1.how Are We Ruled

1.How are we ruled?
Mahindra International School Jose Campillo, Rosy Dias
IB MYP Integrated humanities (MYP 3) B
Summary
1.How are we ruled?
Subject Year Start date Duration

Integrated humanities MYP 3 Week 2, August 10 weeks 24 hours
Key and Related Concepts
Key Concepts
Key
Concepts Definition
Systems are sets of interacting or interdependent components. Systems provide structure and order in human,
natural and built environments. Systems can be static or dynamic, simple or complex.
Systems
Related Concept(s)
Power
Inquiry
Global Context
Global Context Explorations to develop
Power and privilege, Democracy, Government and civil society
Fairness and
development
Statement of Inquiry
The exercise of power through different systems of government can either inhibit or promote fairness and development.
Inquiry Questions
Type Inquiry Questions
Factual What is a monarchy?
Mahindra International School

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Type Inquiry Questions
Factual What are the features of totalatarian states?
Debatable Is monarchy a fair system of governance?
Factual What is monarchy like in Japan and UK?
Factual How does democracy worK?
Factual How have modern democracies developed?
Conceptual How do systems of government pave way for fairness and development?
Conceptual How can political propaganda be used to reaffirm or redefine attitudes?
Curriculum
Aims
Act as responsible citizens of local and global communities
MYP subject group objective(s)
A: Knowing and understanding
i. use a range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions,
explanations and examples
B: Investigating
iii. use the methods to collect and record relevant information
iv. evaluate the research process and results, with guidance
C: Communicating
i. communicate information and ideas in a way that is appropriate for the audience and purpose
ii. structure information and ideas according to the task instructions
iii. create a reference list and cite sources of information
D: Thinking critically
i. analyse concepts, issues, models, visual representation and/or theories
iv. recognize different perspectives and explain their implications

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Content (topics, knowledge, skills)

Identify various forms of government and analyse thier way of functioning.
Explore monarchy as form of government in different countries today
Justify the role of monarchy in world political systems.
Describe the features of democracy
Comment on parliamentary and presidential democracy.
Discuss the totalitarian form of governance
Discuss the similarities and differences between fascism and dictatorship
Evaluate as many different government systems
Explain the message conveyed in this political cartoon ( based on North Korea)
Compare and contrast any two forms of government
Skills
Subject specific skills that will be required to meet subject objectives are -
-Skill of reading a family and use of annotations to summarise the information
-Analysis of quotes in historical contexts - V for Vendetta, Winston Churchill, James Bovard, Josef Stalin and Abraham Lincoln
-Reading referencing of primary resources -Magna Carta, The American Constitution, The Battle of Fleurus
-Interpretation of political cartoons, propaganda posters
ATL Skills
ATL skills
Description
Learning Experiences:
Critical Thinking Skill
In order for students to demonstrate knowledge and understanding of subject-specific content and concepts, through
explanations and examples, students need to learn how to develop contrary or opposing arguments. At consistent
intervals ( each line of inquiry) the students got an opportunity to discuss, share and at times write their thoughts if they think
otherwise. The formative assessment task gave the students an opportunity to develop well thought contrary arguments on
monarchy as a system of governance. The case studies of Totalitarian States ( North Korea under Kim II - sung, China under
Mao, Soviet Union under Stalin and Germany under Hitler) further enabled the students to gather and organize information to
formulate an argument. Students were encouraged to share their arguments using the sentence starters - 'To what extent is
_____________ a totalitarian state ?
Critical Thinking Skill_Totalitarian States Nov 4, 2020

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Communication
- I. Communication skills
Exchanging thoughts, messages and information effectively through interaction
Use a variety of speaking techniques to communicate with a variety of audiences
Use a variety of media to communicate with a range of audiences
Thinking
- VIII. Critical thinking skills
Analysing and evaluating issues and ideas
Gather and organize relevant information to formulate an argument
Develop contrary or opposing arguments
Developing IB Learners
IB Learner Profile
Inquirers
Knowledgeable
Communicators
Description
Inquirers:
Students are expected to come up with research questions and carry out research to address those questions.
Knowledgeable:
As students carry out research and participate in class discussions they get knowledge as they understand concepts and apply
them in their research analytically.
Communicators:
Students communicate at various levels. In class room discussions, on google classroom via assignments and summative
assignments.
Integration
International Mindedness
The unit focuses on various government systems practiced around the globe. Students are exploring the forms of government
and their social, economic, cultural impacts. This unit also allows students to see how a government of a country contributes to
its global position and is influenced by other countries.

