MYP 1 - TERM 1 · with global issues today. Students will be able to analyse the process and...

MYP Curriculum Map – Østerbro International School – Individuals and Societies

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MYP 1 - TERM 1

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT

STATEMENT (Statement of

Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S) AOI

Understanding Taking Action

Reflecting

Summative Assessment

Task(s) (Criteria)

UNIT

CONTENT

Making and mapping connections

A 2 C 3 C 4

Thinking Reflection

The students will understand that connections are made to identify and explore

Where am I in the world?

Human Ingenuity: Students will understand the interaction between places and the networks created by flows of information, people and goods and reflect on developments made by people

Criteria A&C: Test Reading maps and finding locations in different types of maps

Maps, graphs, tables, atlases, photographs, and statistics will be used to represent information. Latitude longitude , scale grid reference distance direction and compass bearings. Draw sketch maps, contour lines OS maps symbols, ‘ Interpret and understand information from a wide range of maps

Our restless planet

B4 C1, C4 D 1

Collaboration Communication

The students will understand that change is constant and shapes us and our

What is going on under my feet?

Environments: Students understand how natural environments

Criteria B,C&D Students have to make an oral presentation which should last between 2-4 minutes on a research

The earth is made up of different layers, what the earth plates are, why they move,


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surroundings function and affect the planet and its people.

question given by the teacher.

plates movements result in earthquakes and volcanic eruptions, what earthquakes are and what damage they do and why, what volcanoes are and what kind of damage eruptions do, what tsunamis are and what damage they do, do we have the same kind of responses to volcanoes and earthquakes disasters. Poor countries have difficulties to cope with such disasters.

Population A1, A2 D1, D2

Organization Reflection

Students will understand that population increase affects resources and sustainability

Will the earth be able to handle the continuous increase in population?

Health and Social: Students will understand how populations affect the environments and learn to respect this interaction

Criteria A, D Essay: Population: sustainability

Populations Trials and Tribulations of population from around the world


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MYP 1 - TERM 2

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Leaders

A1, A2 B1, B2, B3, B4 C1, C2, C3, C4 D1

Information Literacy Thinking

Students will understand that individuals can be agents of change in communities

How can one person make a difference?

Community and Service: Students will raise awareness of individuals in a community and the interdependence between the community and individuals

Criterion B: Investigation on world leaders Criteria A,C and D Written report on chosen leader

Students will examine these movements from history: Black Civil rights in the U.S.A, Apartheid in South African Students choose an individual to complete an inquiry on Students will inquire on a leader and her/his on society Students will explore a religious leader, an economic leader and a political leader as the contexts for this unit. Students will explore issues that is brought


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by an individual and develop decision-making skills to address this issue. Students will establish and explain links between causes, processes and consequences of change.

I am because we are

D1, D2, D3

Transfer Organization

Students will understand that cultural identity can be expressed in very different ways.

How can my cultural identity help shape how I understand myself and others?

Health and social education: Students will understand who we are and become aware of how we function as a society and show respect to other cultures

Criterion D: Students will create a poster showing how they perceive and understand culture

Students will make observations about their culture and share it with the rest of the class. Students will make observations about other students culture and share their findings with the rest of the class. School surveys and class surveys searching about what cultures have in common and then present it to the class. Small plays and


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presentations about specific cultures will be made to the class both by students and teachers.

Environments

B1, B2 C2, C3

Communication The students will understand that development can affect the way systems function

How has agricultural advancements changed the way we consume food?

Environments Students will understand where our food comes from and what it takes to prepare it from the beginning to the end

Criterion B Two week consumption Journal Criterion C Essay on how to reduce our human footprint

Consumption in the past. Consumption in today’s world. Technology advancements in agriculture. Impact of industrialization in the 21 century.


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MYP 2 – Term 1

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Ancient Civilizations

A2. B3, B4 C2, C4 D3, D4

Thinking, Transfer

The students will understand that communities are defined by their systems.

