Grade 9 MYP Individuals & Societies
Ninth grade Individuals & Societies is a course that focuses on A New Dawn of Thinking - European Renaissance and Reformation 1300 – 1600, Role of ideology in creating culture and systems - The Muslim World Expands 1300 – 1700, Growth of World Empires / Global Age - An Age of Explorations and Isolation 1400 – 1800 / The Atlantic World 1492 – 1800, and Revolutions - Enlightenment and Revolution 1550 – 1789. To include multiple perspectives within a historical framework, the course utilizes a thematic approach, which includes a study of the fields of government, economics, philosophy, literature, the arts, science, and law that are representative of specific areas. Selected primary and secondary sources, as well as web-based activities are supported by document-based questions and visuals to promote critical thinking, in addition to our primary text: Modern World History: Patterns of Interaction, McDougal Littel, 2009. History is an ongoing process, with the events of yesterday influencing today, and what happens today influencing tomorrow. Understanding history means not only knowing what events caused others, but why they caused them, and what they can teach us for tomorrow. Student's are graded on various assignments ranging from reading quizzes, informal writing pieces, to research papers. Grade 9 humanities follows and evaluates student performance according to the four MYP assessment criteria's of A: Knowing & Understanding, B: Investigating, C: Communicating, and D: Thinking Critically.
1st semester:
Unit 1: A New Dawn of Thinking - European Renaissance and Reformation 1300 – 1600 [Aug - mid October]
Unit 2: Role of ideology in creating culture and systems - The Muslim World Expands 1300 – 1700 [mid October - mid January]
Unit 2: Role of ideology in creating culture and systems - The Muslim World Expands 1300 – 1700 [mid October - mid January]
2nd semester:
Unit 3: Growth of World Empires / Global Age - An Age of Explorations and Isolation 1400 – 1800 / The Atlantic World 1492 – 1800
Unit 4: You Say You Want a Revolution? - Enlightenment and Revolution 1550 – 1789
Unit 4: You Say You Want a Revolution? - Enlightenment and Revolution 1550 – 1789
Course Outline:
Unit 1: A New Dawn of Thinking - European Renaissance and Reformation 1300 – 1600
Statement of Inquiry:
Adverse social and political conditions inspire intellectual change which results in conflict.
This unit will present to the students the changes that occurred previous the era known as the Renaissance, and how those events accelerated the change from the dark medieval time to the re-birth of ancient Greek and Roman ideals and philosophy. Next the students will progress to discussing different elements of the Renaissance: the people, events, art, and philosophies that mark the period. Many innovations, famous artwork, and philosophical ideas and writing emerged from this era! Finally, the students will focus on the influence the Renaissance had on world history following the era, and on the world today. More amazing defining innovations and ideas of the Renaissance will be explored in a creative project that reveals your final understanding of the Renaissance and how change occurs throughout history. In this unit students will also learn how European society was revitalized, as classical art and ideas were embraced and improved upon and the Catholic Church was openly challenged.
Unit 2: Role of ideology in creating culture and systems - The Muslim World Expands 1300 – 1700
Statement of Inquiry:
Ideology may drive the creation of new cultures and governmental systems.
In this unit students will analyze the causes of the rise and decline of Muslim empires between 1300 and 1700. Three great Muslim empires were based in today's Turkey, Iran, and India. Their success demonstrates how cultural exchange promotes growth and prosperity. However, problems in transferring power from one generation to the next contributed to the decline of each empire. Next students will also focus on how the Islamic religion has set beliefs and practices following strict moral code, how it unified peoples in the Middle East to form their own specific culture: government and political systems, art and architecture, as well as on how the Muslim civilization expanded its influence outward to become the "crossroads between Europe and the Middle/Far East".
Unit 3: Growth of World Empires / Global Age - An Age of Explorations and Isolation 1400 – 1800 / The Atlantic World 1492 – 1800
Statement of Inquiry:
Advances in innovation, trade, and conquest offer opportunities for some, but threats for others.
This unit will examine the era of European and Chinese exploration and the events that led the Chinese and Japanese to isolate themselves from Europeans. Students will also focus on how European exploration and colonization of the Americas, which strongly affected both the Eastern and the Western hemispheres, became an important step toward the global interaction existing in the world today. Students will also focus on: how the voyages of Columbus prompted the Spanish to establish colonies in the Americas; how several European nations fought for control of North America, and how England emerged victorious; how to meet their growing labor needs, Europeans enslaved millions of Africans in the Americas; and finally, how the colonization of the Americas introduced new items and ideas into Eastern and Western hemispheres.
