Quarter 1 - Unit 1 IDU LA LangLit and InSoc - Whose Conflict Is It Anyway

EUROPEAN International 1.
Quarter 1_Unit 1 IDU LA LangLit and InSoc: Whose Conflict

School is it Anyway?
Erin Tacey, David Sterling, Michelle Jaeger, Andrew Rouse, Martin Grist,
IB MYP English Language and Literature Tom Hopkins
(Grade 10)
Summary
1. Quarter 1_Unit 1 IDU LA LangLit and InSoc: Whose Conflict is it Anyway? Interdisciplinary
Subject Year Start date Duration

Integrated humanities, Grade 10 Week 1, August 9 weeks 36 hours
English, English
Forms of Integration
Personal expression
Contextualization
Purpose of Integration
Students will extend their understanding of 'conflict' by exploring this concept through the different fields of Humanities and
English.
Key and Related Concepts
Key Concepts
Key
Concepts Definition
Connections are links, bonds and relationships among people, objects, organisms or ideas.
Connections
Global Interactions focuses on the connections among individuals and communities, as well as their
relationships with built and natural environments, from the perspective of the world as a whole.
Global
Interactions
Related Concept(s)
Individuals and Societies - Integrated Humanities

Causality (cause and consequence), Choice, Perspective
Language and Literature - English

Audience imperatives, Context, Self-expression
Language Acquisition - English

Phase 3 - Point of view
Phase 4 - Point of view
EUROPEAN International School

Page 1 of 18
1. Quarter 1_Unit 1 IDU LA LangLit and InSoc: Whose Conflict is it Anyway?
EUROPEAN International 1. Quarter 1_Unit 1 IDU LA LangLit and InSoc: Whose Conflict
(Grade 10)
Inquiry
Conceptual Understanding
The study of conflict teaches students to understand that conflict is not only a normal part of human existence, but is arguably
one of the most important factors in making us who we are. Conflict is both a natural expression of common human emotions
and interactions and a constitutive part of how we cohere as groups. That is, conflict is paradoxically an expression of our basest
animal nature and the desire of the human existence to end it.
Global Context
Global Context Explorations to develop
Moral reasoning and ethical judgment
Identities and
relationships
Statement of Inquiry
Moral reasoning and ethical judgment can be applied to global interactions and expressed by considering audience imperatives.
NEW: The expression of personal and social perspectives shapes global interactions.
Inquiry Questions
Type Linked Subjects Inquiry Questions Line of Inquiry
Factual Individuals and societies: What is conflict?

Integrated humanities
Factual Individuals and societies: What conflict is occurring in

Integrated humanities the world today?
Factual Individuals and societies: What examples of personal

Integrated humanities conflict have we
experienced?
Factual Individuals and societies: What are the biological

Integrated humanities reasons for conflict?
Factual Individuals and societies: What are the cognitive

Conceptual Individuals and societies: What role do people's

Integrated humanities identities and perspectives
play in causing conflict in
their relationships?

Page 2 of 18
(Grade 10)
Conceptual Individuals and societies: Are there connections

Integrated humanities between personal conflicts
and conflicts experiences
within and between
societies?
Debatable Individuals and societies: Can conflict ever be truly

Integrated humanities resolved?
Factual Language and literature: What types of logical Argument and reasoning
English fallacies should a good
argument avoid?
Debatable Language acquisition: How are we affected by Fairness and development

English justice and injustice?
Conceptual Individuals and societies: How does social and context

Integrated humanities historical context influence
literary expression?
Factual Language acquisition: What does 'global' conflict fairness and development
English look like locally?
Debatable Language acquisition: What is the role of Point of View

English community during conflict
and peace?
Conceptual Language acquisition: How can learning about the Point of View
English lives of others affect how we
live our own lives?
Factual Individuals and societies: What are the socio-cultural

Conceptual Individuals and societies: Is conflict innate or learned?

