Humanities

Subject Outline

The Humanities component of the MYP at Grand Canyon Schools includes History and Geography. The overall aims of the program are to communicate and interpret historical and geographical information and to foster enjoyment and appreciation of these subjects. Students are encouraged to gain a greater understanding of their place in the world and their own identity, as well as develop an international perspective. ìInternationalismî includes an awareness and appreciation of cultural diversity, respect for the values of others, a sense of responsibility towards community and environment and a sense of identity within a global context.

HISTORY

An understanding of the past helps us to understand the present and to influence our actions in the future. Within the context of an international school and the MYP, the History courses challenge students to investigate and probe the past and search for links to the present. Students are encouraged to develop an awareness of the forces, people and events which have shaped history. They also develop an awareness of the identity and responsibility within the local, regional and global communities.

History students develop their ability to understand historical information and to evaluate a variety of historical source material. They expand their understanding of cause and consequence, continuity and change, similarity and difference. Above all, students are encouraged to develop a curiosity and an enthusiasm for human activity in the past.

GEOGRAPHY

The awareness and understanding of our place in the world form the basis for understanding other communities and cultures. Within the context of the MYP, the Geography courses examine a variety of human settlements around the world and the physical environments which have affected all living communities and which have been changed by human activity. Students develop an awareness of the own local and regional environments as well as an awareness of their identity and responsibility within the larger global community.

Aims and Objectives

The aims of the teaching and study of humanities are to encourage and enable the student to develop:

  • an inquiring mind
  • the skills necessary for the effective study of humanities
  • a sense of time and place
  • a respect for and understanding of othersí perspectives, values and attitudes
  • awareness and understanding of people, cultures and events in a variety of places at different times
  • an understanding of the causes and consequences of change through physical and human actions and processes
  • an understanding of contemporary humanities issues
  • a sense of internationalism and a desire to be proactive as a responsible global citizen
  • an awareness of the connections with other subjects
  • a lifelong interest in and enjoyment of humanities

The objectives of humanities relate directly to the assessment criteria listed below.

Knowledge

At the end of the course, the student should be able to:

  • know and use humanities terminology in context
  • demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by relevant facts and examples, and may show other ways of knowing.

Concepts

TIME

At the end of the course, the student should be able to:

  • establish a personal sense of identity in a context of time and place
  • understand different perceptions of time
  • show an understanding of people in past societies
  • demonstrate an awareness of chronology that links people, places and events through time
  • recognize and explain the similarities and differences that exist between people, places and events through time.

PLACE AND SPACE

At the end of the course, the student should be able to:

  • recognize, describe and explain patterns and relationships in space, including natural and human environments
  • recognize and explain similarities and differences between places
  • understand constraints and opportunities afforded by location
  • understand issues related to place/space on a local, national and global scale.

CHANGE

At the end of the course, the student should be able to:

  • understand the short-term and long-term causes of change
  • establish and explain links between causes, processes and consequences
  • recognize and explain continuity and change
  • 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

At the end of the course, the student should be able to understand, identify and compare::

  • how systems, models and institutions operate
  • social structures and controls
  • the complete and dynamic nature of systems
  • different types of equilibrium within systems
  • systems in local, national and global societies
  • rights and responsibilities within systems
  • cooperation within and between systems.

GLOBAL AWARENESS

At the end of the course, the student should be able to:

  • explain different perceptions of places, societies and environments
  • show an understanding of the interdependence of societies
  • demonstrate international and intercultural awareness and understanding
  • explore issues facing the international community
  • recognize issued of equality, justice and responsibility
  • know when and how to take responsible action where relevant.

Skills

TECHNICAL SKILLS

At the end of the course, the student should be able to:

  • observe, select and record relevant information from a wide range of sources
  • use a variety of media and technologies to research, select, interpret and communicate data
  • use sources such as maps, graphs, tables, atlases, photographs and statistics, in a critical manner
  • represent information using maps, models and diagrams, including use of scale, graphs and tables.

ANALYTICAL SKILLS

At the end of the course, the student should be able to:

  • analyze and interpret information from a wide range of sources
  • identify key questions, problems and issues
  • critically evaluate the values and limitations of sources
  • compare and contrast events, issues, ideas, models and arguments in a range of contexts.

DECISION-MAKING SKILLS

At the end of the course, the student should be able to:

  • develop appropriate strategies to address issues
  • formulate clear, valid and sound arguments, make balanced judgments on events, and draw conclusions, including implications
  • make well-substantiated decisions and relate them to real-world-contexts.

