1 Individuals and Societies Subject Group Overview North American History (to 1800) YEAR 0 (Grade 5) Unit Title Key Concept Related Concept(s) Context and Exploration Native American Cultures of North America Early Colonization of North America Events Leading up to the American American Time, Place, and Space Change Perspectives Culture Conflict Choice Innovation and Cultural Expression Students will learn how cultures are shaped based on environmental factors in the regions that they inhabit. Relationships Motivation Independence Fairness and Rights and responsibilities Relationships Happiness and independence Statement of Inquiry Environment of a region influences culture Ideas lead to conflict, conflict leads to change. Ideas lead to conflict, conflict leads to change. Ideas lead to conflict, conflict leads to change. MYP Objectives ATL Skills Content Objective B: Investigating Self- Management Organization Skills - Creative Skills Self- Management: Reflection Skills Consider content -what did I learn today? -What don t I yet understand? -What questions do I have now? -Consider ideas from multiple perspectives. Students will: Explain societies that existed before 1500, Identify motivations for European settlement and exploration, describe early interactions with indigenous peoples, and examine the development of the Atlantic Slave trade and the exploitation of indigenous peoples and lands. Students will: compare and contrast life within the North American colonies. Students will: Compare and contrast life within the North American colonies, Identify major conflicts between the colonies and England that led to the American, Describe the development of self-government in the British colonies. Students will: Identify the major events of the American that led to the creation of a new independent nation, Compare and contrast how
2 Minnesota Studies YEAR 1 (Grade 6) Unit Title Key Concept Related Early Minnesota History Expansion and Reform Time, Place and Space Change Concept(s) Culture Power Perspective Context and Exploration Relationships (Identity Formation) Fairness and (Power and Privilege) Statement of Inquiry Cultures achieve sustainability and identity relation by developing a relationship with the land. spearheads change, based on power and perspective. MYP Objectives ATL Skills Content Objective B: Investigating Research - Information literacy skills the American impacted the colonies and their people, Describe the purposes of the founding documents of the United States, Discuss the major issues debated during the development of the Constitution. Students will: Identify and recognize the 3 branches of the U.S. Government, compare/contrast the rights and responsibilities of citizens, distinguish the differences between federal, state, and local levels of the government, create and use various kinds of maps of places in Minnesota, locate, identify, and describe major physical features in Minnesota, and describe how land was used during different time periods in Minnesota history Students will: Analyze how and why the United States and Dakota negotiated treaties, describe the consequences of treaties on the Native Americans and settlers in the Upper
3 Early Conflict Change Conflict Ideology Interdependenc e Immigration and the Industrial World War I and the 1920 s The Great Depression and World War II Systems Systems Innovation Resources Growth Cooperation Values Causality Scarcity Government Cultural Expression (Social constructions of reality; philosophies and ways of life; belief systems; ritual and play) Scientific and Technical Innovation (Industrialization and engineering) ization and (Industrialization and Engineering) ization and (Systems, Conflicts in cultural philosophies and ways of life in an interdependent society lead to change. Industrialization and natural resources foster growth of global interactions, contributing to innovation and movement of populations. Sustainable systems are generated with societal values and cooperation to maintain their place in global relationships. Economic scarcity can cause a society to become dependent on the Objective B: Investigating - Critical thinking skills - skills Self-Management - Organization skills Research - Media literacy skills Mississippi region area Students will: Explain the causes of the Civil War; describe how the debate over slavery and abolition played out in Minnesota, and explain reasons for the United States-Dakota War of 1862 Students will: Investigate the rise of big business, the growth of industry, and the use of natural resources, explore new technology and how it has influenced Minnesota s economy from 1860 to 1920, analyze the causes and impact of migration and immigration on Minnesota society during the late 19 th and early 20 th centuries Students will: Describe the political and social culture of Minnesota during WW1 and how it affected Minnesotans Students will: Describe the movement of goods and services, resources and money through
4 U.S. Studies ( Present) YEAR 2 (Grade 7) Unit Title Key Concept Related Concept(s) Expansion and Reform ( ) Civil War and Reconstruction ( ) Time, Place, and Space Change Innovation and (History) Conflict (History) models, methods, product, processes and solutions) Context and Exploration Orientation in Space and Time (Natural and Human Landscapes) Relationships (Identity Formation) government for sustainability. Statement of Inquiry Innovation and revolution influence our connections to natural and human landscapes. roles develop and change as a result of conflict. MYP Objectives ATL Skills Content - Critical Skills - Skills markets in a market based economy, describe the political and social impact of the great depression and the new deal, identify contributions of Minnesota and its people to World War II and describe the impact of the war on the home front and Minnesota society after the war. Students will: Describe how the U.S. acquired its territory, Identify new innovations that transformed the development of the U.S., and Identify causes/ consequences of reform movements during the expansion of the U.S. Students will: Cite the main ideas of the debate over slavery and states rights and how they led to war, Outline the major events and identify how economics and politics affected the outcome of the Civil War, and Describe the effects of the Civil War on all Americans. of Mobility Fairness and interactions Students will: Explain the