Factual Individuals and societies: What is altruism?

Debatable Individuals and societies: Can altruistic behavior be

Integrated humanities taught?
Factual Individuals and societies: What are the main beliefs of

Integrated humanities Philosophers: Hobbes,
Roseau, Locke and Kant in

Page 3 of 18
(Grade 10)
regards to Human Nature?
Curriculum
Interdisciplinary Objectives
A: Evaluating
analyse disciplinary knowledge.
evaluate the interdisciplinary perspectives.
B: Synthesizing
create a product that communicates a purposeful interdisciplinary understanding.
justify how their product communicates interdisciplinary understanding.
C: Reflecting
discuss the development of their own interdisciplinary learning.
discuss how new interdisciplinary understanding enables action.
MYP subject group objective(s)
A: Knowing and understanding
i. use a wide range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions,
explanations and examples
C: Communicating
i. communicate information and ideas effectively using an appropriate style for the audience and purpose
ii. structure information and ideas in a way that is appropriate to the specified format
iii. document sources of information using a recognized convention
Content (topics, knowledge, skills)
Students will:
Identify the social, cognitive, and biological key arguments and foundations of human altruism versus aggression
-synthesize information from psychology and philosophy to develop an argument if human aggression is biological or
sociocultural (internal versus external factors)
-Apply psychological knowledge gained to literary and textual analysis in English
Furthermore:

Page 4 of 18
(Grade 10)
Students will study current conflicts in the world. They will make connections between MEDCs and LEDCs and their roles in
current conflicts (effects of colonization and decolonization).throughout history from the former unit studies. Students will learn
about the qualities of conflict versus war and study why conflict and arms are on the increase while 'war' is on the decrease
as an introduction to the unit. The main focus of study will be looking at human altruism versus aggression from the 3 levels of
Analysis in Psychology (biological, cognitive, and sociocultural). Students will study the causes of conflict in regards to human
nature by examining basic human psychology and our desire for aggression as well as basic philosphy through the theories of
Hobbes, Rousseau, Nietsche, and Smith. Students final assignment will be to write an essay based on whether they believe
conflict is innate or a construction of society and therefore avoidable. Finally students will reflect on their own contributions to
conflict (buying certain items for instance).
Additionally, students will be able to analyze information and identify answers from both written and visual input (Crit A&B)
and choose and justify answers across strands (i,ii,iii) in accordance with the theme in the Ana DeCastro text. Grammatically,
students will be able to advance their sentencing to construct and create paragraphs and essays for different purposes.
For Language and Literature, review historical context for the Cambodian genocide. Use this escape room.
Look at broader definitions for conflict here.
Gender conflict theory (Feminist critical theory) (The Hub's Feminist Theory Page)
Class conflict theory (Marxist critical theory) (The Hub's Marxist Theory Page)
Definitions for memoir as a genre
Skills
• Organizing and writing an argumentative, persuasive essay
For Language and Literature
Macro Skill: To be able to critically interpret (analyze and evaluate) literature
Micro Skills:
To break apart literature as a system, identifying its smallest parts (i.e. language techniques) in relation to its whole (i.e. elements
such as character, setting, tone, symbol, etc.)
To explain how meaning is shaped via various literary techniques, identifying the choice and effect, justifying their answers
To comment on the significance of a text in relation to larger entry points, such as time and space, representation, global issue,
or the development of an idea or theme
Macro Skill: To structure arguments successfully
Micro Skills:
To create succinct and justified claims using language to signpost rationales
To identify and evaluate textual evidence in relation to their claim
To contextualize, embed, and cite textual evidence
To put said evidence through an analytical framework which arrives at logical conclusions
To use language and signposting techniques to convey ideas and processes