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Academic Integrity
We expect students to research using various types of researches. We also expect them to analyse sources and ensure
authenticity of the sources and cite all the sources used.
Connections
Language Development
Students will use a specific range of vocabulary related to forms of government and system of government.
Assessment
Formative Assessment
Formative 1 - An essay evaluating a form of government 'Monarchy'. Students will respond to a question 'Is Monarchy a fair
government?
Formative 2 - Students will explore further to find out one event/document/idea that has shaped the modern democracy.
Formative 3 - Students will analyse - "To what extent ………… is an example of a Totalitarian State?"
AUG FA1_Essay: Is monarchy a fair system of government?

24 Formative 12/12 Students Thursday at 8:00 PM
You have read and discussed Monarchy. Based on your reading, discussions, source analysis and further research
DISCUSS - Is Monarchy a fair system of governance?
It is an individual task.
You need to type write on a word document and upload the same document on ManageBac in a pdf format
Word Limit (300 - 500 words). ( Time Management, Maintain the pace)
THE TASK SHEET _UNIT 1_FA1_Mini Essay:
U1_FA1_Is Monarchy a fair system of government (2).docx

55.6 KB
SEP CA_OPVL
15 Formative 8/12 Students Friday at 12:40 PM
CA_OPVL.docx
1.01 MB
SEP U1_FA2_Podcast

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18 Formative 12/12 Students Monday at 8:00 AM
You have studied Democracy and types of democracy. You have also
U1_FA2 _Modern Democracies.docx

534.32 KB
looked at Democracy in the past while working on the case study of Athens. In this task you will explore further to
find out one event/document/idea that has shaped the modern democracy. You will research the event and create a
2–3-minute PODCAST that describes the event and explains its significance in the development of democracy.
SEP CA_History of Totalitarian government

CA_Totalitarian state.docx
1.86 MB
Use this Reading Resource
AUG FA1_Essay: Is monarchy a fair system of government?

25 Formative 12/13 Students Friday at 8:00 AM
You have read and discussed Monarchy. Based on your reading, discussions, source analysis and further research
DISCUSS - Is Monarchy a fair system of governance?
It is an individual task.
You need to type write on a word document and upload the same document on ManageBac in a pdf format
Word Limit (300 - 500 words). ( Time Management, Maintain the pace)
THE TASK SHEET _UNIT 1_FA1_Mini Essay:
U1_FA1_Is Monarchy a fair system of government (2).docx

55.6 KB
SEP U1_FA2_Podcast
You have studied Democracy and types of democracy. You have also
U1_FA2 _Modern Democracies.docx

534.32 KB
looked at Democracy in the past while working on the case study of Athens. In this task you will explore further to
find out one event/document/idea that has shaped the modern democracy. You will research the event and create a
2–3-minute PODCAST that describes the event and explains its significance in the development of democracy.

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SEP CA_OPVL
20 Formative 10/13 Students Wednesday at 12:40 PM
CA_OPVL.docx
1.01 MB
SEP CA_History of Totalitarian government

CA_Totalitarian state.docx
1.86 MB
Use this Reading Resource
Summative Assessment
Summative 1 - A quiz based on criterion A (Knowing and Understanding)
Summative 2 - Students choose a form of government and evaluate its functioning 'A case study'
OCT SA1_Analytical Essay

