UNIT OVERVIEW UNIT TITLE: ANCIENT CIVILIZATION UNIT CONTENT • Features and history of civilization. • Ancient civilization.(Greek, Roman and Egypt) • Innovations of ancient civilization and factors that led to it. KEY CONCEPTS • Key concepts provide a lens for conceptual understandings within a transdisciplinary unit of inquiry. • The MYP identifies 16 key concepts to be explored across the curriculum. These key concepts, shown in the table below represent understandings that reach beyond the eighth MYP subject groups from which they are drawn. • Aesthetics, Change, Communication, Communities, Connections, Creativity, Culture, Development, Form, Global interactions, Identity, Logic ,Perspective, Relationships, Time, place and space, Systems KEY CONCEPTS RELATED CONCEPTS • Related concepts promote depth of learning and add coherence to the understanding of academic subjects and disciplines. They are grounded in specific subjects and disciplines and they are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students to develop more complex and sophisticated conceptual understanding. Related concepts may arise from the subject matter of a unit or the craft of a subject—its features and processes. RELATED CONCEPTS • For each unit, teachers identify two or more related concepts that extend learning, lead to deeper understanding, or offer another perspective from which to understand the identified key concept(s). GLOBAL CONTEXT • Teaching and learning in the MYP involves understanding concepts in context. Global contexts provide a common language for powerful contextual learning, identifying specific settings, events or circumstances that provide more concrete perspectives for teaching and learning. • MYP global contexts provide common points of entry for inquiries into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. These contexts build on the powerful themes of global significance that structure teaching and learning in the PYP, creating relevance for adolescent learners. STATEMENT OF INQUIRY • The statement of inquiry: represents a contextualized, conceptual understanding that is worthy of inquiry. explains clearly what students should understand and why that understanding is meaningful. CONCEPTS AND CONTEXT Key concept – Time, Place and Space Related concept – Innovation and Revolution Global Context – Orientation in space and time. Statement of Inquiry - Significant changes through different time, place and space were through revolution and innovations. Command Terms DEFINE LIST EXPLAIN DESCRIBE IDENTIFY