Page 5 of 18
(Grade 10)
To write cohesively and logically
Please see this document for a full breakdown
Standards and Benchmarks
Reading
read and appreciate the depth and power of the English literary heritage through:
choosing and reading books independently for challenge, interest and enjoyment.
understand and critically evaluate texts through:
identifying and interpreting themes, ideas and information
exploring aspects of plot, characterisation, events and settings, the relationships between them and their effects
seeking evidence in the text to support a point of view, including justifying inferences with evidence
distinguishing between statements that are supported by evidence and those that are not, and identifying bias and
misuse of evidence
making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of texts, and
drawing on knowledge and skills from wider reading
Writing
write accurately, fluently, effectively and at length for pleasure and information through:
selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and
pertinently for support and emphasis
selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including
rhetorical devices, to reflect audience, purpose and context, and using Standard English where appropriate
make notes, draft and write, including using information provided by others [e.g. writing a letter from key points provided;
drawing on and using information from a presentation]
revise, edit and proof-read through:
reflecting on whether their draft achieves the intended impact
Grammar and Vocabulary
consolidate and build on their knowledge of grammar and vocabulary through:
studying their effectiveness and impact in the texts they read
Spoken English
speak confidently, audibly and effectively, including through:
working effectively in groups of different sizes and taking on required roles, including leading and managing
discussions, involving others productively, reviewing and summarising, and contributing to meeting goals/deadlines
listening to and building on the contributions of others, asking questions to clarify and inform, and challenging
courteously when necessary
planning for different purposes and audiences, including selecting and organising information and ideas effectively

Page 6 of 18
(Grade 10)
and persuasively for formal spoken presentations and debates

Language Acquisition - English
Objectives - Language acquisition
A: Comprehending spoken and visual text
i. analyse and draw conclusions from information, main ideas and supporting details in social and some academic
situations
ii. analyse conventions
iii. engage with the spoken and visual text by analysing ideas, opinions and attitudes and by making a response to
the text based on personal experiences and opinions from a global perspective.
B: Comprehending written and visual text
i. analyse and draw conclusions from information, main ideas and supporting details
ii. analyse basic conventions including aspects of format and style, and author’s purpose for writing
iii. engage with the written and visual text by analysing ideas, opinions and attitudes and by making a response to
the text based on personal experiences and opinions from a global perspective.
C: Communicating in response to spoken and/or written and/or visual text
i. respond appropriately to spoken, written and visual text in a range of social and some academic situations
ii. engage in rehearsed and unrehearsed exchanges to share ideas on a range of topics of personal and global
significance
iii. express ideas, opinions and feelings, and communicate information in a wide range of situations
iv. communicate with a sense of register, purpose and style.
D: Using language in spoken and/or written form
i. write and speak using a range of vocabulary, complex grammatical structures and conventions; when speaking,
use intonation and fluency
ii. organize information and ideas; use a wide range of cohesive devices
iii. use language to suit the context.
ATL Skills
ATL skills
Description
Learning Experiences:
Communication:
Students final assessment was to write an argumentative essay within a word limit and had to respond to the command term
given - this is to be evaluated by both the humanities and English teachers . Students were also given the opportunity to discuss
their positions and solidify their arguments in humanities class both with peers in discussion as well as in one on one with the
teacher before handing in their final essay. Students were provided with a range of texts to analyze including text books and a

Page 7 of 18
(Grade 10)
novel in English A. They also had to complete a article compilation activity in humanities where they had to evaluate the quality
of the argument of each opinion piece.
Communication
- I. Communication skills
Exchanging thoughts, messages and information effectively through interaction
Use appropriate forms of writing for different purposes and audiences
Negotiate ideas and knowledge with peers and teachers
Self-management
- V. Reflection skills
(Re-)considering the process of learning; choosing and using ATL skills
Consider personal learning strategies
What can I do to become a more efficient and effective learner?
What factors are important for helping me learn well?
Research
- VI. Information literacy skills
Finding, interpreting, judging and creating information
Collect, record and verify data
Present information in a variety of formats and platforms
- VII. Media literacy skills
Interacting with media to use and create ideas and information
Understand the impact of media representations and modes of presentation
Seek a range of perspectives from multiple and varied sources
Developing IB Learners
IB Learner Profile
Open-minded
Description
Open minded:
Students will have to look at various view points of human altruism and aggression to understand the underpinnings of out most
base human behaviors and the influence we can have on one another.