10 Summative Essay 12/12 Students Tuesday at 8:15 AM
"To what extent do you agree that the exercise of power in a particular form of government, can either inhibit or
promote fairness and development?"
1 List different forms of government you have dealt with during the course of this unit
2. Evaluate three of these forms of government.
3. Compare the two forms of government.
5. Conclusion: To what extent do you agree that the exercise of power in a particular form of government, can
either inhibit or
U1_SA_Forms of government.docx
59.9 KB
promote fairness and development?
DETAILED INSTRUCTIONS
OCT SA1_Analytical Essay

10 Summative Essay 11/13 Students Tuesday at 8:15 AM
"To what extent do you agree that the exercise of power in a particular form of government, can either inhibit or
promote fairness and development?"
1 List different forms of government you have dealt with during the course of this unit
2. Evaluate three of these forms of government.

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3. Compare the two forms of government.
5. Conclusion: To what extent do you agree that the exercise of power in a particular form of government, can
either inhibit or
U1_SA_Forms of government.docx
59.9 KB
promote fairness and development?
DETAILED INSTRUCTIONS
MYP Assessment Criteria
N/A A: Knowing and understanding N/A B: Investigating
N/A C: Communicating N/A D: Thinking critically
Description
Peer and Self-assessment

Class Activity - 'Defend your dictator'
Purpose: To prove that your chosen dictator is the most powerful and effective.
1. Opening statement by a lawyer (1 minute to set out the key argument, three main points why your chosen dictator was
most powerful and effective)
2. Draw something (Create a piece of art in any shareable medium of your choice. Does not have to be a drawing. Your
creation should depict how fear was used by your chosen dictator)
3. Dictator orator (deliver a powerful, dramatic, persuasive propaganda speech. Convince the audience how authoritarian
dictatorship are superior)
Each team will collaborate and take accept responsibility towards the three listed roles
Students who are audience will offer feedback and express their ideas based on the presentations of the three roles.
Standardization and Moderation

All Formative and Summative Assessments' grades will be moderated at the department level. Three samples are shared with
the team which are then discussed in the department meeting.
Learning Experiences
Prior Learning Experiences

Students have studied forms of government in PYP.
Learning Experiences and Teaching Strategies

Learning experiences:
Students are introduced to the key concept, the related concept and Global Context. Using examples from day-to-day life with

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three truth one lie student will discuss the concept system.
A lesson will start with a discussion on how societies are governed. Students will share their understanding of commonly known
forms of governance like democracy, monarchy and communism. A discussion with symbols demonstrating various forms of
government with a power-point presentation will also be a part of the discussion.
https://docs.google.com/presentation/d/1mHKVvb9ztp...
Learning Engagement 1 - In pairs consider these questions - research and write your answers on this doc.
At the end of 10 minutes, we will share and compare your thoughts and ideas
Think-PAIR-SHARE
1. What system of governance do you live under?

2. What do you know about how your home country is run?
3. How does it work
Students will share their understanding with their partner and later with the entire class.
A discussion will follow focusing on the form of government they have come up with. This discussion will lead to one form called
'Monarchy'.
Learning Engagement 2
After having a basic understanding of the form of government 'Monarchy', students will research and answer the following
questions.
Answer the following questions - You need to carry out research to answer the questions.
1. What is a monarchy?
2. What is the monarchy like in Japan and the UK?
3. How does democracy work?
4. How have modern democracies developed?
5. Is monarchy a fair system of governance?
While students will carry out this activity in class, they will get scaffolding feedback and support in understanding terminologies
and concepts. This activity will continue as a homework assignment. This is not a graded activity.
Students will take up a test (Formative 1) with criterion A based on their classroom learning and a video shared.
https://docs.google.com/forms/d/1wdDFJBFDf_YBzyj7b...
The third week continues with discussions on Monarchy as a form of government and how it functions differently in different
parts of the world. Studying UK and Japan as case studies, students will demonstrate their understanding about various
systems, structures within Monarchy.
Using dynamic learning resources and further research students will take up a summative task. The criteria assessed here are
criterion A and criterion C. Students will have four class lessons and a week (from home).
Fourth week - In continuation with Summative Task, students will refer to the eText and work on Extension
Learning Engagement 3: 'Defend your dictator' challenge
Students divide themselves into teams. Each member contributes towards the three roles that need to be presented to convince
the audience how their chosen dictator is the most powerful.
Students will research and discuss other forms of governance like Democracy, Dictatorship. Students will brainstorm on features
of Totalitarian.
Learning Engagement 4: Case study North Korea to explore political ideology and compare it with features of totalitarian form