What are the building blocks of a civilization?

Human ingenuity: Students will have an awareness of how a community is developed

Criteria A,B,C,D: Students have to make a model of an ancient product that can be adapted to use today

Know the terms associated with civilization, culture and religion. Understand the role of a consolidated state in the development of a society. Research about ancient Mesopotamia and navigate through the British museum website. Research about ancient Egypt how the civilization developed and how it was structured. Navigate through the British museum website


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in order to get more deep insight about life at that time. Understand and discuss the basic or building blocks that a civilization should have. See how society functioned at that time and what similarities does it have with today's society Conduct research as directed by teacher using basic investigative skills as well as other appropriate skills. Search and read about two different incredible structures and create a display that explains it.

Climate and Ecosystems

B1, B2, B3, B4

Reflection Students will understand that actions have an

Why are there so many different

Environments: Students will Understand that

Criteria B: Students have to write a report collecting

What is an ecosystem? What kind of role


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impact on the change in natural systems.

climate zones on earth?

the physical and human dimensions of the environment are related.

information about (300-450 words) how humans and ecosystems are related to each other.

does climate play in determining what an ecosystem is like? name four of the Earth's ecosystems, and say roughly where they are found, and describe their climates; give examples of plants and animals for at least one ecosystem, give examples of our impact on ecosystems, describing ways in which we are harming at least one ecosystem, be able to recognize that we can affect ecosystems by our actions even if we live thousands of miles from them; that they are fragile; that we


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can take individual action, to help look after them.

Culture C1, C3 D1

Organization Collaboration

Students will understand time, space and place combine to form identity

How does culture influence the way we live?

Human Ingenuity: Students will develop an awareness and understanding of how humans create, develop or change systems over time

Criteria C and D Culture flipbook

Regional pattern of culture groups in the world Concepts models of the process of diffusion to interpret the spread of cultural traits. The effect of landscapes on the cultural characteristics of their inhabitants


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MYP 2 - TERM 2

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Conflicts A1 B1,B2,B3 C1,C4

Information Literacy Students will understand that Cooperation between individuals can lead to change

What is the role of a community during conflict?

Health and social: Students will understand our own roles and responsibilities

Criteria A,B,C Persuasive Essay(Agents of change)

Students will develop an understanding of conflicts and change. Students will develop their understanding of cause and effect through examples from their own life and the world around them. Students will be working with some conflicts from history analysing the situation where they rose and how they happened. Students will develop understanding of Internal and External conflicts


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Weather and Climate

A1,A2 C2, C4 D1

Thinking Collaboration

Students will understand that There is a direct relationship between locality and causality

How are we affected by "Weather and Climate"?

Human Ingenuity: Students will learn how weather and Climate work and the impact they have on people in different locations around the world. Forming an opinion on what is happening to the world’s climate.

Criteria A,C,D Research project on weather and Climate

What weather is, and that it has different components, which can be measured; sun and water vapour, are the two key causes of weather; that weather can be shown on a weather map, water vapour in rising air leads to rain, we give rainfalls different names, depending on what caused the air to rise; there are different types of cloud; what air pressure is, and that high and low pressure bring different types of weather; what fronts are, and how they bring a change in the weather; what depressions are; that climate is


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the average of weather measurements; climate is the result of different factors; the world can be divided into regions of broadly similar climate.

World Religions

A1,A2 D1,D2

Organization Information Literacy

Students will understand that perspectives are developed through our identity, culture and communities.

How do we live in a community together?

Community and Service: Students will develop pan awareness of different communities

Criteria A, D Comparative essay

History of ancients religions Spread of religion Importance of religion throughout history The rise of major religions


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MYP 3 - TERM 1

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Revolutions and Rebellions

A1 B3,B4 C1,C4 D1;D2,D3

Communication Reflection

Students will understand that change happens through cooperation

How do we cause change?