Page 8 of 18
(Grade 10)
Integration
International Mindedness
Through studying literary texts "First they killed my father", "The Things They Carried" and "The Kite Runner", students develop
an awareness and understanding of historical, cultural and present day issues in Cambodia, Vietnam and Afghanistan. Students
look at the concept of conflict, along with conflict resolution strategies.
Connections
Service as Action
Students create an interactive museum with information on their conflict, along with conflict resolution strategies and ideas. This
leads into a celebration of UN Day.
Assessment
Interdisciplinary Assessment
See link to IDU task
Formative Assessment
OCT IDU Criterion C: Reflection

27 Formative Summative 19/19 Students Thursday at 7:45 AM
Find the document on GClassroom. Download as a PDF then upload here.
OCT IDU Criterion C: Reflection

27 Formative Summative 20/20 Students Thursday at 7:45 AM
Find the document on GClassroom. Download as a PDF then upload here.
Summative Assessment
You are a museum curator. You want to educate young people (ages 11-16) about a conflict. You want to persuade them to learn
about your conflict and have empathy for the people involved or agree with particular perspective about that conflict.
To do this, you will create a museum exhibit about a conflict. It will need to grab the attention of, or hook, your audience
(students aged 11-16), educate them about the conflict, and persuade them to empathise with a particular perspective or the
people involved. Ideally, it should be an interactive museum exhibit, one that allows museum guests to touch or move parts of
the exhibit in order to better engage a fairly young audience.
Here is a good article about what to think about when designing museum exhibits for students.
You (the museum curator) will have to justify your proposed exhibit to the museum’s Board of Directors. You must justify both
your choice of conflict and your creative choices made when creating your exhibit in writing.

Page 9 of 18
(Grade 10)
See link to full task description
SEP First They Killed My Father: Critical Essay

30 Summative Summative 23/24 Students Friday at 11:00 PM
Use skills taught this unit (analysis, language, and structure) to write a critical essay about the studied text through a
taught lens (feminist, Marxist, historicism).
OCT Creative Writing: Writing a Memoir

19 Summative Summative 23/24 Students Wednesday at 11:00 PM
NOV ELA G10 Crit A Listening Video test for Unit 1

8 Summative Summative Tuesday at 7:45 AM
NOV ELA G10 Crit B Reading and picture test for Unit 1
9 Summative Summative Wednesday at 1:55 PM
NOV ELA G10 Crit D Conflict Essay test for Unit 1

15 Summative Summative Tuesday at 7:45 AM
Your pre-writing will be given to you to do over the weekend. Bullet points only! Your graphic organizer must be in
place and your writing MUST follow it.
NOV ELA G10 Crit C Speaking test for Unit 1

16 Summative Summative Wednesday at 1:45 PM
This test will take 2 days for everyone to finish it. You will only be asked to speak once. It will take place UPSTAIRS in
the LRC do NOT be late!
OCT IDU: Rationale

6 Summative Summative 17/19 Students Thursday at 11:55 PM
Your Rationale (justification for why you choose to create the museum piece in the way that you
will from the information you've gathered)
Justify, in writing, your choice of conflict and how you will create your exhibit to hook, educate, and
persuade your young audience.
Your rationale can include images/drawings/figures
A complete Works Cited is required
*download google doc template from classroom and upload here as a PDF*
OCT G10 IDU Conflict Museum Exhibit
20 Summative Summative Thursday at 7:45 AM
You are a museum curator. You want to educate young people (ages 11-16) about a conflict. You want to engage
them to learn about your conflict and have empathy for the people involved, agree with particular perspective about
that conflict, or take a peace-building action.
To do this, you will create a museum exhibit about a conflict. It will need to grab the attention of, or hook, your