Unit 4: You Say You Want a Revolution? - Enlightenment and Revolution 1550 – 1789
Statement of Inquiry:
Societies can adopt, adapt, or resist significant ideas.
This unit will focus on how Enlightenment scientists and thinkers challenged old ideas in science, the arts, government, and religion. In the mid 15th century, scientists began to question accepted beliefs and make new theories based on experimentation. That revolution in intellectual activity changed Europeans' view of government and society. Enlightenment ideas such as liberty, democracy, and individual rights eventually made their way to the America's and other nations, which helped to shape our modern world. During this time, philosophers applied reason to all aspects of society in hopes to improve society.
Unit 1: A New Dawn of Thinking - European Renaissance and Reformation 1300 – 1600
Statement of Inquiry:
Adverse social and political conditions inspire intellectual change which results in conflict.
This unit will present to the students the changes that occurred previous the era known as the Renaissance, and how those events accelerated the change from the dark medieval time to the re-birth of ancient Greek and Roman ideals and philosophy. Next the students will progress to discussing different elements of the Renaissance: the people, events, art, and philosophies that mark the period. Many innovations, famous artwork, and philosophical ideas and writing emerged from this era! Finally, the students will focus on the influence the Renaissance had on world history following the era, and on the world today. More amazing defining innovations and ideas of the Renaissance will be explored in a creative project that reveals your final understanding of the Renaissance and how change occurs throughout history. In this unit students will also learn how European society was revitalized, as classical art and ideas were embraced and improved upon and the Catholic Church was openly challenged.
Unit 2: Role of ideology in creating culture and systems - The Muslim World Expands 1300 – 1700
Statement of Inquiry:
Ideology may drive the creation of new cultures and governmental systems.
In this unit students will analyze the causes of the rise and decline of Muslim empires between 1300 and 1700. Three great Muslim empires were based in today's Turkey, Iran, and India. Their success demonstrates how cultural exchange promotes growth and prosperity. However, problems in transferring power from one generation to the next contributed to the decline of each empire. Next students will also focus on how the Islamic religion has set beliefs and practices following strict moral code, how it unified peoples in the Middle East to form their own specific culture: government and political systems, art and architecture, as well as on how the Muslim civilization expanded its influence outward to become the "crossroads between Europe and the Middle/Far East".
Unit 3: Growth of World Empires / Global Age - An Age of Explorations and Isolation 1400 – 1800 / The Atlantic World 1492 – 1800
Statement of Inquiry:
Advances in innovation, trade, and conquest offer opportunities for some, but threats for others.
This unit will examine the era of European and Chinese exploration and the events that led the Chinese and Japanese to isolate themselves from Europeans. Students will also focus on how European exploration and colonization of the Americas, which strongly affected both the Eastern and the Western hemispheres, became an important step toward the global interaction existing in the world today. Students will also focus on: how the voyages of Columbus prompted the Spanish to establish colonies in the Americas; how several European nations fought for control of North America, and how England emerged victorious; how to meet their growing labor needs, Europeans enslaved millions of Africans in the Americas; and finally, how the colonization of the Americas introduced new items and ideas into Eastern and Western hemispheres.
Unit 4: You Say You Want a Revolution? - Enlightenment and Revolution 1550 – 1789
Statement of Inquiry:
Societies can adopt, adapt, or resist significant ideas.
This unit will focus on how Enlightenment scientists and thinkers challenged old ideas in science, the arts, government, and religion. In the mid 15th century, scientists began to question accepted beliefs and make new theories based on experimentation. That revolution in intellectual activity changed Europeans' view of government and society. Enlightenment ideas such as liberty, democracy, and individual rights eventually made their way to the America's and other nations, which helped to shape our modern world. During this time, philosophers applied reason to all aspects of society in hopes to improve society.
The four MYP Assessment Objectives listed below are equally weighted in determining the final grade in the course.
criterion A: Knowing and understanding
Students are assessed formatively and summatively. Formative assessments are opportunities to check student understanding, provide ongoing feedback to students, and give students a chance to practice demonstrating the various learning standards. Summative assessments are designed to provide students with written and numeric feedback and upon which final grades are based.
Service Learning Component
Throughout the year there is a programmatic link to the service learning goals of ASW, focused through a socio-political lens. A foundational principle of this course is that exposure to and involvement with issues of social justice help students to better understand not only the political systems under study, but the direct implications of policy making on societal well being. In addition, students will study and experience the interpersonal and political impact and implications of contributing to society. The course includes a limited study of human nature and social psychology to provide tools for observing and discussing political culture and socialization. As we continue through the Global Politics curriculum, special emphasis will be directed at relevant topics pertaining to issues of social justice.