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of government.
Learning Engagement 5: Who rules? Someone's got to be incharge...
In groups/pairs/independently students read the supplied resource. The reading resource includes background information
about different countries (Switzerland, South Africa, North Korea, Saudi Arabia, Denmark and Brazil) Through discussion and
deliberation, students identify the type of government listing their justification.
Students will work on Summative 1 1 based on criteria A, B, C, and D. Students will choose their choice of a form of government
and come up with a presentation demonstrating two examples of the form of government chosen.
https://docs.google.com/document/d/14Km5hB6eAvHhSY...
REFLECTION
https://docs.google.com/document/d/1NMpD8v2OIj1xOb...
Student Expectations
Clear and simple instructions in class and on task sheets.
Synopsis of the lesson are shared in the 'Discussion' on ManageBac
One-on-one conversation
Feedback
A routine called 'Let's discuss' is introduced to the students. Any submission that is shared (Learning engagement, formatives
and summative) sections are highlighted. An opportunity is offered to have a one-on-one dialogue for the teacher to clarify the
expectation at the same time the student also gets an opportunity to share their perspective/intention/understanding.
Regular feedback in terms of annotations on tasks.
In class decisions on specific needs of students.
Differentiation
Use of various resources to reinforce the understanding of concepts.
Providing a platform, an opportunity to demonstrate the understanding of concepts using students' preferred style of expression.
One on one feedback while class activities are carried out.
Closely working with students having difficulty in understanding and/ or new students to make them feel comfortable working
with others.
Having a dialogue with students who have comprehension issues. These students are given an opportunity to use resources
available in their most preferred language. This is then followed by a discussion to build a bridge that will help them achieve the
task expectations.

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Reflections
General Reflections
Prior to studying the unit

Sayli Tongaonkar Jun 15, 2018 at 12:03 PM
Students are already aware of various types of government. Therefore this will be building on the existing knowledge about
governance. Students will be interested to dig deeper and demonstrate their understanding through case studies and real
life examples.Students will become knowledgeable as they will have in depth research and comparison of various forms of
government and within forms how are they run, what are the consequences and how are they perceived.Students should be
able to express their views in an unbiased manner, analyse it as a neutral member of the society.
Sayli Tongaonkar Dec 6, 2018 at 11:08 AM
Students are excited to know how the government works. They are curious to understand why and how terminologies
change and how it correlates with the functions, individuals have. Students know the present is an outcome of the past.
Based on this, they would want to know how the present status of their homeland results from the past. Why a particular
government seems to be successful are taking the country and people to the next level.
Students think critically and become knowledgeable by studying various forms of government from different parts of the
world. They compare and contrast the forms of government and analyze the impact it has left on that region.
Sayli Tongaonkar Aug 19, 2019 at 3:17 PM
Students are excited to know how the government works. They are curious to understand why and how terminologies
change and how it correlates with the functions, individuals have. Students know the present is an outcome of the past.
Based on this, they would want to know how the present status of their homeland results from the past. Why a particular
government seems to be successful in taking the country and people to the next level.
Students think critically and become knowledgeable by studying various forms of government from different parts of the
world. They compare and contrast the forms of government and analyze the impact it has left on that region.
Rosy Dias Feb 10, 2021 at 10:50 PM
This unit will be an interesting one to begin with at the start of the year, especially due to the fact that in the current pandemic
situation there are government dictates and guidelines that affect the daily routine of its citizens. HOW ARE WE RULED -
this is so relevant now where students are witnessing different approaches of various governing bodies across the globe. In
my experience this unit coupled with snippets of daily news will helped the students understand the implications of excising
power through different systems of government.