Page 10 of 18
(Grade 10)
audience (students aged 11-16), educate them about the conflict, and persuade them to empathise with a particular
perspective or the people involved. Ideally, it should be an interactive museum exhibit, one that allows museum
guests to touch or move parts of the exhibit in order to better engage a fairly young audience.
You (the museum curator) will have to justify your proposed exhibit to the museum’s Board of Directors. You must
justify both your choice of conflict and your creative choices made when creating your exhibit in writing.
OCT IDU: Rationale

6 Summative Summative 20/20 Students Thursday at 11:55 PM
Your Rationale (justification for why you choose to create the museum piece in the way that you
will from the information you've gathered)
Justify, in writing, your choice of conflict and how you will create your exhibit to hook, educate, and
persuade your young audience.
Your rationale can include images/drawings/figures
A complete Works Cited is required
*download google doc template from classroom and upload here as a PDF*
OCT G10 IDU Conflict Museum Exhibit
20 Summative Summative Thursday at 7:45 AM
You are a museum curator. You want to educate young people (ages 11-16) about a conflict. You want to engage
them to learn about your conflict and have empathy for the people involved, agree with particular perspective about
that conflict, or take a peace-building action.
To do this, you will create a museum exhibit about a conflict. It will need to grab the attention of, or hook, your
audience (students aged 11-16), educate them about the conflict, and persuade them to empathise with a particular
perspective or the people involved. Ideally, it should be an interactive museum exhibit, one that allows museum
guests to touch or move parts of the exhibit in order to better engage a fairly young audience.
You (the museum curator) will have to justify your proposed exhibit to the museum’s Board of Directors. You must
justify both your choice of conflict and your creative choices made when creating your exhibit in writing.
MYP Assessment Criteria

Page 11 of 18
(Grade 10)
N/A A: Knowing and understanding N/A B: Investigating
N/A C: Communicating N/A D: Thinking critically
5/8 A: Analysing 5/8 B: Organizing
5/8 C: Producing text 5/8 D: Using language
Description
Learning Experiences
Learning Experiences and Teaching Strategies

Learning experiences:
Students will study current conflicts in the world. They will make connections and their roles in current conflicts (effects of
colonization and decolonization).throughout history from the former unit studies. Students will learn about the qualities of
conflict, empathy, and resolution Finally students will reflect on their own place in society and how this affects conflict.
Additionally, students will be able to analyze information and identify answers from both written and visual input (Crit A&B)
and choose and justify answers across strands (i,ii,iii) in accordance with the theme in the Ana DeCastro text. Grammatically,
students will be able to advance their sentencing to construct complexity and create paragraphs for different purposes.
Language and Literature Lesson Overviews and Resources
Week One
Week Two
Week Three
Week Four (Class Cancelled)
Week Five
Week Six
Week Seven
Week Eight Summative Essay (Student Example One / Student Example Two)
Week Nine
Week Ten (Memoir Writing - Example)
Differentiation
Students were provided a variety of products which they may create to speak to their own research question. They were