The class will be directly involved with one or more service learning organizations requiring approximately eight (8) afterschool or Saturday commitments. While it is possible to work around sports and performance schedules, students should recognize that this course does require time out of the normal classroom schedule. Failure to meet the service learning expectations of the course will affect a student’s Approaches to Learning grade and may impact the Achievement grade, as well.
Assessment
Assessment Deadlines/Due Dates
Homework
Homework, a vital component of the learning environment, will be regularly assigned and reviewed. Late or missing work will be noted in the on going assessment of student work, and may necessitate communication with the parents.
Academic Integrity
Plagiarism is taken seriously at ASW. Students caught plagiarizing will face disciplinary actions that may also affect the course grade.
Success in Grade 9 Individuals & Societies
Attendance is vital to success in the classroom. The attendance policies as written in the Student Handbook will be followed in this class. Be familiar with the entire policy.
Please note:
Students are expected to participate fully during class discussions and ask questions to ensure their understanding. Several opportunities are available on an on-going basis for students to receive additional help, such asking the teacher outside of class (before school, morning break, after school), and via e-mail.
criterion A: Knowing and understanding
- use a wide range of terminology in context
- demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples.
- formulate a clear and focused research question and justify its relevance
- formulate and follow an action plan to investigate a research question
- use research methods to collect and record appropriate, varied and relevant information
- evaluate the research process and results.
- communicate information and ideas effectively using an appropriate style for the audience and purpose
- structure information and ideas in a way that is appropriate to the specified format
- document sources of information using a recognized convention.
- discuss concepts, issues, models, visual representation and theories
- synthesize information to make valid, well supported arguments
- analyze and evaluate a wide range of sources/data in terms of origin and purpose, examining values and limitations
- interpret different perspectives and their implications.
Students are assessed formatively and summatively. Formative assessments are opportunities to check student understanding, provide ongoing feedback to students, and give students a chance to practice demonstrating the various learning standards. Summative assessments are designed to provide students with written and numeric feedback and upon which final grades are based.
Service Learning Component
Throughout the year there is a programmatic link to the service learning goals of ASW, focused through a socio-political lens. A foundational principle of this course is that exposure to and involvement with issues of social justice help students to better understand not only the political systems under study, but the direct implications of policy making on societal well being. In addition, students will study and experience the interpersonal and political impact and implications of contributing to society. The course includes a limited study of human nature and social psychology to provide tools for observing and discussing political culture and socialization. As we continue through the Global Politics curriculum, special emphasis will be directed at relevant topics pertaining to issues of social justice.
The class will be directly involved with one or more service learning organizations requiring approximately eight (8) afterschool or Saturday commitments. While it is possible to work around sports and performance schedules, students should recognize that this course does require time out of the normal classroom schedule. Failure to meet the service learning expectations of the course will affect a student’s Approaches to Learning grade and may impact the Achievement grade, as well.
Assessment
- Assessments will include source interpretation, essays, class discussions, homework activities, oral presentations, quizzes, unit tests, research essay, and current events projects.
- Teacher professional judgment will be used to review scores and determine an appropriate grade.
Assessment Deadlines/Due Dates
- If your assessment is not completed/submitted by the agreed upon deadline, you will submit what you currently have completed for a grade or [under special circumstances] may be given the opportunity to stay after school tow work on the assessment and submit whatever is completed by 4:30pm [under the supervision of Mrs. Berntson] on the assessment due date.
Homework
Homework, a vital component of the learning environment, will be regularly assigned and reviewed. Late or missing work will be noted in the on going assessment of student work, and may necessitate communication with the parents.
Academic Integrity
Plagiarism is taken seriously at ASW. Students caught plagiarizing will face disciplinary actions that may also affect the course grade.
Success in Grade 9 Individuals & Societies
Attendance is vital to success in the classroom. The attendance policies as written in the Student Handbook will be followed in this class. Be familiar with the entire policy.
Please note:
- It is the student’s responsibility to find out what was missed during an absence.
- A student has access to assignments through various Google sites.
Students are expected to participate fully during class discussions and ask questions to ensure their understanding. Several opportunities are available on an on-going basis for students to receive additional help, such asking the teacher outside of class (before school, morning break, after school), and via e-mail.
Links/files to help you out along the way: