Middle Years Programme Unit planner 1

Teacher(s) Nelson, Smothers, Fritz, White, Canny Subject group and discipline Individuals and Societies/History
Unit title MYP year 1 Unit duration (hrs)
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context & (exploration)
Change

Innovation and Revolution
Signifigance
Fairness and development (global context)
Inequality (exploration)
Statement of inquiry Process
Conceptual Understanding
Innovation and Revolution signify change (Dont be afraid to turn a word into a verb!).
Simplest possible statement that reflects the relationship between the above 3 concepts. Avoid pronouns, use a very active verb.




Statement of Inquiry
Inequality often causes change, innovation, and revolution.




Inquiry questions
Factual Line of Inquiry:
Factual Question Students will analyze the innovations and revolutions against inequities that led to civil strife.
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-Where can we find inequity today?


Conceptual Line of Inquiry:
Conceptual Question
Students will examine the differences between fairness and development in the philosophies of leaders.
- What are the major inequities that cause civil strife?
-What philosophical ideas about equality do leaders have?
-How are our beliefs formed?
-How does one event lead to another?

Debatable Line of Inquiry
Debatable Question
Students will challenge the fairness and development of authorities reactions to protests of inequity.
Students will discern between inequality and fairness and development of community members and leaders.
-What is fairness?
-Does violence solve problems?

Objectives and their strands Summative assessment
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Where can we find inequality today?
(Criteria go here. 2-4 as a rule of thumb)

The Student:
Criterion B: Investigating
i. explain the choice of a research
question
Criterion C:
i. communicate information and
ideas with clarity
Criterion D:
iv. identify different views and
their implications.
Criterion B:
iii. collect and record relevant
information consistent with the
research question

District Standards go here too
Outline of summative assessment task(s) using the
GRASPS model including assessment criteria (not the
strands) in the final S of GRASPS:
Inequality often causes change,
innovation, and revolution.

You are a reporter and must create
awareness of inequality in the world
today.
The problem or challenge is that
inequality exists in todays world.
Your task is to choose a specific
issue and convince the public,
corporations, and lawmakers why
this condition/situation must be
changed and offer ideas on how it
can be changed.
You must create a news report,
blog, webpage, or script for a news
report to make people aware of this
and convince them why and how
the situation should to be fixed.

*The second S in GRASPS
are the objectives you want to
measure. Includes due date,
formatting, six strands
Relationship between summative assessment task(s)
and statement of inquiry:
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writing rubric,
Picky details you want them to learn
within an assignment. Pick out
content standards your district
wants you to address and put them
in the second S. Put them in the
unit planner with your objectives
and strands.
District standards.









Approaches to learning (ATL)

Example: In order for students to [strand:] use appropriate mathematical language (symbols, terminology) in both oral and written statements students must [skill:]
comprehend and use language with accuracy, clarity, and discernment (ATL Category: Thinking, Skill Cluster: Critical Thinking)
C (Communicating) (Yr1)
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In order for students to explain the choice of a research question, (ATLi) the student must read critically and for comprehension.

In order for students to communicate information and ideas with clarity (ATLi) the student must use a variety of speaking
techniques to communicate with a variety of audiences

In order for students to identify different views and their implications (ATLiv) the student must identify some different views and
sugget some of their implications.

In order for students to collect and record relevant information consistent with the research question (ATLiii) the student must
follow an action plan to explore a research question.



Go to PG 18 of printed dev myp plan handout, choose strand, then go to next page, choose skill cluster


Action: Teaching and learning through inquiry

Content
Learning process
Learning experiences and teaching strategies Formative Assessment Differentiation
Inquiry
question
The skill,
the book,
the film you
are working
Nearly the same as assessment
Start with a hook and something that helps you understand what they
already know


Nearly the same as the learning
experience and teaching
strategies

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on
May put
standards
here to
clarify for
your district














Opening:

Students will be given the following quote to interpret at their
desks individually.
"By overthrowing me, you have cut only the trunk of the tree of
liberty of the black people. It will spring again from the roots for
they are numerous and deep and numerous."
~ Toussaint LOuverture
Students should take 3
-
5 minutes to jot down their initial thoughts on the quote.
What does it mean?
Who could have said this?
{More guiding questions could be used for student
s based on teachers knowledge of students and their individual
needs

Who is they?
What does it mean when the author says, trunk of the tree of
liberty?

Today we will examine
Toussaint LOuvertures and Martin Luther King, Jr.s actions
when fighting:
(Teacher may spend a moment
discussing significance of this word as it pertains to both
people)
for equality among all. We will look at each of these activists
(discuss word and its meaning/impact)
individually and then spend some time comparing the two.
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The following link is for Toussaint LOuverture
http://www.britannica.com/EBchecked/topic/600902/Toussaint-
Louverture
While reading or utilizing a think
-aloud, be sure and stop to ask guiding questions and clarify
any misconceptions on confusion.
Why do you think the indigenous people were wiped out by
diseases?
Why would LOuvertures birth date be disputed?
Can you remember any other historical figures that were
enslaved but learned to read/write?
How do
you think learning to read/write affected LOuverture?
What were LOuvertures beliefs about slavery?
How did LOuverture respond to opposition?
How did he put his beliefs in action?
What words would you use to describe him?
What is his lasting legacy?)

The teacher may choose to provide a brief, whole
-class description/synopsis of Martin Luther King, Jr.
http://www.georgiaencyclopedia.org/articles/history
-archaeology/martin-luther-king-jr-1929-1968
or he/she may decide to use the King Center website
and allow the students to discover individually/
in small groups:
http://www.thekingcenter.org/
How do you think Kings education shaped him as an
individual?
How was King involved in the Montgomery Bus Boycott?
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What was Kings relationship with the SCLC?
How did he put his beliefs in action?
How did King respond to opposition?
What words would you use to describe him?
What is his lasting legacy?



Using this word bank (fariness, Tolerance, Equality, Human
Rights, Civil Rights, Justice, Togetherness) Students will get into
small groups and come to a concensus of the meaning of the
word. They will create a poster that tells what this word means
to us? and examples of this word.

Begin with MLK Ten Days novel unit
Resources



Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit





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