Page 12 of 18
(Grade 10)
shown various ways to justify their museum exhibition and educate, hook, and persuade empathy from the visitors to the
exhibit. Variation of process will be done in the ELA class by allowing different students options and pathways to find their own
education. Additionally, we will continue the differentiation found in the extensive reading course.
Student keeps an active vocabulary organizer in his/her notes for theme-based vocab and idiomatic speech. NoRedInk used to
show areas of grammatical support. Retrieval practice applied for complex speech. Reciprocal reading variations applied with
texts. Individual mock test feedback in student driven and personalized for future tests.
Resources
Resources
Sorcha Sills
Posted website on Nov 27, 2019 at 12:24 PM
Ethical assumptions
https://docs.google.com/presentation/d/1Ru_YC998VSd_AYlgGDIvZsRTbPc-m3vVF1b8v8TWqVM/edit?usp=sharing
Andrew Rouse
Posted photo on Nov 14, 2019 at 1:00 PM
Homework for Wednesday Nov 20th. Apply 16 answers to the questions in the text. Use this interaction to bolster your museum
exhibit IDU final project. This will be checked Wednesday.
G10_pg_155.jpg
Andrew Rouse
interactive exhibits
https://www.museumarts.net/museum-planning/interactive-exhibits-whats-best-for-your-museum-digital-or-analog/
Andrew Rouse
How to make your exhibit interactive.
https://blog.beaconmaker.com/5-ways-to-make-your-museum-exhibition-interactive-d302d300808c?gi=35320747c437

Page 13 of 18
(Grade 10)
Andrew Rouse
museum installations for the G10 IDU in term 2
http://www.empireexhibits.com/museum-installations
Sorcha Sills
Posted website on Nov 11, 2019 at 6:07 AM
tILoHL audiobook
https://www.dropbox.com/sh/hqq58k6utqmjz1i/AADJe1oTDvrQ7S1lWHYTpS1Ea?dl=0
Andrew Rouse
Posted photo on Oct 31, 2019 at 1:10 PM
Summarize these two articles (pg 148 and pg 160) using your Summary printouts and steps. In your groups do steps 1-4 and
we will edit both articles together in class. You will have only a little bit of time on Wednesday Nov 6th so be ready when you
enter the class. Summaries should not be longer than one of the textbook's paragraphs.
G10_pg_148_Unit_7_Term_2_Conflict.jpg
Sorcha Sills
Posted website on Oct 20, 2019 at 8:30 PM
Research Resources related to The Immortal Life of Henrietta Lacks

Page 14 of 18
(Grade 10)
https://www.laguardia.edu/henriettalacks/science.html
Sorcha Sills
Posted website on Oct 8, 2019 at 8:27 AM
Immortal Life of Henrietta Lacks - Vocabulary Quizlet
https://quizlet.com/_7884s7
Andrew Rouse
Cover lesson and IDU extension lessons added here.

Look for the A1-A5 assignments, do not forget that A3-A4 have to be done as an in class reading. A4 involves A3 paper. All
discussion prompts are now justification prompts.
Email your top 3 pieces of art and/or propaganda to Mr. Andy by Wednesday midnight.
Nov_1st_G10_cover_lesson_and_extension_work.jpg
G10_Cover_lesson_pg155__A1_.jpg

Page 15 of 18
(Grade 10)
G10_Cover_lesson_pg152__A3___A4_.jpg
Andrew Rouse
These Crit A questions due Wednesday October 31st. You will have the entirety of Tuesday's class to answer the questions.
Pg155 War and Conflict
conflict_pg155.jpg
Andrew Rouse
Posted note on Oct 24, 2018 at 7:27 AM
Coverage work for Oct 26th
G10 Coverage work for October 26th----Students are responsible for their own extensive reading homework and will use class
time to read for understanding of the seven questions (Crit B practice.)
Erin Tacey
Posted 1 file on Nov 24, 2017 at 12:15 PM
IDU_Reflection.pptx
1 MB PowerPoint Presentation
Erin Tacey

Page 16 of 18
(Grade 10)
IDU_Criteria.docx
100 KB Word Document
Erin Tacey
Ideas Arising from John Green's Crash Course World History - War
John_Green’s_Crash_Course-_IdeasArisingFrom.pdf
20 KB PDF Document
Erin Tacey
IDU - Introductory Lesson LL, LA and Humanities
IDU_-_ESSAY_INTRO.pptx
60 KB PowerPoint Presentation
Erin Tacey
Make Love, not war