Environments: Students will understand and reflect on peoples actions on individuals and groups social environments

Criterion A,B: essay and a Criteria C and D: visual presentation

Identify a minimum of 3 causes, explain the process and name 3 consequences of Russian Revolutions and revolutions or rebellions of their own choice • Use essential terms and names to the Russian revolution. Students will know: • The process of change. • How to compare Revolutions. • How to evaluate the consequences of a Revolution. • How to apply their knowledge about


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Revolutions to global issues. • Students will be able to compare causes, processes and consequences of Revolutions through history with global issues today. Students will be able to analyse the process and consequences of change. Students will be able to apply their knowledge on the process of change through setting common goals and working towards them.

Genocide A2 B1,B2,B3 D1

Organization Students will understand that choice determines how we develop perspectives

How do we live together?

Health and social education: Students will reflect on how beliefs and ideologies can define the ways we think and act.

Criterion B: Investigative storyboard Students will prepare an research question to be investigated and answered in their story board Criteria A and D: Students will devise a story board and personal accounts based on a chosen genocide from the

Students will be able to: • Identify reasons for genocide starting, explain the process and the stages of a genocide with examples • Use essential terms and names


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20th century related to genocide. Students will know: • The process of chow humans are affected by genocide. • How to evaluate the personal effects of genocide. • Students will be able to compare causes, processes and consequences of different 20th century genocides. Students will be able to analyse the process and consequences of the effects of individuals beliefs and how that effects those that do not have the same beliefs. Students will be able to apply their knowledge on the process of consequence through setting


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common goals and working towards them.

Development A1,A2 C1,C3,C4 D1,D2

Thinking Transfer

Students will understand that developments effect both local and global resources

How can we be responsible citizens?

Community and service: Students will take action to raise awareness of developments that affect different communities

Criterion A,C and D Argumentative Speech/Debate Students have to make a speech for/against development in the amazon rainforest based on a perspective (local farmer, eco warrior, businessman)

Define development and standards of living Identify patterns of development in MEDC's and LEDC's Identify and recognise the Millennium Development Goals The role of UNICEF Trade v Development "Blood Diamonds" Development v Greed The pattern of world development Effects of the infrastructure on a country's development


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MYP 3 - TERM 2

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Introduction to Business

A1,A2 C1,C3,C4 D1,D2,D3

Collaboration Students will understand that our choices impact global systems

How do we create without exploitation?

Human ingenuity: Students will understand and take action on creating a business and seeing the impact this has on differing communities

Criteria A,C & D: Case study on a multinational company

understand the basics of economics (types/functions of economic systems) - understand the basic structure/function of a business (vocabulary, types of systems/structures) - understand types of businesses (for profit, non-profit, NGO, etc.) - understand the basic functions of a stock market - understand and apply these Humanities concepts: links between causes,


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processes and consequences of a company’s operation how a company’s environmental and economic actions can/cannot be sustainable the link between ideology and how markets work how beliefs and business ethics influence company culture and productivity - investigate an existing international business and consider the ethics of its operations - create a business plan for your own business that can both make money and do good in the world - run a created business and see


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if it makes a positive difference in the world but also makes a profit - track the buying/selling of stocks

Individuals in our society

B1,B3,B4 D1,D2,D3

Transfer Reflection

Students will understand that individuals need to be inspired in order to create change

What inspires me?

Human ingenuity: Students reflect on creating personal change and setting goals for the future

Criterion B: Virtual Gallery with slide show, biography, reflection on how they have been affected. Criterion D: Students will create a magazine "Who's who"

Language A Students will explore language used in rhetoric and representation, including active and descriptive literal and figurative language. Using inflections. Researching effectively an oppressed group and creating a speech using the elements of persuasive rhetoric to motivate that group against oppression.

The Cold War

A1,A2 C1,C2,C4

Thinking Students will understand that different systems and ideologies create conflicts

How has our world been impacted by conflict?

