MYP Course Outline—Humanities 10th Grade World History and Geography
Teachers—Kunz, Mackay
COURSE INTRO. EQ: What are American values (Political, Economic, Religious, Social, Intellectual, Aesthetic)?
COURSE CONC. EQ: In what way has each historical era impacted these American values?
Unit Title
Areas of Interaction
Essential Question Assessment of Content /
Unit Activities
Area of Interaction
Comparison of Feudal
 Community and To what extent is
 Application of
 Warlords of Japan
Europe and Japan
an institution both
Service
themes of
Simulation
universal by nature
geography to Japan
 ATL
 Lecture and noteyet unique to a
 Understanding
taking
civilization?
historical context;
 Research and
timeline
paragraph writing
 Ability to write
 Organizing an incomparative essay
class comparative
essay test
Renaissance
To what extent
 Homo Faber
 Interpreting art for
 Examine
*Technology Unit
does the artistic
cultural values
geography theme
 ATL
legacy of a culture
of movement
 Created a visual
demonstrate
project and applied
 “Why Man
values?
the EQ to a specific
Creates” video
Renaissance artist
 Utilize the design
 Evaluate design
cycle to create a
cycle
visual aid
 Evaluate annotated
 Lecture and notebibliography
taking
 Comparison of
Medieval and
Renaissance arts
 “What makes a
good leader?”
discussion
 Evaluate primary
sources relating to
roles of women
MYP Course Outline—Humanities 10th Grade World History and Geography
Teachers—Kunz, Mackay
COURSE INTRO. EQ: What are American values (Political, Economic, Religious, Social, Intellectual, Aesthetic)?
COURSE CONC. EQ: In what way has each historical era impacted these American values?
Bias and Political
 Community and To what extent
 Critique
 Primary source
Spectrum
does bias shape our
Service
evaluation for
 Political spectrum
understanding of
research bias,
quiz
 Health and
the
past?
political bias, and
Social
 Response to where
herofication
Education
you fit on the
 Bumper sticker
 ATL
political spectrum
quiz
 Thesis statement
development
Age of Exploration




Protestant Reformation





Community and
Service
Health and
Social
Education
Environment
ATL
To what extent
does bias shape our
understanding of
the past?
Homo Faber
Health and
Social
Education
Community and
Service
Environment
ATL
To what extent are
individuals
causative factors in
history?

Mock trial of
Spanish
conquistadors






Unit test—term
identification and
relationships, apply
political spectrum
to historical events,
cause and effect,
thesis and outline
development




Geography
theme—movement
with the
Columbian
exchange
BaFa simulation on
cultural differences
Research
Legal system 101
Debate on
Columbus
celebrations
Geo. theme--region
Analyze statistics
Multiple
causation—“A
Preface to History”
Analyzing sources
for causation
MYP Course Outline—Humanities 10th Grade World History and Geography
Teachers—Kunz, Mackay
COURSE INTRO. EQ: What are American values (Political, Economic, Religious, Social, Intellectual, Aesthetic)?
COURSE CONC. EQ: In what way has each historical era impacted these American values?
 Examining the
counterfactual
Absolutism
How
does
an
 Community and
 Press conference of
 Star power
individual
Service
absolute rulers
simulation
consolidate
power?
 ATL
 Comparison /
 Lecture and noteTo what extent do
contrast essay test
taking
rulers utilize power
 Multiple causation
for the good of
 Research rulers—
society?
Louis XIV,
Elizabeth I, Peter
the Great
 “Elizabeth”
 Web site
evaluation
Enlightenment
How do ideas build
 Homo Faber
 Evaluate Socratic
 Analyze political
upon one another?
seminar process
developments in
 Health and
British history and
Social
 Written response to
Students create
map events on
Education
readings
their
own
EQ’s
political spectrum
 Environment
 Unit test—Identify
based
on
 Socratic seminar
and interpret
 Community and
Enlightenment
(close reading,
quotes, written
Service
readings
(ex.
What
coaching circles
response to EQ
 ATL
are the
and seminar
responsibilities of
discussions)
members of a
 Demonstrating how
community?)
ideas evolve (social
contract)
MYP Course Outline—Humanities 10th Grade World History and Geography
Teachers—Kunz, Mackay
COURSE INTRO. EQ: What are American values (Political, Economic, Religious, Social, Intellectual, Aesthetic)?
COURSE CONC. EQ: In what way has each historical era impacted these American values?
Revolution
*Technology unit





Homo Faber
Health and
Social
Education
Environment
Community and
Service
ATL
How do ideas
become reality?


Thesis
development,
outlining, and
primary source
analysis
Create a web site
applying Crane
Brinton's eightstep pattern of
revolutions to a
lesser-known
revolution. You
must also include
3+ primary
sources, 2+
secondary sources,
a map, a timeline,
and an annotated
bibliography.
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Geo. Theme:
movement
Lecture on colonial
America
“Origins of the
American
Revolution” video
looking for
alternative
perspectives
Investigating
historical events
through primary
sources; the
construction of
historical
knowledge
Finding
relationships
between
Enlightenment
ideas and the
American
Revolution
Defining
revolution versus
civil war
Applying Crane
Brinton’s
MYP Course Outline—Humanities 10th Grade World History and Geography
Teachers—Kunz, Mackay
COURSE INTRO. EQ: What are American values (Political, Economic, Religious, Social, Intellectual, Aesthetic)?
COURSE CONC. EQ: In what way has each historical era impacted these American values?
“Anatomy of a
Revolution” to the
French and
American
Revolutions
Constitution
Is
the
Constitution
 Homo Faber
 Created a
 Examined
a working social
Constitution game
weaknesses of the
 Health and
contract?
Articles of
Social
Confederation
Education
 Analyzing
 Community and
principles of the
Service
Constitution and
 ATL
applying it to
hypothetical
situations
National History Day
 Depends on the Depends on the
 A historical
 CSU library
Research Paper
annual theme
annual theme
research paper
training on SAGE
*Technology Unit
 ATL
 Research and
writing skills