Further ideas on essay planning and approaches to IDU essay
IDU_-_Team_Teach_2.pptx
9 MB PowerPoint Presentation
Erin Tacey
Essay Planning Tool
essay_planning_tool.pdf
50 KB PDF Document
Erin Tacey
Barack Obama's Nobel Peace Prize Acceptance Speech
http://www.telegraph.co.uk/news/worldnews/barackobama/6780104/Barack-Obama-receives-Nobel-Peace-Prize-speech-in-
full.html

Page 17 of 18
(Grade 10)
Erin Tacey
Posted video on Nov 14, 2017 at 1:27 PM
John Green's Crash Course World History: War

In which John Green teaches you about war! Specifically, John talks about whether humanity is naturally warlike, hard-wired to
kill, or if perhaps war is a cultural construct. John will talk about the Hobbes versus Rousseau debate, the effects that war has
on human social orders, and the effects that war has on individuals. So is war human nature? Watch and find out what we have
to say about it.
https://www.youtube.com/watch?v=2NIgqS47m5k
Erin Tacey
Posted website on Oct 6, 2017 at 11:57 AM
Animal Farm by George Orwell
https://ebooks.adelaide.edu.au/o/orwell/george/o79a/

Page 18 of 18

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EUROPEAN International 1.

Quarter 1_Unit 1 IDU LA LangLit and InSoc: Whose Conflict

Subject Year Start date Duration

Key and Related Concepts

Individuals and Societies - Integrated Humanities

Language and Literature - English

Language Acquisition - English

Phase 4 - Point of view

EUROPEAN International School

Global Context Explorations to develop

Moral reasoning and ethical judgment

Type Linked Subjects Inquiry Questions Line of Inquiry

Factual Individuals and societies: What is conflict?

Factual Individuals and societies: What conflict is occurring in

Factual Individuals and societies: What examples of personal

Factual Individuals and societies: What are the biological

Factual Individuals and societies: What are the cognitive

Conceptual Individuals and societies: What role do people's

EUROPEAN International School

Type Linked Subjects Inquiry Questions Line of Inquiry

Conceptual Individuals and societies: Are there connections

Debatable Individuals and societies: Can conflict ever be truly

Debatable Language acquisition: How are we affected by Fairness and development

Conceptual Individuals and societies: How does social and context

Debatable Language acquisition: What is the role of Point of View

Factual Individuals and societies: What are the socio-cultural

Conceptual Individuals and societies: Is conflict innate or learned?

Factual Individuals and societies: What is altruism?

Debatable Individuals and societies: Can altruistic behavior be

Factual Individuals and societies: What are the main beliefs of

EUROPEAN International School

Type Linked Subjects Inquiry Questions Line of Inquiry

regards to Human Nature?

analyse disciplinary knowledge.

evaluate the interdisciplinary perspectives.

create a product that communicates a purposeful interdisciplinary understanding.

justify how their product communicates interdisciplinary understanding.

discuss the development of their own interdisciplinary learning.

discuss how new interdisciplinary understanding enables action.

MYP subject group objective(s)

Individuals and Societies - Integrated Humanities

A: Knowing and understanding

i. use a wide range of terminology in context

iii. document sources of information using a recognized convention

Content (topics, knowledge, skills)

-Apply psychological knowledge gained to literary and textual analysis in English

EUROPEAN International School

Look at broader definitions for conflict here.

Definitions for memoir as a genre

For Language and Literature

Macro Skill: To be able to critically interpret (analyze and evaluate) literature

Macro Skill: To structure arguments successfully

To create succinct and justified claims using language to signpost rationales

To identify and evaluate textual evidence in relation to their claim

To contextualize, embed, and cite textual evidence

To use language and signposting techniques to convey ideas and processes

EUROPEAN International School

To write cohesively and logically

Please see this document for a full breakdown

Standards and Benchmarks

Language and Literature - English

understand and critically evaluate texts through:

identifying and interpreting themes, ideas and information