Environments: Students will understand the implications conflicts have

Criterion A & C: Analysis of a cold war conflict (Students are to choose a cold-war conflict and analyse how this

Introduction to the Cold War What to do with Germany after WWII The Iron


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that affect the global environment

on a global scale conflict affected the people of the country where the war took place)

Curtain Cold War outside of Europe -Korea, Vietnam, Cuba Peaceful Co-existence Collapse of Soviet Union


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MYP 4 - TERM 1

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Conflict and Peace

A1,A2 B1,B2,B3,B4 C1,C2,C3,C4 D1,D2,D3

Thinking Communication

Students will understand that conflicts connect our present and affect our future.

To what extent can leaders of the future learn from events of the past?

Health and Social Education: Students will understand and become aware of the interdependence between individuals and societies

Criterion A: Creative writing: Why do our leaders not learn from the past? 500 words Criterion B: Individual research on a “minor” war of the 20th century Criteria C, D: War essay: Who is to blame? – Students will use primary source evidence to support their thoughts on who is to blame for a war and why.

Causes and consequences of two major wars of the 20th century (World War I, World War II, Cold War) An individual investigation into the causes and consequences of a minor war from the 20th century Present-day circumstances resulting from wars of the 20th century How and why international organizations for peace and security (League of Nations, United Nations) were created in the 20th century,


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including assessment of these organizations’ successes and failures A study of a current conflict a stemming from the consequences of World War II and the Cold War.

Propaganda

A1,A2 B4 D1

Organization Students will understand that people can be influenced through a message.

How does Propaganda change a person’s way of thinking?

Human ingenuity: Students will reflect on how the creation of a message affects people

Criteria A,B and D Students will create a Propaganda campaign based on Nazi Propaganda

What is Propaganda? Media Bias, Persuasion, using facts to convince others , To create a movement or ideal , Sell a product Types of Propaganda Nazi Propaganda and the use of it to divide conquer Censorship

Industrial Revolution

A1 B1, B2

Transfer Students will understand that innovations and revolutions are human creations

How does our increased standard of living impact the environment?

Human Ingenuity: Students will develop awareness and understanding of physical, social, political,

Criteria A and B: Test

The beginning of Industrial revolution The effects of the industrial revolution during the 19 century


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economic, and cultural dimensions

MYP 4 - TERM 2

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Globalization

A1,A2 C1,C2,C3,C4 D1,D2,D3

Thinking Transfer

Students will understand that societies are connected through global interactions

How is our world connected?

Health and social education: Students will reflect on the effects of how societies interact as a result of globalization

Criteria A,C and D Individual wikispace on a global issue

Introduction to globalization – definition, how has it happened over time, examples of it Economic globalization – definition, causes and consequences Political globalization – definition, causes and consequences Cultural/social globalization – definition, causes and consequences Environmental


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globalization – definition, causes and consequences Global issues – what are they and how do we solve them

Dictatorships

B1,B3 D1,D2,D3

Reflection Students will understand that ideologies change civilizations and social relations

What is the effect of a dictatorship on society?

Environments Understand the effects of a dictator has on the political and social environment

Criteria B and D: TV Talk Show with the Great Dictators Story Board on the groups Dictator

Knowledge & Skills: • What is a Dictatorship? Character/Personality The dictators rise to power Opposition to dictators Life under the dictators The Dictators 1. Joseph Stalin 2. Adolf Hitler 3. Francisco Franco 4. Benito Mussolini The fall of the Dictators

History day

C1,C3, C4 D1;D2

Organization Communication Reflection

Students will understand that investigating the evolution of social, economic and political systems reflects the consequences

How do I effectively research, analyse and communicate what I have learned?

Human Ingenuity: Students will develop an awareness and understanding of the processes involved in

Criteria C and D: History day project

Know the major events that led up to the chosen topic. Major fact on the topic Demonstrate the significance of


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of human action innovation, creation, development and change

the topic Understand and evaluate historical interpretations of the topic. Drawing conclusions from historical evidence

MYP 1 - TERM 1 · with global issues today. Students will be able to analyse the process and...

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