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Studnets have studied types of government in PYP. With the prior knolwedge they are ready to delve deeper in this unit.
Some forms such as oligarchy, aristocrascy and totalitarion are new to some of them. This unit makes students more aware
about the outer world and how it functions. Understanding history of how people were ruled helps them understand how
present government systems have evolved. This unit also provides them an example of how system functions, how every
part in a system needs to function well in order for system to function well.
Rosy Dias Oct 24, 2021 at 8:15 AM
This unit will be a befitting start for MYP 3. The fact that student council elections at school and the International Day of
Democracy (15th
September) will be ‘current’ events, students will get multiple opportunities to connect various aspects of this unit with real
world situations around them and at a global level.
The attributes of Learner Profile focusing on being Knowledgeable and Balanced will enable the students to gain a deeper
understanding of the way people were and are being ruled. The comparison between different forms of government will help
the students to understand how important it is to be balanced.
There are distinct interdisciplinary connections between Economics and History. The different forms of government and the
subsequent effect on some significant Economic policies will be integral to this unit.
Sayli Tongaonkar Jun 7, 2022 at 11:37 AM
After studying ancient civilizations and medieval history, this unit helps students to connect their understanding with the
current world systems and structures. A little in-depth research of various forms of government allows students to critically
analyze them and see their implications. The unit will proceed with making students analyze which form is better and why?
The obvious connections from this unit for Interdisciplinary studies are English Lang and LIt, Design.
Rosy Dias Sep 3, 2022 at 7:34 AM
This unit will be an interesting one at the start of the year since the students will be witnessing the process of Student
Council election in the secondary school. The responsibility that is attached to any leadership role is an important element
that students will be discussing. This will be a great prelude to trigger students' thoughts on how governance entails a broad
spectrum, no matter which form of government is considered.
In their previous year, students have inquired and learnt about the medieval times where fall and rise of various leaders and
modern age explorations empowered regions and individuals. This understanding will provide the historic context to specific

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geographical locations as well as system of governments in the past and present.
Advocacy in terms of raising awareness about the just/unjust practices in specific regions seem to hold great potential for
meaningful Service Learning.
Rosy Dias Oct 24, 2023 at 11:18 PM
FOR 3A and 3B:
In the previous grade the students have inquired about attaining and retaining power through their unit on Explorations.
This unit has helped the students to understand how societies were governed and the extent to which different regions
have different governance history. Consequently, the learners will understand how governance has evolved, and so have the
societies. This will go a long way in establishing the understanding about the dynamics of a governing system.
There are interesting opportunities to help development of attributes of Learner Profile, especially the combination of Caring
+ Thinkers. For instance - the SOI offers opportunities to argue for or against a governing system through the lense of
'fairness', equality for all', changing needs of the society' etc. I expect the students to meaningfully demonstrate these LP
attributes as they can see for themselves the effects of ongoing war between Russia and Ukraine. The students will get to
contemplate on how the leader of a particular region needs to integrate the attributes of LP and what if scenarios that would
help bring peace between waring nations.
During the unit

The unit is going smoothly. Some students find it difficult to compare a form of government based on case studies, or even
further understand the forms and government and types of government as different aspects. Students are wondering on how
same form of government could be viewed differently and implement differently. What makes form or type of government a
successful government?Students need to be more analytical in their approach.
It was challenging for some students to understand that democracy functions differently in different countries. It amazed
them to see that there are still countries with a monarchy and has a positive impact.
Some basic videos explaining government forms from Khan academy were resourceful. Some student inquiries were why
there are differences in the same form of government? How the same form functions differently in two different countries?
How way of governance might affect the common person? Where did these forms originate from?
Some students feel privileged to be in a country where democracy is practised. They became more aware of their rights
and responsibilities. The brainstorming activities leading to discussions on the impact of government functioning on people
made students dig deeper and think critically on their role as a future global citizen.