INVESTIGATIVE SKILLS

At the end of the course, the student should be able to:

  • test hypotheses and/or ideas and modify them where necessary
  • plan, carry out and present individual and group investigations
  • engage in fieldwork in order to complement an investigation.

Organization and presentation

At the end of the course, the student should be able to:

  • communicate information that is relevant to the topic
  • organize information in a logically sequenced manner, appropriate to the format used
  • present and express information and ideas in a clear and concise manner, using appropriate language, style and visual representation
  • use referencing and a bibliography to clearly document sources of information, using appropriate conventions.

Course Outline

Level I

Level II

Level III

Level IV

Level V

-Prehistory

-Early civilizations

-Ancient Egypt

-5 major religions

-Ancient China/India

-Ancient Greece

-Ancient Rome

-Monotheistic Religions

-Byzantium and the Rise of Islam

-African, Mongol, Ottoman

-Crusades

-Feudalism

-Renaissance

-Enlightenment

-Early Arizona

-Aztec, Inca, Maya

-Industrial Revolution, Road to Civil War

-Civil War

-Reconstruction

-Westward Expansion/Native America

-Progressivism/US Industrialization

-Imperialism

-Roaring 20ís

-Great Depression

-Arizona statehood

-American Exploration

-Colonial America

-Road to revolution/ English government

-Revolutionary war

-US Government

-Constitution

-Road to WWII

-World War II

-Holocaust

-Cold War/Communism

-Korean War

-Civil Rights Movement

-Vietnam War

-Middle East

-International law

-Islamic terrorism

-Wars in Iraq

Unit I - Overview of the significant political, social, and scientific contributions of ancient societies

Unit II - Renaissance, Reformation,

Unit III - Scientific Revolution, Exploration

Unit III -Asia, Africa and the Middle East

Unit IV -Age of Enlightenment/Political Revolution

Unit V - Napoleonic Era/Industrial Revolution

Unit VI - Napoleonic Era/Industrial Revolution

Unit VII - Rise of Nationalism

 

 

Unit I - Overview of the significant political, social, and scientific contributions of ancient societies.

Unit II - Imperialism of the 19th Century

Unit III - World Wars - Age of Global Conflict

Unit IV - Cold War

Unit V - Russian and Chinese Revolutions

Unit VI - International Peacekeeping

Unit VII - Search for Social Justice

Unit VIII- Global Poverty and World Health

Assessment Criteria

Knowledge

Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and presentations, extended writing, projects and exhibits.

Concepts

Concepts are powerful ideas that have relevance within and across the MYP, and students must explore and re-explore these in order to develop understanding. Learners develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills.

 

Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. It is not intended that any one piece of work will assess all of the humanities concepts (time, place and space, change, systems and global awareness). Suggested tasks for assessment include extended writing, oral presentations, research projects, case studies, essays and tests.

Skills

The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the studentís technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the MYP, and for lifelong learning.

 

Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral presentations/interviews.

Organization and presentation

Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills.

 

Assessment is more suited to extended pieces of work, for example, fieldwork, research projects or essays.

GCUSD-Grade 6 Curriculum Guide

Level I Humanities-Course Outline 2006/2007

 

Contact Information:    Jason Evans Jason@grandcanyonschool.org

Course Description:

In the sixth grade the students study Prehistory to the Renaissance and Native American History. Students learn basic map skills, note taking and acquiring information from notes (ATL). Students learn how humans create civilizations and what how unique contributions of individuals affect civilization (Homo Faber). Students learn how societiesí culture affect the way people think act and live (Health and Social). Students learn what advantages and effects geography has on civilization (Environment). Students will explore the social, environmental, and economic problems and their effects on communities (Community and Service).

Students will explore history through a multitude of perspectives, both American subcultures and international (Intercultural Awareness). Every opportunity is taken to tie in other subjects to increase learning (Holistic Learning). Multiple forms of expression will be used to show learning (Communication). Students will show a piece of extended writing, and end of unit tests (which include paragraph writing), and weekly class work for assessment.

-Prehistory: When did Homo sapiens become human?

Students learn about early advances that separated people from animals (Homo Faber)

-Early Civilizations: What is a civilization?

Students learn about the components of several early civilizations (Health and Social)

-Ancient Egypt: How did geography make Egypt an ideal place for a civilization?

Students learn about the unique aspects of Egyptian Geography and culture (Environment)

-Ancient China/India: How are China and India alike and different?

Students learn about the religions and interactions among cultures of the East (Health and Social)

-Ancient Greece: How are Sparta and Greece alike and different?

Students study the classic history of Greece using through maps and note taking (ATL)

-Ancient Rome: Describe the life of Julius Caesar or Cleopatra?

