MYP 1 COURSE DESCRIPTION





Unit title: The Industrial Revolution
Statement of inquiry: New ideas and technology can transform a society.

Key concept: change
  • change allows examination of the forces that shape the world: past, present and future. The causes and effects of change can be natural and artificial; intentional and unintentional; positive, negative or neutral. We will explore the role of individuals and societies in shaping change (Individuals and societies guide, 2015).
    • For this unit we will be exploring a number of inventors and business people who gave birth to the Industrial Revolution and how that revolution shaped British society.


Related concepts: causality, innovation and revolution

  • causality is the relationship between cause and effect and the internal and external factors that influence this relationship. In history, a cause is something that gives rise to an action, event, phenomenon or condition. A consequence is a result or an effect of an action, phenomenon or condition. Causes and consequences are often examined together in relation to a specific event, phenomenon or time period, particularly over the “short term”and “long term” (Individuals and societies guide, 2015).
    • For this unit we will be examining the causes, processes and consequences of the Industrial Revolution in Britain.

  • innovation and revolution, in history this concept looks at the process of generating new ideas, events and movements, products or solutions through the alteration, transformation, reorganization, restructuring, rearrangement, or renovation of existing ideas, events, movements, products or solutions. Innovation involves individuals and societies because they use their capacity to create, contrive and initiate a capacity that can lead to both positive and negative consequences in the short term and the long term (Individuals and societies guide, 2015).
    • For this unit we will be examining the positive and negative consequences of the inventions and ideas of the Industrial Revolution.

Global context: Scientific and technical innovation
  • An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment (MYP: From principles into practice, 2015).
    • Our inquiry will focus on the impact of scientific and technological advances on society and the environment.



Content


  • Changes in Britain from 1750-1900
  • Richard Arkwright and the cotton industry
  • Industrialization and urbanization
  • Child labor
  • Transport revolution


Assessment objectives


A1: use vocabulary in context
  • use the following vocabulary in context:
    1. People:
    2. Places:
    3. Things:
    4. Ideas:
A2: demonstrate knowledge and understanding of the Industrial Revolution and related concepts, using descriptions, explanations and examples
  • describe
  • explain
B3: collect and record relevant information consistent with the research question
  • collect and record information relevant to the research question, “How?”
  • ATL: Organization skills--managing time and tasks effectively by keeping an organized and logical system of information files
B4: reflect on the process and results of the investigation
  • reflect on the process and results of an investigation into the research question,“?”
  • ATL: Reflection skills—considering the process of learning by asking what questions do I have now
  • Learner Profile: Reflective—We work to understand our strengths and weaknesses in order to support our learning and personal development
C3: list sources of information in a way that follows the task instructions
  • list and sources of information for the research essay according to MLA format
  • ATL: Media literacy skills—locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media
  • Learner Profile: Principled—We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of other people.
D2: use information to give an opinion
D3: identify and analyze a range of sources/data in terms of origin and purpose

  • analyze and evaluate a range of primary and secondary sources related to the Industrial Revolution in terms of origin and purpose





Weekly Timeline











Mapping
How do we study and understand the world?

Key Concept: Time, Place, Space

Objectives: A1, A2; B1, B2; D2, D3

ATL: Communication

Learner Profile: Inquirer


LOGBOOK

  • Week One: Why do we study geography? What is Criterion A?
  • Week Two: Longitude and latitude, absolute and relative location; What's in my atlas?
  • Week Three: Themes of geography: movement and region

ASSESSMENTS

RESOURCES

  • Required reading
  • Suggested reading

STUDENT WORK

REFLECTIONS





MYP 2 COURSE DESCRIPTION




The Roman Empire
How do republics fall?

Key Concept: Systems

Objectives: A1, A2; C2, C4; D1, D3

ATL: Communication

Learner Profile: Inquirer


LOGBOOK

  • Week One: The geography of ancient Rome
  • Week Two: The government of ancient Rome
  • Week Three: The expansion of ancient Rome; Punic Wars

ASSESSMENTS

RESOURCES

  • Required reading
  • Suggested reading

STUDENT WORK

REFLECTIONS