MYP I S SGO 2020-21

MYP 1 (Grade 7) Subject Group Overview

Individuals and Societies

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
1 Sedentarization Change Innovation, Orientation in Innovations in agriculture Group Objectives Collect, record and verify (knowledge, skills, understanding)
civilization space and time changed the way of life Criterion A - all data Knowledge
and, in time, led to the strands Present information in a Students know the innovations that propelled
creation of civilizations. Criterion B - all variety of formats and societies to become sedentary
strands platforms Students know the process by which sedentary
Utilize effective learning societies organised themselves
strategies in subject
groups and disciplines Skills
Students can use a map to clarify the cradle of
sedentary societies
Students can use research abilities to find
correct sources of information

Understanding
Students understand the significance of
sedentarization
Students understand the influence the
innovations in agriculture had on modern
societies

2 The emergence of Change Civilization Identities and Innovations and Criterion A - all Communication skills Knowledge
Civilisation Innovation and relationships revolutions brought many strands Use a variety of media to Students know the innovations that are the
revolution changes which created Criterion B - all communicate with a groundwork for revolutions in the ancient
the first human strands range of audiences world
civilizations. Criterion C - all Research Students know the process by which society
strands Access information to be emerges and establishes cultural significance
informed and inform Skills
others Students can use a map to identify the
emerging societies of the ancient world
Students can use research abilities to find
correct sources of information

Understanding
Students understand the enigmatic problems
early societies faced and show appreciate for
the creativity these societies showed when
addressing these issues
Students understand the influence the
innovations in agriculture had on modern
societies

MYP 1 (Grade 7) Subject Group Overview

Individuals and Societies

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
3 Romanisation Systems Governance, Identities and The Ancient Roman Group Objectives Give and receive (knowledge, skills, understanding)
civilization relationships Civilization created Criterion B - all meaningful feedback Knowledge
4 MIddle Ages systems to govern society, strands Access information to be Students know the methods of governance
create its identity and Criterion C - all informed and inform that the Roman implemented and
determine relationships strands others revolutionised
with other nations. Criterion D - all Students know the effects romanisation had on
strands the development of the European world

Create references and Skills
citations Students can use a map to identify the spread
of the Roman Empire
Students can use research abilities to find
correct sources of information

Understanding
Students understand the enigmatic problems
early societies faced and show appreciate for
the creativity these societies showed when
addressing these issues
Students understand the influence
romanisation had on modern societies

Time/Place/Spac Culture Identities and Many major events took Criterion B - all Give and receive Knowledge
e Identity relationships place during the Middle strands meaningful feedback Students know the system of feudality
Ages that influenced Criterion C - all Access information to be Students know the effects Christianisation had
Ideology cultures, identities and strands informed and inform on the development of the European world
ideologies globally. Criterion D - all others Skills
strands Create references and Students can use a map to identify the spread
citations of Christianity
Students can use research abilities to find
correct sources of information

Understanding
Students understand the enigmatic problems
early societies faced and show appreciate for
the creativity these societies showed when
addressing these issues
Students understand the influence
Christianisation had on modern societies

MYP 2 (Grade 8) Subject Group Overview

Individuals and Societies

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
Diversity, Culture Globalization and Group Objectives Communication - (knowledge, skills, understanding)
sustainability Structure information in Knowledge
1 World Exploration Global Interactions between Criterion B summaries, Follow an Students know how globalisation is a result of
Interaction countries lead to greater (investigating) - all action plan to explore a continued innovation
acceptance of diversity strands research question and Students know the effects globalisation had on
and culture which Criterion C collect and record the world
contribute to globalization (communicating) - relevant information
and sustainability. all strands consistent with the Skills
research question Students can use a map to identify the spread
Research - Access of cultures due to globalisation
information to be Students can use research abilities to find
informed and inform correct sources of information
others, communicates
information and ideas Understanding
with clarity and organize Students understand the enigmatic problems
information and ideas societies faced and show appreciate for the
effectively for the task creativity these societies showed when
addressing these issues
Students understand the importance of
sustainability

2 Changes from Change Power, revolution, Personal and Human societies’ personal A - all strands Communication - Find Knowledge
Humanism innovation cultural expression and cultural expressions D - all strands information for Students know the theory of humanism.
are constantly changing disciplinary and Skills
through innovations, interdisciplinary Students can place the birth of humanism and
people’s revolutions and inquiries, using a variety the Renaissance in time and place
through the influence of of media / Structure Students can name significant individuals from
the people in power. information in the era of humanism and the Renaissance
summaries, essays and Students can use historical analysis to peer
reports teach key factor of the Renaissance and
Research - Access humanism
information to be Student can use maps and historical sources to
informed and to inform successfully complete a project
others; create references Understanding
and citations; use Students understand the challenges faces by
footnotes/endnotes and historical societies and appreciate the creative
construct a bibliography they brought in facing these challenges.
according to recognized Students understand the differences and
conventions similarities between Catholicism and
Thinking - Gather and Buddhism.
organize relevant Students understand that historical sources are
information in order to often open to interpretation
formulate an argument