Students study the History of Rome and relate to some of the great leaders of the period (Homo Faber)

-Monotheistic Religions: Why was Christianity a successful religion?

Students learn about Judaism and Christianity (Health and Social)

Topics Spring

-Byzantium and the Rise of Islam: How was the rise of Islam unique?

Students will learn about the culture, identity, and community of Islam (Community and Service)

-African, Mongol, Ottoman: What allowed Nomadic Civilizations to be uniquely successful?

Students will learn how nomadic civilizations organized themselves into successful conquerors (Health and Social)

-Crusades: What are ways the Crusades succeeded?

Students will learn how Islam and Christianity interacted during the Crusades (ATL)

-Feudalism: How was Feudalism a step back from the Ancient world?

Students will learn how the human desire to survive can cause a retreat in technology and invention (Homo Faber)

-Renaissance: What are three achievements of the Renaissance?

Students will learn how geographic factors allowed a revival of trade and culture in Europe (Environment)

-Enlightenment: What allows an increase of knowledge in this period?

Students will learn how a series of advances allowed an extreme increase in access to knowledge in this period (Homo Faber)

-Early Arizona: Describe one early culture in Arizona?

Students will learn about early native culture and their social, economic, community issues (Community and Service)

-Aztec, Inca, Maya: Why were early American cultures unsuccessful in defeating the Spanish?

Students will compare three early American cultures and their interaction with the Spanish (Health and Social)

Teaching and Assessment:

Lessons are taught in a variety of ways including: reading, Teacher guided discussion, note taking, students searching through personal notes, group civilization activity, and class historical simulations. Most Assignments will be assessed through the following criteria are from the IB rubric for Humanities.

            Criterion A Knowledge

            Criterion B Concepts

            Criterion C Skills

            Criterion D Organization and Presentation

Formative Assessment is based on journals, participation, and civilization groups. Summative Assessment will show be a piece of extended writing, and end of unit tests (which include paragraph writing), and weekly class work for assessment.

Resources:

History of Our World Prentice Hall

Google Pictures

Additional Internet sources

GCUSD-Grade 7 Curriculum Guide

Level II Humanities-Course Outline 2006/2007

 

Contact Information:    Jason Evans Jason@grandcanyonschool.org

Course Description:

In the 7th Grade students will study world History from Industrialization to the Great Depression. They will study Arizona History, and finish up with Colonial America. Students will learn how to make a decision within congresses (ATL). Students will learn how to work together in their civilizations (Community and Service). Students will learn how technological and intellectual advances transformed peopleís daily lives (Homo Faber). Students will learn how divisions within the human community result in harmful conflict (Health and Social). Students will learn how resources allow civilizations interact with each other (Environment).

Students will explore history through a multitude of perspectives, both American subcultures and international (Intercultural Awareness). Every opportunity is taken to tie in other subjects to increase learning (Holistic Learning). Multiple forms of expression will be used to show learning (Communication). Students will show a piece of extended writing, and end of unit tests (which include paragraph writing), and weekly class work for assessment.

Topics: Fall

-Industrial Revolution/Road to Civil War: How do the issues of slavery become more powerful than the government?

Students will study how the natural environment leads to the division of the nation over slavery (Environment)

-Civil War: How did the civil war make the US into a united nation?

Students will learn through the vents of the civil war how it transformed our society (Health and Social)

-Reconstruction: What rights did African-Americans gain and why were they unable to gain equal rights?

Students will learn about the nature of power and how groups in the Reconstruction South fought over it (Health and Social)

-Westward Expansion/Native America: What did the US have that allowed it to become a strong industrialized nation?

Students will learn about the interaction between White, Native, and Latino cultures in the West (Environment)

-Progressivism/US Industrialization: Describe reform movements?

Students will learn how technology and industrialization transformed the way of life for most Americans (Homo Faber)

-Imperialism: Why were some civilizations able to colonize other civilizations?

Students will use maps to learn where cultures blended and reflect on how it affects their cultures today (ATL)

Topics Spring

-World War I: Why did World War I engender hopelessness?

Students will learn how a division between technology and tactics caused a deadly pointless war (Homo Faber)

-Roaring 20ís: How was society transforming in this period?

Students will learn about the concepts of identity, culture, and community in America (Community and Service)

-Great Depression: How did the Great Depression affect the lives of Americans?

Students will learn about the hardships people faced and the disruptions to the community during the Great Depression (Health and Social)

-Arizona Statehood: What makes Arizona different from most states?

Students will learn about the identity, culture, and community of Arizona (Community and Service)

-American Exploration:  Why was the Native population mostly displaced in the Eastern United States?