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The students were quite enthusiastic, so it was not a difficult, however due to some logistics this unit is taking more time
than planned. The resources used from the book where varied and provocative. Various videos for North Korea added to
students perspectives on how is the life in North Korea? The summative 1, test could have been organised in a better
way. Again, some unexpected activities came up at school level which created a confusion when students were supposed
to take the test. We could manage to complete the activity; however, more detailed planning was required. Since the unit
entirely was on Governing or governance, everything that is happening around to globe provided resources and was very
much connected with class discussions. Students worked on case studies based on past governance in Germany, Italy and
Japan and they also looked at what is happening now in North Korea, U.S., India and UK. we planned Learning experiences
keeping in mind the learning outcomes. Since the topic and tasks/activities planned required students to research, interpret,
analyse and evaluate students looked at various perspectives and their implications.
Rosy Dias Feb 12, 2021 at 5:52 PM
This unit has generated a variety of student questions which portray their thoughts on leadership and its roles. At the
onset, it was difficult to make students tune in with the fact that every form of government has its own strengths and
weaknesses. The unit witnessed a slow start but eventually got the spark ignited. Certain current events (arrest of 4 students
in Hong Kong under the new security law , protest in Thailand by the students against government and monarchy etc )
were effective points of 'news and view' which set the ball rolling where students felt curious to know more about what are
the possible ways of ruling the society to promote fairness and development. The class experiences are well aligned with
the learning objective of equipping the students to recognize different perspectives and explain their implications as they
evaluate different forms of government.
Learning toatlitarion was entirly a new experience to some studetns. Students also questioned people having power if they
are using power in an ethical way or abusing power. Running government is all about practicing authrority or power one has,
but without saying it comes with the responsibilities and accountabilty. Student could easily conclude on this during class
discussions.
Rosy Dias Mar 3, 2022 at 3:49 PM
The complex political ideologies that involved in this unit were challenging for the students. To add to this , they rightly
observed that in countries where there is a democratic form of government , a bit of authoritarianism exists. The countries
where communists government is functioning as a dictatorial leadership. The power of emperor at different times in history
has been enjoyed by the students and offers a great scope to grasp the raw fundamentals of ruling over a society . The
learning experiences during this unit are aligned with the unit's objective focusing on communication of ideas as well as
analysing concepts and theories.

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Sayli Tongaonkar Jun 7, 2022 at 11:50 AM
It was challenging for students to understand the same or similar forms of government can be operated differently. Since
it was virtual mode, it was difficult to find out if students are really comprehending or not. Students carried out in-depth
research to see which of the forms is the best and concluded that the issue is not with any of the forms but how the form is
operated. While diving deeper into the unit students made connections with the way countries function and tried to explore
the reasoning behind the approach. The students studied India, the USA, North Korea, the UK, and Japan as some of
the case studies. Discussion on a debatable question 'Democracy is the best form of government' made students look at
multiple perspectives and their implications.
Rosy Dias Oct 21, 2022 at 6:35 AM
During this unit, the students initially faced difficulty in comprehending the processes and the bylaws that constitutional
monarchy and democracy upholds. It was noticed that a majority of the students were not aware of the political systems and
processes that take place either in their home country or their current place of residence. This could be one of the reasons
where students took time to tune in to the working fundamental principles of a working government.
The level of student engagement was at two extremes since some students were well informed and aware of government
systems while a couple of them were totally ignorant. The peer interaction and group activities provided a stimulus for the
less informed students to get involved in the discussion since peer group inputs add a lot more value.
There is a long list of current affairs that get linked with the SOI. This proved to be of a great benefit to the students since
they could relate better to the real-life event covered by news channels across the world. ( Eg: short lived democracy in
Tunisa, Afghanistan conflict, Armenia-Azerbaijan border crisis, global reaction and policies in the wake of Russian invasion
of Ukraine, Nancy Pelosi's Taiwan visit)
The students the
During this unit
After the unit

Students found out that there are different ways of government, different systems of governance exist. They explored

