Integrated humanities — history, geography, civics and economics taught as one strand.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
Branded as Integrated Humanities at MYP 1.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Maps provide insights into time, place and space and show how the world has changed over time, but they can be affected by different perspectives.
Orientation in space and time
Boundaries and resources
TIME, PLACE AND SPACE
PERSPECTIVE
• Thinking • Communication
Types of Maps Features of maps - compass, symbols, gridlines, Comparing maps past and present Physical Features of land and water
Factual: What are geographic features such as hemispheres, the Equator, the Prime Meridian, latitudes, and longitudes? Conceptual: How do different types of maps, such as political, physical, climate, topographic, and population maps, represent information differently, and what purposes do they serve? How do cardinal directions, compasses, and measurements of distance help us navigate and interpret maps effectively? How do maps depict the distribution of continents and oceans, and what factors influence their shapes and sizes? Why have maps changed over time? Debatable: Are maps always right?
A: Knowing and understanding i. use vocabulary in context ii. demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples C: Communicating i. communicate information and ideas with clarity ii. organize information and ideas effectively for the task iii. lists sources of information in a way that follows the task instructions
Our perspectives influence how we see the world.
Identities and Relationship
Moral reasoning and ethical judgement
Perspecitive
Choice
•Thinking •Critical thinking skills Analysing and evaluating issues and ideas •Consider ideas from multiple perspectives Research
Students will understand what is a primary and secondary source and how to recognise bias. Students will understand how power drives a narrative and how a narrative can change depending on the narrator's perspective. Historical Perspectives - in the context of the Roman Empire
Factual: What are primary and secondary sources? Conceptual: What is the difference between perspective and bias? How do perspective and bias influence a narrative? What implications do perspective and bias have for us? Debatable: If we use the same sources, would our stories be the same?
B: Investigating i. explain the choice of a research question ii.follow an action plan to explore a research question iii. collect and record relevant information consistent with the research question iv. reflect on the process and results of the investigation D: Thinking critically i. identify the main points of ideas, events, visual representation or arguments ii. use information to give an opinion iii. identify and analyse a range of sources/data in terms of origin and purpose iv. identify different views and their implications
Beliefs and values influence the way people view the world and interact with others
Personal and Cultural expression
Social constructions of reality; philosophies and ways of life; belief systems; ritual and play
Systems
Identity and Belief
Social skills - collaboration Research skills
Exploring the concept of belief vs opinion vs fact Discussing different types of belief systems such as religions, philosophies, and cultural practices. Analyzing how beliefs, values, and norms vary across cultures and societies. Exploring myths, legends, and folklore from various cultures and belief systems. Analyzing the symbolic meanings and cultural values embedded in myths and folk tales. Exploring traditional games, dances, and performances associated with belief systems.
Factual: What is the difference between beliefs, opinions and facts? What are different kinds of beliefs? what is polytheism? Conceptual: How do our beliefs and values shape who we are as individuals? In what ways do belief systems contribute to our sense of belonging? How can we develop empathy and respect for diverse perspectives on belief systems? How do stories/myths reinforce beliefs and values in a community? Debatable: Do beliefs change?
A: Knowing and understanding i. use vocabulary in context ii. demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples C: Communicating i. communicate information and ideas with clarity ii. organize information and ideas effectively for the task iii. lists sources of information in a way that follows the task instructions
Sharing myths from around the world with primary grades to promote international mindedness and inclusivity - (possible CDSL)
Trade is an ongoing process that impacts sustainability of local and global communities
Globalization and Sustainability
Markets, commodities and commercialization
Global interaction
Resources and Sustainability
•Communication •Thinking
Barter Silk Route Examples of ancient trade routes and their impact on culture and economy (Columbian exchange, spice route, silk route, slave trade, gold route). The 3 Ps of sustainability? Profit planet and people
Factual What are the 3 Ps of sustainability? Why do people trade? What were the different ancient trade routes? Conceptual How did trade impact culture and economy in ancient times? How does trade impact a community's resources? Debatable Is trade always beneficial?
C: Communicating i. communicate information and ideas with clarity ii. organize information and ideas effectively for the task iii. lists sources of information in a way that follows the task instructions D: Thinking critically i. identify the main points of ideas, events, visual representation or arguments ii. use information to give an opinion iii. identify and analyse a range of sources/data in terms of origin and purpose iv. identify different views and their implications.
Other grades for this subject: MYP 2 · MYP 3 · MYP 4 · MYP 5