Students will learn how resources and religion drove and limited European settlement in North America (Environment)

-Colonial America: How did the Colonial American economy develop?

Students will study the thirteen original colonies (ATL)

Teaching and Assessment:

Lessons are taught in a variety of ways including: reading, Teacher guided discussion, note taking, students searching through personal notes, group civilization activity, and class historical simulations. Most Assignments will be assessed through the following criteria are from the MYP rubric for Humanities.

            Criterion A Knowledge

            Criterion B Concepts

            Criterion C Skills

            Criterion D Organization and Presentation

Formative Assessment is based on journals, participation, and civilization groups. Summative Assessment will show be a piece of extended writing, and end of unit tests (which include paragraph writing), and weekly class work for assessment.

Resources:

Creating America A History of the United States McDougal Littell

World History Perspectives on the Past D.C. Heath

Google Pictures

Additional Internet sources

GCUSD-Grade 8 Curriculum Guide

Level III Humanities-Course Outline 2006/2007

 

Contact Information:       Jason Evans Jason@grandcanyonschool.org

Course Description:

In the eight grade students study the Revolutionary War period, US Government, and World War II to modern times. Students will examine maps to increase their understanding of historical maps (ATL). Students will learn how political and technological achievements have produced the modern life of luxury (Homo Faber). Students will see how communities interact to produce safety, wealth, and justice (Community and Service). Students will appreciate how the many geographic and political advantages lead to the nation we live in today (Environment). Students will understand that human cruelty has been rampant in modern history and has produced mass suffering on a scale difficult to imagine (Health and Social).

Students will explore history through a multitude of perspectives, both American subcultures and international (Intercultural Awareness). Every opportunity is taken to tie in other subjects to increase learning (Holistic Learning). Multiple forms of expression will be used to show learning (Communication). Students will show a piece of extended writing, and end of unit tests (which include paragraph writing), and weekly class work for assessment.

Topics - Fall

-Road to Revolution/English Government: Who was right in the conflict between the Colonists and the British Government?

Students will learn how bad decisions allowed the Colonists to form an identity as a distinct culture (Health and Social)

-Revolutionary War: Are the Iraqiís fighting the Americans today similar or different from the Patriots fighting the British?

Students will learn how the unclear nature of victory and defeat through studying the events of the Revolutionary War (Environment)

-US Government/Constitution: How do I find out if an act is Constitutional?

Students will study the history of the making of our government, how it works, and locate specific items in the US Constitution (Homo Faber)

-Road to World War II: What caused nations to turn from Democracy in the period before World War II?

Students will learn about specific instances of Genocide and what causes nations to turn from Democracy (Health and Social)

-World War II: How was Germany able to conquer so much of the world before being defeated?

Students will learn about the rise and fall of fascist powers through reading, map skills, and a simulation (ATL)

-Holocaust: What steps take place to make normal people act cruelly?

Students will learn the history of the Holocaust from the eyes of the tormentor and tormented (Health and Social)

Topics Spring

-Cold War/Korean War: Why did the Cold War not turn into an all out war against Russia?

Students will learn how two identities, cultures, and communities struggle for dominance (Community and Service)

-Civil Rights Movement: How does a disempowered race become empowered?

Students will learn how the Civil Rights movement achieved successes against institution which had been successful in the past in limiting African-American rights (Health and Social)

-Vietnam War: Was Vietnam not winnable?

Students will learn the historic background to Vietnam and how tragic the war was for all concerned (Health and Social)

-Middle East: What is your solution in Israel?

Students will study how resources and religion transferred the Middle East and resulted in ongoing conflict (Environment)

-Islamic Terrorism: Why are terrorists planning to attack the United States?

Students will learn how to take independent notes in preparation for high school social studies (ATL)

-Wars in Iraq: How did technology succeed and fail in Iraq?

Students will learn how the US military and politicians met success and failure in Iraq (Health and Social)

Teaching and Assessment:

Lessons are taught in a variety of ways including: reading, Teacher guided discussion, note taking, students searching through personal notes, group civilization activity, and class historical simulations. Most Assignments will be assessed through the following criteria are from the IB rubric for Humanities.

            Criterion A Knowledge

            Criterion B Concepts

            Criterion C Skills

            Criterion D Organization and Presentation

Formative Assessment is based on journals, participation, and civilization groups. Summative Assessment will show be a piece of extended writing, and end of unit tests (which include paragraph writing), and weekly class work for assessment.