MYP 2 (Grade 8) Subject Group Overview

Individuals and Societies

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
Globalization and Scientific and Group Objectives (knowledge, skills, understanding)
innovation technical
3 World Exploration Systems innovation Historical and A - all strands Communication - Knowledge
geographical explorations, D - all strands Collaborate with peers Students know how the innovations in the field
enabled by scientific and and experts using a of mapping influences the formation of modern
technical innovation, have variety of digital nations
contributed to modern environments and Students know the different methods of
globalization. media; Use and interpret mapping
a range of discipline-
specific terms and Skills
symbols Students can use a map to identify the spread
of exploration travels around the world
Social - Encourage others Students can use research abilities to find
to contribute; Delegate correct sources of information
and share responsibility
for decision-making; Give Understanding
and receive meaningful Students understand the enigmatic problems
feedback (peer societies faced and show appreciate for the
evaluation) creativity these societies showed when
addressing these issues
Students understand the importance of
exploration travels and how it shapes the
formation of nations all around the world

4 Energy issues Systems Sustainability Globalization and The nature, production A - all strands Communication skills Knowledge
(IDU) Energy sustainability and form of (sustainable) B - all strands Find information for Natural energy resources; renewable and non-
Signif icance energy has changed C - all strands discipline and renewable energy resources; nuclear energy;
throughout history, D - all strands interdisciplinary globalisation and sustainability
impacted societies and inquiries, using a variety Skills
contributed to of media. Use research abilities to find, interpret and
globalisation. Communication skills analyse sources of information; Explain how
Structure information in different societies viewed energy differently
summaries, essays and throughout history
reports Understanding
Critical thinking skills How energy and sustainabiity impacts the
Revise understanding world at large; Globalization and sustainability
based on new are inextricably linked to energy production
information and and use
evidence.

Transfer skills
Compare conceptual
understanding across
multiple subject groups
and disciplines.

MYP 2 (Grade 8) Subject Group Overview

Individuals and Societies

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
5 Industrial Change Evolution, constraints and Group Objectives (knowledge, skills, understanding)
adaptations caused by Criterion A : all
Revolution Causality (cause and Orientation in industrialization have strands Communication - Use a Knowledge
consequence) space and time changed the world. Criterion C : all variety of organizers for Students know how the industrial revolution is
strands academic writing tasks; linked to the Enlightenment
Criterion B : all Organize and depict Students know the effects the industrial
strands information logically; Use revolution had on the world
Criterion D : all a variety of media to
strands communicate with a Skills
range of audiences; Make Students can use a map to identify the spread
effective summary notes of the innovations propelled by the industrial
for studying revolution
Students can use research abilities to find
Research - Access correct sources of information
information to be
informed and to inform Understanding
others; Locate, organize, Students understand the enigmatic problems
analyze, evaluate, societies faced and show appreciate for the
synthesize, and ethically creativity these societies showed when
use information from a addressing these issues
variety of sources Students understand the importance of
change within the study of history and the
impact it has on the course of it

MYP 3 (Grade 9) Subject Group Overview

Individuals and Societies

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
1 Origins of man Orientation in Human migrations cause Group Objectives Communication (knowledge, skills, understanding)
Time, place and Causality space and time new civilizations to Criteria B - all Negotiate ideas and Knowledge
2 French space Civilization emerge at different times strands knowledge with peers Students know, therefore can explain, the
colonialism and places. Criteria D - all and teachers effects of migration on the cultural and social
strands Make inferences and development of societies
draw conclusions Students know the different migration theories
Preview and skim texts Students know the effect of conquest on the
to build understanding society of the conquered nation

Thinking Skills
Consider multiple Students can use maps and historical sources
alternatives, including to successfully complete a project.
those that might be Students can use historical analysis to peer
unlikely impossible teach key factors of migration and historical
displacement/ colonisation.
Students can use maps and historical sources
to successfully complete a project.

