocacy propaganda of new cultural foreign peoples and resources, while increasing competition between norms which can break free of the negative aspects of our inherited culture. states.

MYP Unit Question

What is the “natural order” of human society?

Culminating Performance Task which addresses the Unit Question What task(s) will allow students the opportunity to respond to the unit question? How will students show what they have understood? What will constitute acceptable evidence of comprehension?

CE-GE-FT-98 Version 4 Edición Ago 2011 Students will create propaganda pieces or slogans which protest against certain aspects of early modern European culture, from colonialism to slavery to absolute monarchy. They will write from the perspective of people marginalized by these traditions of Western Culture. Then they will also pick one Western cultural legacy alive in Colombia today that they are against and create a similar propaganda piece, from the perspective of a marginalized Colombian social group.

Objectives

MYP Aims MEN Estandares generales

The students should develop: Reconocer y valorar la presencia de diversos legados culturales de diferentes épocas y regiones para el desarrollo de la humanidad.  an inquiring mind  a sense of time and place Analizar cómo diferentes culturas producen, transforman y distribuyen  an understanding of the interactions and interdependence of individuals, societies, and their environments recursos, bienes y servicios de acuerdo con las características físicas de su  an understanding of the causes and consequences of change through entorno. physical and human actions and processes

 a sense of intercultural awareness and a desire to be proactive as a Reconocer algunos de los sistemas políticos que se establecieron en responsible global citizen. diferentes épocas y culturas y las principales ideas que buscan legitimarlos.

MYP Specific Objectives MEN Estandares basicos

A Knowledge Formular preguntas acerca de los hechos políticos, económicos, sociales y • know and use humanities terminology (race, class, gender, bourgeoisie, culturales. mercantilism, monarchy, Renaissance, etc.) in context • demonstrate knowledge and understanding of direct experiences of different Identificar y estudio los diversos aspectos de interés para las ciencias sociales individuals dealing with realities and changes of 16th – 18th century Europe through (evolución histórica, organización política, económica, social y cultural…) the use of descriptions and explanations, supported by relevant facts and examples. B Concepts Time • establish a personal sense of identity in a context of time and place, and be able to juxtapose personal experience to that of very contrary experiences (the marginalized). • show an understanding of people in 16th – 18th century Europe and its colonial

CE-GE-FT-98 Version 4 Edición Ago 2011 periphery • demonstrate an awareness of the chronology that led to and carried through the events of 16th – 18th century Europe, linking its people, places and events through time, and recognize and explain the similarities and differences between divergent times and lived experiences. Place and space Reconocer en los hechos históricos complejas relaciones sociales políticas, • recognize and explain similarities and differences between European regions, económicas y culturales. and between them and their colonies Identificar y estudio la ubicación geográfica donde se desarrollan los hechos de • understand constraints and opportunities afforded by location interés para las ciencias sociales. • understand issues related to place/space on a local, national and global scale. Change • understand and explain short-term and long-term causes of the Renaissance, Reconocer múltiples relaciones entre eventos históricos: sus causas, sus religious conflict, European monarchies, and mercantilism, and establish and explain links between their causes, processes and consequences consecuencias y su incidencia en la vida de los diferentes agentes y grupos • recognize and explain continuity and change involucrados • recognize that change is inevitable and that the rate of change is relevant to the context • understand that as people interact with their environment, both change • understand and explain how environmental, political, economic and social interactions can change levels of sustainability. Systems • understand, identify, and compare how the systems of mercantilism and Reconocer que los fenómenos sociales pueden observarse des diferentes puntos monarchy operated de vista. • understand how European social structures and ideologies sought to control populations, and how change occurred nonetheless • understand rights and responsibilities within systems, and identify the failure of dominant social institutions in early modern Europe to serve their purpose, and the consequences of that Global awareness Reconocer que los fenómenos sociales pueden observarse desde diversos • explain different perceptions of places, societies and environments between European societies and “the rest” puntos de vista (versiones e intereses). • show an understanding of the interdependence of societies through the analysis of mercantilist economic policy • recognize issues of equity, justice and responsibility C Skills Utilizar mapas, cuadros, tablas, gráficas y cálculos estadísticos para analizar Technical skills • observe, select and record relevant information from a wide range of sources información. • use a variety of media and technologies to research, select, interpret and Hacer planes de búsqueda que incluyan fuentes primarias y secundarias (orales, communicate data • use sources, such as maps, graphs, tables, atlases, photographs and statistics, escritas, virtuales…) y diferentes términos para encontrar información que in a critical manner conteste mis preguntas. Analytical skills • critically evaluate the values and limitations of sources Utilizar deferentes fuentes de expresión para comunicar los resultados de mi

CE-GE-FT-98 Version 4 Edición Ago 2011 • compare and contrast events, issues, ideas, models and arguments in a range of investigación. contexts. Decision-making skills Analizar los resultados de mi búsqueda y saco conclusiones. • formulate clear, valid and sound arguments, make balanced judgments on events, and draw Comparar las conclusiones a las que llego después de hacer la investigación con conclusions, including implications las hipótesis iniciales. • Investigative skills • plan, carry out and present individual and group investigations D Organization and presentation • communicate information that is relevant to the topic Promover debates para discutir los resultados de mis observaciones • organize information in a logically sequenced manner, appropriate to the format Citar adecuadamente las diferentes fuentes de información obtenida. used • present and express information and ideas in a clear and concise manner, using appropriate language, style and visual representation • Use referencing

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

Content / Logros What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?