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various case studies of monarchy, dictatorship and democracy.Digging deeper and discussions in class helped a lot for
better understanding. More hands on activities and role plays could help understand the concepts in a better way. Chunking
instructions could help for assessments and assignments.
Students learned different systems of governance. They understood topic related terminologies and applied them in class
discussions and assessments showing their understanding and knowledge of the topic. Students worked on communication
skills focusing on making summary notes, explaining and recounting the topic. They analyzed sources discussing origin,
purpose, value and limitations of the sources given. Students researched on various case studies and analyzed features of
forms of governance.
Due to the bumpy start this year, we became agile and had virtual schooling twice as well as planned and re-planned
activities to accommodate the time and address the challenges which were mainly because of the environmental conditions.
This led to delay in the completion of the unit. Overall activities in the unit including formative were leading students to
summative task as well as accomplishing their learning outcomes. The summative task was challenging and purposefully
had two parts. The first summative was based on their knowledge and second on applying their knowledge and
understanding. The second summative took a little more time to understand as for the first time 'Investigation Process' was
introduced to the students. Since this unit was closely connected with the real world, students will be interested to know
what is happening around them. They should keep themselves updated on how government in thier country or their residing
country is functioning and how it might impact them. Next time, we will try to make it more connected with real world by
actually inviting people from government offices to talk to these students. Or create activities where students will research
on how government actually functions and how does it impact us.
Rosy Dias May 28, 2020 at 10:54 AM
There was a break in the continuity of the flow of events which also changed the sequence of content layout. This was
due to the loss of working days due to government directives due to rains. The students depended a lot on class room
discussions since there were two students who had interesting perspectives on what they knew about governments around
the world. Donald Trump featured as our most popular world leader and students even discussed some of his speeches
which left the audience entertained. The strategy of Traffic Lights was used to help students express their concerns over
reading material especially the textual resource. The strategy - Circle of viewpoint was used as a regular routine to explore
diverse perspectives. For differentiation , two students needed consistent support with language . While one of them steadily
moved on to google translator and needed less support , the other student continued to struggle with abstractness of terms
so certain visuals and videos meant for preliminary levels were discussed one-on-one.

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This unit being the first unit, took some tome to establish a learning environment virtually. Students successfully compared
various forms of governemtn and how might they affect people and their rights. Comparison between two forms of
government was a succesful outcome of this unit. More discussion and case studies might help next time. This unit seems
a little challenging to start with. Starting with some other easy unit can be considered for the next year.
Students understood that there are multiple forms of government practiced around the globe. However, there is no perfect
way to govern. It a lot depends on who is governing. Students' discussion on how rights and responsibilities go hand in
hand was interesting and reflected their thinking on being a good citizen. This year it was virtual, so the unit was amended
to cater to the needs of online teaching. Next year if the school starts offline, changes will have to be made to cater to the
requirements of face-to-face teaching.
Rosy Dias Jun 10, 2022 at 1:03 AM
The learning outcome of this unit focused on gaining student's understanding on democracy as one of the most popular
systems of governance around the world as it is seen to be a direct representation of the interests of the people.. Throughout
history there are examples, of the power of the monarchy, and religion gradually declining and the influence of democratic
institutions increasing in a number of countries.
The next time, we have this unit, we must think about narrowing the scope of unit to encourage students' inquiry into
monarchy, democracy and dictatorship to understand the inter related dynamics of political and social participation.
Rosy Dias Jan 6, 2023 at 12:25 PM
The summative assessment task was sufficiently challenging for the students since they were encouraged to meet the
expectations of the task by focusing on command terms and its in-depth implications. The evaluation followed by compare
and contrast expected of the students to take a closer look at supplied resources that would enable them to form a well-
informed opinion.
The tangible evidence of learning was how the feedback given on formatives and class learning engagement was
incorporated in the summative task, especially in terms of relevant terminology and in certain cases significant examples.
Next time, something that we can do differently is to host interviews with people who are involved in running a government
(local mayor/politician) or those involved in challenging the government (activists).
Differentiation in terms of offering freedom to explore regions of their choice helped the students who were new to this
school (country) This freedom to explore or pursue case studies of thier choice helped the students, especially those whose
most preferred language was their home country language.
Standardizing the assessment helped us to reinstate the belief in concentric curriculum which will help the students further
into DP and they choose their subjects. The responses of the students in their summative task proved that a strong