5 an Industrial U.S. ( ) History Day, Jr, Project (Interdisciplinary Unit) Communicat ion Culture Perspective (I/S, L/L) Structure (L/L) Intertextuality (L/L) (Imagining a hopeful future) Cultural Expression (Histories of ideas, analysis and argument) increase mobility and encourage a more hopeful future. Well-structured research communicates the history of idea, analysis and argument found in multiple texts. - Skills Disciplinary Grounding Objective B: Synthesizing Reflecting - Skills Social - Collaboration Skills Self-Management - Organization skills; Reflection skills Research - Information literacy skills; Media literacy economic impact of the Industrial, Analyze the consequences of economic transformation, Compare/contrast reform movements at the turn of the 20th Century, Analyze the effects of racism and legalized segregation on American society, Describe the events and strategies of the Women s Suffrage Movement. Evaluate the expanding role and influence of the US in global affairs, outline and the causes, major events, and political impact of WWI. Students will: apply historical thinking skills (Pose questions, gather, organize, and analyze primary/ secondary sources, write a thesis statement, present supported findings, cite sources)
6 The Great Depression and WWII ( ) Post-World War II United States ( ) The U.S. in a New Age (1980- Present) Systems Casualty (Cause & Consequence) Scientific and technical innovation (Ingenuity and Progress) Change Continuity Cultural Expression Identity (Philosophies and Ways of Life) ization and (Natural Resources and Public Goods) Systems of ingenuity and progress produce both positive and negative outcomes. Change interrupts continuity and influences our philosophies and ways of life. Our identity is shaped by our interactions and relationship to natural resources and public goods. Objective B: Investigating skills - skills Social - Collaboration - Critical Skills Social - Collaboration skills Self-Management - Reflection Skills - Transfer Skills Students will: Identify the causes of the Great Depression, describe the impact of the Great Depression and the New Deal, outline how the United States mobilized for World War II and describe the impact of the war at home. Identify the actions taken by the US to resist the spread of Communism, Analyze the effects of the Cold War on the people of the US, Compare and contrast the involvement and role of the US in global affairs, explain the economic boom and social transformation experienced by postwar US, Describe the changing role of the federal government in reshaping post-war society, compare and contrast the goals and tactics of various postwar movements. Students will: describe how new technologies have changed political, economic, and social interactions, analyze the changing relations between the US and the world in the beginning of the 21st Century.
7 Studies YEAR 3 (Grade 8) Unit Title Key Concept Related Introduction to Geography Time, place, and space Concept(s) Patterns and trends, culture Context and Exploration Orientation in Space and Time (natural and human landscapes) Statement of Inquiry The characteristics of a location have consequences on the growth and development of human culture. MYP Objectives ATL Skills Content Self-management Research Students will: -Identify basic geographical characteristics of the earth (continents, landforms, climate, environment) -Identify and use different types of maps (physical, political, thematic) -Accurately describe the absolute (lat/long) and relative location of a place/region -Analyze human adaptations to the characteristics of a place/region -Describe aspects of surface and Deep culture The Cold War: US and Russia Causality, governance, power Fairness and (Democracy, politics, government and civil society) The interactions between the opposing ideas of the US and USSR greatly impacted the development Third World countries across the globe. communicating Collaboration skills Research -Compare and contrast the physical geography and demographics of the US and USSR -Compare and contrast different forms of government (democracy, monarchy, dictatorship) - Compare and contrast economic systems of the US and USSR (capitalism, communism) -Analyze the effect of the
8 cold war on less developed countries ization: East and Southeast Asia ization, trade, interdependenc e ization and (Markets) Our lives are connected through trade Knowing Self-management Students will understand how our global economic system connect people around the world and be able to develop a coherent argument about the favorability of world trade. History Day Change Causality, significance, leadership relationships (Personal efficacy and agency) The actions of individuals and groups influence and are influenced by history. Knowing Objective B: Investigating Social Self-Management Research Students participate in an interdisciplinary research project focused on the 2017 NHD theme Taking a Stand in History. Students work in pairs or individually to pose and research questions about history, compile notes using primary and secondary sources, create an annotated bibliography and process paper, and present their finding through one of five project types. findings The Refugee Crisis: Europe and the Middle East interactions Processes, disparity and equity, causality Fairness and development (peace and conflict management) Regional troubles cause global consequences and require worldwide response. Knowing Social Students will understand the current refugee crisis facing Europe the causes of immigration and our basic human rights as laid out through the Universal Declaration of Human Rights and UN treaties on the rights of refugees. Land Use in the Time, place Resources, ization and people change and Students will understand
9 Amazon: South America Colonialism: South Africa Religion in the Middle East and space change s scarcity, processes, sustainability Conflict, ideology, innovation and revolution Culture, institutions, conflict, cooperation U. S History YEAR 4 (Grade 9) Unit Title Key Concept Related Theme 1: Native Americans Change Concept(s) Perspective, Culture, Conflict (Human impact on the environment; consumption, conservation, natural resources and public goods) relationships (Human nature and human dignity) cultural expression (Philosophies and ways of life, belief systems) Context and Exploration Orientation in space and time; Civilizations and social histories, heritage, pilgrimage, are changed by their environment The history of colonialism continues to shape Africa and the world. Religion both unites and divides life in the middle east and the world. Statement of Inquiry Historians use the context of space and time to explain how conflicts lead to change. Knowing Knowing Knowing Collaboration Self-Management Research MYP Objectives ATL Skills Content B: Investigating C:, Research, different models of land use and participate in a mock trial to argue specific land claims in the amazon. Students will understand the causes of colonialism in South Africa and the lasting impact of colonial rule both on the fight for independence and the construction of a stable and equitable nation. Students will understand the foundations of 3 Abrahamic/monotheistic religions to arise in the middle east. Students will analyze the current political conflict in Israel/Palestine and use primary sources to evaluate competing land claims Students will consider the long term history of Native Americans and consider how the history they create would impact the present and future.