Understanding
Students understand the challenges faced by
historical societies and appreciate the creative
they brought in facing these challenges.
Students understand that historical sources are
often open to interpretation

Change Conflict Identities and The arrival of the French in Criterion A - all Communication Knowledge
Governance relationships North America caused strands Use and interpret a Students know how the effect of colonialism on
Causality conflict and changes in Criterion D - all range of discipline- the economic and cultural development of the
cultures and relationships. strands specific terms and contemporary world
symbols Students know the different forms of
Take effective notes in colonialism
class for studying Skills
Structure information in Students can use a map to identify the spread
summaries, essays and of colonialism
reports Students can use research abilities to find
Critical Thinking correct sources of information
Draw reasonable Understanding
conclusions and Students understand the enigmatic problems
generalizations societies faced and show appreciate for the
creativity these societies showed when
addressing these issues
Students understand the how conflict,
governance and causality are linked with
colonialism

MYP 3 (Grade 9) Subject Group Overview

Individuals and Societies

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
3 Imperialism Group Objectives Communication (knowledge, skills, understanding)
Change Governance Identities and The Conquest of New Criterion A - all Negotiate ideas and Knowledge
Conflict Relationships France brought changes strands knowledge with peers Students know how the effect of imperialism
Cooperation to governance in the Criterion C - all and teachers on the economic and cultural development of
colony which caused strands Make inferences and the contemporary world
conflict and cooperation. Criterion D - all draw conclusions Students know the different forms of
strands Preview and skim texts imperialism
to build understanding
Skills
Thinking Students can use a map to identify the spread
Consider multiple of imperialism
alternatives, including Students can use research abilities to find
those that might be correct sources of information
unlikely impossible
Understanding
Students understand the enigmatic problems
societies faced and show appreciate for the
creativity these societies showed when
addressing these issues
Students understand how conflict, governance
and causality are linked with imperialism

4 The 18th century Time/Place/Space Causality Identities and Major historical events Criterion B - all Communication Knowledge
Civilization relationships often involve conflicts that strands Use and interpret a Students know how changes that occurred
stem from different Criterion C - all range of discipline- during the 18th century in Europe
perspectives of the players strands specific terms and Students know the theory of enlightenment
involved. symbols Skills
Take effective notes in Students can use a map to identify the spread
class for studying of the enlightenment principles
Structure information in Students can use research abilities to find
summaries, essays and correct sources of information
reports

Critical thinking Understanding
Draw reasonable Students understand the enigmatic problems
conclusions and societies faced and show appreciate for the
generalizations creativity these societies showed when
addressing these issues
Students understand the how identity is linked
to religion, innovation and enlightenment in
the 18th century

MYP 4 (Grade 10) Subject Group Overview

Individuals and Societies

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
1 Federalism Systems Governance Fairness and Nations composed of Group Objectives Communication (knowledge, skills, understanding)
Identity development diverse identities, regions Criterion A - all Negotiate ideas and Knowledge
2 The long 19th and people could be easier strands knowledge with peers Students know how a federal state functions
century to govern through a federal Criterion B - all and teachers Students know how identity is linked to
system. strands Make inferences and federalism
Criterion C - all draw conclusions
strands Preview and skim texts Skills
Criterion D - all to build understanding Students are able to explain the workings of a
strands Research skills federal system
Students have to form Students can place federalism in historical
relevant and delineated context
research questions that Students can explain the historical struggle of
invoke investigation. minority groups
Student can use maps and historical sources to
successfully complete a project

Understanding
Students understand that federal states are an
answer to diversity
Students understand and appreciate the
historical plight of minority groups

Change conflict, identity Orientation in The nature of conflict, in all Criterion A - all Communication Knowledge
space and time its forms, is such that it strands Negotiate ideas and Students know how and can place the 19th
catalysts change in the Criterion B - all knowledge with peers century in time, place and space
course of history and strands and teachers Students know how identity is linked to
identity of peoples and Criterion C - all Make inferences and nationalism in the 19th century
nations. strands draw conclusions Skills
Criterion D - all Preview and skim texts Students are able to explain the impact of
strands to build understanding nationalism
Research skills Students can place nationalism in historical
Students have to form context
relevant and delineated Students can explain the historical significance
research questions that of colonialism
invoke investigation. Student can use maps and historical sources to
successfully complete a project

Understanding
Students understand the enigmatic problems
societies faced and show appreciate for the
creativity these societies showed when
addressing these issues
Students understand and appreciate the
historical plight of colonised nations

MYP 4 (Grade 10) Subject Group Overview

Individuals and Societies

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
Conflict Identities and Conflict, as a catalyst of Group Objectives Communication : (knowledge, skills, understanding)
3 The World at War Change Governance relationships change, leads to a different Criterion A - all Negotiate ideas and Knowledge
Causality disposition towards strands knowledge with peers Students know how the prelude of the WWI
governance, identity and Criterion B - all and teachers came to be
order strands Make inferences and Students know the series of events leading to
Criterion C - all draw conclusions the Great War Students know the economic
strands Preview and skim texts setting of the interbellum
Criterion D - all to build understanding Students know how and why the WWI was a
strands direct cause of WWII

Research skills Skills
Students have to form Students can use a map to identify the
relevant and delineated significant conflicts taking place during the
research questions that Great War
invoke investigation Students can use research abilities to find
correct sources of information

Understanding
Students understand the enigmatic problems
societies faced and show appreciate for the
creativity these societies showed when
addressing these issues
Students understand the how war has an
impact on governance, just as they understand
the cause and results of this war