Page 17 of 19
1.How are we ruled?
1.How are we ruled?
foundation has been laid for Group 3.
The surprising
Student initiate d
Stream & Resources
Resources
Sayli Tongaonkar
Posted 1 file on Jun 15, 2018 at 11:52 AM
Task_Sheet_MYP_3_Summative_1.pdf
100 KB PDF Document
Sayli Tongaonkar
Reflection_-_What_are_natural_hazards_and_how_do_societies_respond_to_them_.pdf
60 KB PDF Document
Sayli Tongaonkar
Unit_1_-_Systems.pdf
200 KB PDF Document
Sayli Tongaonkar
Posted video on Jun 15, 2018 at 11:44 AM
Escape from North Korea
https://www.youtube.com/watch?v=1BtiHxMa-Fg&disable_polymer=true

Page 18 of 19
1.How are we ruled?
1.How are we ruled?
Sayli Tongaonkar
Posted video on Jun 15, 2018 at 11:43 AM
Types of government
https://www.youtube.com/watch?time_continue=2&v=tfz1J7yGOnQ&disable_polymer=true

Page 19 of 19
1.How are we ruled?

1.how Are We Ruled

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Mahindra International School Jose Campillo, Rosy Dias

IB MYP Integrated humanities (MYP 3) B

1.How are we ruled?

Subject Year Start date Duration

Key and Related Concepts

Global Context Explorations to develop

Power and privilege, Democracy, Government and civil society

Type Inquiry Questions

Factual What is a monarchy?

Mahindra International School

IB MYP Integrated humanities (MYP 3) B

Type Inquiry Questions

Factual What are the features of totalatarian states?

Debatable Is monarchy a fair system of governance?

Factual What is monarchy like in Japan and UK?

Factual How does democracy worK?

Factual How have modern democracies developed?

Conceptual How can political propaganda be used to reaffirm or redefine attitudes?

Act as responsible citizens of local and global communities

MYP subject group objective(s)

A: Knowing and understanding

i. use a range of terminology in context

iii. use the methods to collect and record relevant information

iv. evaluate the research process and results, with guidance

ii. structure information and ideas according to the task instructions

iii. create a reference list and cite sources of information

i. analyse concepts, issues, models, visual representation and/or theories

iv. recognize different perspectives and explain their implications

Mahindra International School

IB MYP Integrated humanities (MYP 3) B

Content (topics, knowledge, skills)

Explore monarchy as form of government in different countries today

Justify the role of monarchy in world political systems.

Describe the features of democracy

Comment on parliamentary and presidential democracy.

Discuss the totalitarian form of governance

Discuss the similarities and differences between fascism and dictatorship

Evaluate as many different government systems

Compare and contrast any two forms of government

-Skill of reading a family and use of annotations to summarise the information

-Interpretation of political cartoons, propaganda posters

Critical Thinking Skill

Critical Thinking Skill_Totalitarian States Nov 4, 2020

Mahindra International School

IB MYP Integrated humanities (MYP 3) B

Exchanging thoughts, messages and information effectively through interaction

Use a variety of speaking techniques to communicate with a variety of audiences

Use a variety of media to communicate with a range of audiences

- VIII. Critical thinking skills

Analysing and evaluating issues and ideas

Gather and organize relevant information to formulate an argument

Develop contrary or opposing arguments

Mahindra International School

IB MYP Integrated humanities (MYP 3) B

AUG FA1_Essay: Is monarchy a fair system of government?

DISCUSS - Is Monarchy a fair system of governance?

THE TASK SHEET _UNIT 1_FA1_Mini Essay:

U1_FA1_Is Monarchy a fair system of government (2).docx

Mahindra International School

IB MYP Integrated humanities (MYP 3) B

18 Formative 12/12 Students Monday at 8:00 AM