10 American Establishing a Nation Theme 2: Fight for Rights: 19th Century Reformers Causes of the Civil War migration displacement and exchange Change Governance Fairness and development; Justice, peace, and conflict management Systems Governance Fairness and development; Democracy, Change Power, Cooperation politics, government, and civil society Fairness and development; Civic Responsibility Perspective Causality Personal expression; Philosophies and Change occurs when governance is perceived as unfair. Societies struggle to establish political systems that promote fair development. The fight for individual rights creates a more just society. Diverse perspectives lead to conflict and change. C: D: D: A: Knowing & D: A: Knowing &, Social, Research,,, Research, Students will write an original history on one of the causes of the American and then use that to teach their topic to other students. Then, Students will evaluate different views regarding how and why government transitioned in colonial America. Students will consider the ongoing challenges our nation faces in establishing a just society under the Constitution. The Bill of Rights mock Supreme Court trials will allow students to consider the ongoing challenges of protecting individual rights in a diverse society; including how one person's rights may infringe on others' rights. Students will consider how and what reformers did to make changes in order to make a more just society. Students will consider diverse viewpoints from the time period as well as historical perspectives.
11 The Civil War Reconstruction Theme 3: Immigration in US History Theme 4 America s role in the world Theme 5: Role of Government in U.S. Relationship s Time, Place, and Space interaction Perspective Cooperation Interdependenc e Significance ways of life cultural expression; Analysis and argument relationships transformation of race and social relations Orientation in space and time Civilizations and social histories, heritage; pilgrimage migration and displacement and exchange ization & Markets and interconnections Systems Ideology Fairness & Power and privilege; authority, security, and freedom. political experiences across time and cultures lead to different perspectives. Individual relationships and cooperation affect cultural identities. Individual and cultural interdependence leads to new perspectives. Industrialization and globalization lead to cooperation as well as conflict. Ideologies regarding fairness and equality can lead to conflicts within society's framework. A: Knowing & D: D: A: Knowing & B: D: D: D., Social, Research,, Research, Students will compare and contrast civil wars throughout history and around the globe, looking for common experiences and different perspectives. Students will consider the various plans for Reconstruction and evaluate if they were successful in promoting resilience in the South. The immigration report will consider how immigrants have changed American society. The RAFT assignment will incorporate the themes of globalization, cooperation, and conflict, in addition to the traditional unit assessment. Students will analyze a societal issue/conflict and devise solutions that may impact decisions and responsibilities in the future.
12 World History and Geography YEAR 5 (Grade 10) Unit Title Key Concept Related Concept(s) Context and Exploration Foundations of Communitie Human History s Post-Classical Era & Cross Cultural s Emergence of the First Age The Age of s A Half Century of Crisis and Achievement The New Age Culture Change Developmen t Cooperation, Civilization, Culture Civilization, Culture, Resources Causality; ization Equity, Power, Innovation & Conflict, Ideology Conflict, ization, Ideology, Patterns & Trends relationships (physical, psychological and social development) Orientation in space and time (civilizations and social histories) Scientific and technical innovation (adaptation, ingenuity and progress) Fairness and development (democracy, politics, government and civil society) cultural expression (products, systems and institutions) ization and sustainability (commonality, diversity and interconnection) Statement of Inquiry Communities are created for the benefit of the individual and the group. Where you live influences how you live. interactions have global consequences. Change happens for a reason. Ideas drive people. Many factors shape development. MYP Objectives ATL Skills Content A: Knowing & C: C: D: C: A: Knowing & D: B: Investigating C: Research Social Research 200,000 BCE-600 CE Farming and the rise of river valley civilizations 600 CE CE Civilizations and early contact within hemispheres 1450 CE CE Rise of Europe and global interactions between hemispheres 1750 CE CE Age of Absolutism followed by revolution 1900 CE CE World War I & II 1950 CE CE The Cold War and the collapse of communism
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