Resources:

Creating America A History of the United States McDougal Littell

World History Perspectives on the Past D.C. Heath

Google Pictures

Additional Internet sources

Course: World Culture and Geography II, Level V MYP

Instructor: Dr Joyce J Ballard

Grand Canyon School

World Culture and Geography II

World Culture and Geography II is the continuation of a two year course that examines how geography and historical events impact world cultures. The aim of this class is to foster a sense of international-mindedness as students build an understanding of how interconnected the world is, not only in terms of geography but socially, economically and politically as well.

In conjunction the MYP standards as well as those of the State of Arizona we will examine the following global issues: Imperialism, World War, the Russian and Chinese Revolutions, and Cold War, Humanitarian issues of poverty, health and social justice. Students will be encouraged to look at these issues from an informed and international perspective.

Every year technology and world circumstances continue to bring the global community closer together. In order for students to participate successfully at a global level they must be able to understand and acknowledge various world viewpoints on specific issues. With a solid background in geographical and historical perspective students can thoughtfully and with careful consideration draw informed conclusions based on knowledge and understanding.

Topics:

Semester One: What was the global impact of the ìNewî Imperialism?

Unit I -   Overview of the significant political, social, and scientific contributions of ancient societies

(Homo Faber)

This unit will examine the ancient world through the lens of Homo Faber as we study the how the civilizations of early man was created and, what impact they still have today

Unit II - Imperialism of the 19th Century (Environment)

This unit will investigate the political and social short and long-term impact of the 19th Century imperialism on global relations. From the economic goals of the west to the political and social consequences it wrought upon the world we will look at the Opium Wars of China in the 19th century and the African genocide in Rwanda of 1994. Students will connect how geographical and environmental resources created the modern world. This unit will be viewed through the spectrum of the Environment.

Unit III - World Wars - Age of Global Conflict (ATL)

World War I and II will be viewed through the lens of ATL as we examine the humanitarian crisis caused by these events. Students will study each war and assess how technology, human greed for power and social chaos became vehicles for widespread human misery and civilian atrocities. Through analysis of such materials as first person testimony students will be able to gather appropriate research information to be able to communicate their findings and critically judge the international events of the period.

Unit IV - Cold War (Homo Faber)

With the creation of the atomic bomb global relations were changed forever. Through the lens of Homo Faber students will study the economic, social, political and militaristic realities of the 20th century.

Semester Two: Who is responsible for Human rights in a Global Age?

Unit V - Russian and Chinese Revolutions (Health and Social Education)

Continuing with an eye toward humanitarian issues, focusing on Health and Social Welfare, we will study the excesses and inhumanities rooted in the Stalin and Mao totalitarian regimes.

Unit VI - International Peacekeeping (Community and Service)

Focusing on the question of Community and Service for the international community we will trace the establishment of the United Nations, WHO, and other agencies that are mandated to protect the public good. Are they fulfilling their mandate and if not why? We will look at specifically at such issues as Aids and genocide.

Unit VII - Search for Social Justice - Freedom Movements (Homo Faber)

Turning to such leaders as Gandhi, Mandela, and Martin Luther King, Jr. we will study the concept of nonviolent protest. Under the lens of Homo Faber we will examine when the triumph of human intelligence and perseverance can create a more equitable world for all humanity and when it fails to do so.

Unit VIII - Global Poverty and World Health (Health and Social Education, Community and Service)

We will examine how poverty and sickness in one part of the world is, in fact, an international issue. Under the lens of Health and Social Education we will look at poverty as a global gender and race issue, and at Katrina and how the wealthiest nation could not save its poor. Within the view of Community and Service what we can do to make it a better world

Teaching and Assessment:

Teaching strategies will include lecture and the viewing of appropriate films and personal testimony when available. Students will also take part in debates, Socratic Circles, in class activities such as group and individual presentations, role-playing as well as formal discussion.

Students will be assessed on summative and formative academic progress through teacher observation, tests, written papers, journaling, and communication skills. Planned evaluations are prescribed according to planned MYP criteria will be assessed at least twice throughout the semester grading period. Criterion A will be assessed for Knowledge of subject, Criterion B for demonstrated understanding of Concepts, Criterion C, Skills, for adeptness of critical analysis and inquiry, and Criterion D, Organization and Presentation, for the ability to communicate information logically and concisely. As prescribed by MYP standards students overall progress will culminate in an extensive written essay, project or research paper between 700 to 1, 2 00 words long.

Resources:

This class will use a standard atlas as well as the text, World History, (Holt). We will also view appropriate films (Cry Freedom, Hotel Rwanda, and Schindlerís List), primary and secondary sources, and historical

journals. We will also have guest speakers on various global topics and will take a field trip to hear Paul Rusabagina of Rwanda.

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