- Analyze and comprehend developments in European thought and culture during the 16th and 17th centuries - Understand the complexity, context, and functions of Europe´s mercantilist economic policies, and their connection between the bourgeoisie and state power - Understand and critically examine the evolution of European monarchy through the 16th – 18th centuries - Explain characteristics of the principle antecedents of the 18th century revolutions (political, economic, social, and culture movements worldwide)

Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? (Refer to Student learning Expectations Document)

Organization - Being organized and ready to work. - Time management skills. Collaboration - Delegating, taking responsibility, and negotiating goals - Working effectively as a team

CE-GE-FT-98 Version 4 Edición Ago 2011 - Accepting and respecting others and their opinions Communication - Developing reading, writing, and comprehension skills. - Being informed - Present information in a variety of ways. Information Literacy - Researching from a variety of sources and media types - Selection, evaluation, and organizing research materials - Using referencing techniques Reflection - Developing self-evaluation skills Thinking - Recall, comprehension, understanding - Applying knowledge and concepts - Generating ideas

Learning Experiences Teaching Strategies

1. How will students know what is expected of them during the unit and when 1. What teaching Strategies/Methodologies will be used? being assessed?

Students will be provided with a class plan, activity list, and rubrics. They will practice Students will be presented information in a variety of forms (visual, oral, the material through in class reviews and/or homework assignments, and will always kinesthetic, and auditory), and will work individually and in groups. have some sort of review sheet available before examinations.

2. Do the students have enough prior knowledge? How will we know? 3. What collaborative planning Strategies will be used?

Pending… Upon beginning class, students will be asked about their prior knowledge in the subject of humanities, in either a written or oral format. 4.How have we made provision for those learning in a language other than their mother tongue?

Offer varying levels of difficulty in dealing with the themes, facilitate texts that help provide a deeper understanding, provide vocabulary

5. How have we considered those with special needs?

Information will be sought from commissions, psychologists, and parents for students who need extra help.

CE-GE-FT-98 Version 4 Edición Ago 2011 Proposed Learning Activities

Week Date Learning Activity / Assessment Task Method of Evaluation Evaluation Tool Criteria Date Differentiation Strategy

1 8/16- - Class introduction, pass out and explain syllabus V,O,A 8/19 - “Why is history important” activity - “Who are we” self categorization activity – discussion of privilege. “What should we do with our privilege?” - Map review – Modern European Nations (HW) - 2nd map reinforcement, with application questions

1 8/16- - Seat switch activity, cardinal directions practice using K 8/19 European map

2 8/22- Colonialism V,O,K,A 8/26 - Prior Knowledge Check –Colonialism, connect to issue of sovereignty - World map of early explorers/Euro colonial territory - “Native Population decline water bottle activity - Amistad video viewing - Why I hate Thanksgiving” article - HW – European exploration, dev. of colonial territory - Galeano excerpts, slave trade, colonial institutions

3 8/ 29 Colonialism/Mercantilism V,O,K,A –9/ 2 - PP introduction of general terms and theory - Kinetic activity of bullion exchange - Map w/ details of ex. of English mercantilism and cotton trade w/ the American colonies (textbook: read 573-575) - “fill in the blank” worksheet based on key mercantilism terms

4 9/5 – Protestant Reformation V,O,K,A 9/9 - Video clips from “Luther”, general introduction, causes - Age of Religious Wars, analysis of conflict and religious violence, comparison with Colombia’s political violence - Map activity (Lutheranism, Calvinism, Anglicanism, CE-GE-FT-98 Version 4 Edición Ago 2011 Catholicism)

4 9/5 – - Phenomenon of Witch hunts in Europe/colonies V,O,K,A 9/9 - Analysis of Counter Reformation - Analysis of Effects (soc/pol/econ, short v. long term)

5 9/12 – Quiz on Colonialism, Mercantilism, Protestant Reformation 9/16

5 9/12 Monarchy V,O, K,A – - Access prior knowledge, develop questions 9/16 - HW “Que Son Las Monarquias” preliminary reading, create tables of the various forms of Monarchism - Role of the Bourgeoisie in the consolidation of monarchial power and the shift toward democracy - “What is absolutism?” classification through examples lesson plan

6 9/19 Continental Hegemony, Absolutism, and Mercantilism V,O K,A – - Spanish reading packet 9/23 - Create mental map comparing Charles V, Phillip II, Louis XIV, and Isabella I

6 9/19 Evolution of the Monarchy V – - Focus on English history (Magna Carta, Petition of Right, 9/23 Puritan Revolution, Glorious Revolution, Bill of Rights)

7 9/26 Quiz on Monarchism V,O,K,A – - 9/30

7 9/26 Renaissance Review (soc/pol/econ/cult aspects) – Scientific Revolution 9/30 - Review of Platonic/Medieval/Ptolemaic worldview - Lecture on Copernicus, Kepler, Galileo, Newton

8 10/3 Enlightenment –

CE-GE-FT-98 Version 4 Edición Ago 2011 10/7 Bacon and Descartes, Rationalism v. Empiricism - Political, Social, Economic facets Hobbes v. Locke, human nature and the role of gov’t Cont.

8 10/3 Enlightenment cont. – - Quotes activity, linking quotes with Enlightenment 10/7 philosophers - Consequences

9 10/17 – 10/21

10 10/24 Create slogans of dissent from the point of view of – marginalized actors within the early modern European context, 10/28 parallel them to contemporary Colombian issues

10 10/24 – 10/28

11 10/31 – 11/4

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?

CE-GE-FT-98 Version 4 Edición Ago 2011 Classroom Textbooks, variety of texts researched by the students, library encyclopedias, physical and political maps, audiovisual material.

Library and Computer: How will we use the library or computers to aid the investigation during this unit?

Libraries/computers will be used to research for the “Colombian geographical regions” group project.

Ongoing reflectons 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?

CE-GE-FT-98 Version 4 Edición Ago 2011