LANGSTON MIDDLE SCHOOL
Sixth Grade Social Studies
Mrs. Thacker
An International Baccalaureate candidate school
IB Middle Years Program -- Humanities, Year One
2009-2010
I. Description of Course
Our study of Humanities will be:
 Holistic: We will use other disciplines to provide a global view of situations and issues. This will allow
us to find connections between “then and now.”
 Intercultural: We will examine a variety of viewpoints and consider alternative perspectives that frame
issues from a historical perspective.
 Communication: We will examine different modes of communication in order for students to expand
their critical reading, speaking, and writing.
This course helps students succeed in the IB Middle Years Program by cultivating inquiring minds, by
developing the critical thinking skills and historical imagination necessary to work with fragmentary evidence,
by examining local and global points of view on history and culture, and by building systems that observe,
classify, explain, and relate information from a variety of sources.
The Level 1 Humanities Program addresses the fundamental concepts of the IB Middle Years Program. The
Level 1 Humanities program explains five themes that help connect students’ lives to the world in which they
live: commonality and diversity; conflict and cooperation; continuity and change; individualism and
interdependence; and interaction within different environments.
The Learner Profile
Students are encouraged to be Inquirers and Thinkers as they analyze and offer opinions about important
figures and cultures in history and how they affect our lives today. They become Knowledgeable both directly
through lessons and indirectly through interaction with classmates whose cultures vary. They will become
better Communicators as they present their views through writing, class discussion, and public speaking
through presentation of projects. Students will investigate figures in history and make decisions involving
ethics and morality based on their actions. They will become Principled as they learn to be Caring and tolerant
to others’ customs and traditions. An increased exposure to information, discussion, and exchange of ideas, will
allow students to become more Open-minded. As students become more comfortable in a supportive
atmosphere, they will become more independent and courageous to express their opinions and become Risktakers. Hopefully, students will open their eyes to new ideas and cultures. They will become more Reflective
and self-aware of their strengths and weaknesses as they evaluate their class work, academic progress, and
emotional needs.
II. Aims & Objectives of IB MYP Humanities, Year One
The Aims of the teaching and study of humanities are to encourage and enable the student to:
 Develop an inquiring mind about past history and how it shaped our world.
 Develop an awareness and understanding of people, cultures and events in a variety of places at different
times in the world.
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Develop an understanding of the causes and consequences of change through physical and human
actions and processes such as conflicts and discoveries.
Demonstrate attitudes and develop values of honesty and respect for themselves, others, their
environment and history.
The Objectives of humanities state specific targets for learning the subject. They define what the learner will be
ale to do as a result of studying humanities. The students should be able to:
 Knowledge- Understand important people, events, terminology, and facts related to history and
geography.
 Conceptso Time- Understand and recognize the similarities and differences that exist between people,
places, and events through time.
o Place and Space- Understand issues and relate them to place and space on a local, national and
global scale.
o Change- Understand and explain how environmental, political, economic and social interactions
can change levels of sustainability for societies.
o Systems- Understand, identify and compare social structures and controls and how cooperation
within and between systems allows them to continue.
o Global Awareness- Show an understanding of how culture and perception can affect a sense of
internationalism.
 Skillso Technical Skills- Use a variety of media and technologies to research, select, interpret and
communicate data.
o Analytical Skills- Compare and contrast events, issues, ideas, models and arguments in a range of
contexts.
o Decision-making Skills- Make well substantiated decisions ad relate them to real-world contexts.
o Investigative Skills- Plan, carry out and present individual and group investigations in a research
project.
 Organization and Presentation- Communicate information that is relevant to the topic
III. Areas of Interaction
TOPICS
AREA OF INTERACTION
Cartography
Approaches to Learning
Environment
Early Man
Mesopotamia
Egypt
Approaches to Learning
Human Ingenuity
Health and Social Education
Approaches to Learning
Environment
Approaches to Learning
Human Ingenuity
Environment
Greece
India
China
Rome
Approaches to Learning
Human Ingenuity
Environment
Approaches to Learning
Community and Service
Human Ingenuity
Approaches to Learning
Environment
Human Ingenuity
Approaches to Learning
Human Ingenuity
IV. Text and Resources
Texts and Resources
Title: Journey Across Time: The Early Ages
Publisher: Glencoe
Copyright: 2005 The McGraw-Hill Companies
Additional Resources include DVDs, websites, BrainPop, and other materials selected by the instructor.
V. Methodology
In the MYP Humanities course we will use a variety of methodologies, focusing on approaches to learning,
especially critical thinking and reflection. While Humanities does require some direct instruction, individual
and collaborative active learning strategies are the heart of the classroom instruction. Real world connections
and opportunities to investigate and solve problems will help students become world citizens who understand
contemporary issues with a depth and wisdom drawn from experience of the past.
VI. Methods of Assessment
Homework is designed as an extension of the day’s class activities and is a necessary part of the student’s day.
It is a learning instrument, not a testing instrument. Therefore, we encourage each student to complete and
reinforce the daily lesson. Students are expected to participate in class and to work with other students on
assignments and activities during class. Various projects and/or papers will be required throughout the year.
Rubrics will be given to students in order for them to be able to guide, assess, and evaluate their work.
Students’ level of understanding will be evaluated in a variety of ways: discussion, observing group
interactions, quizzes, presentations, student led lectures, projects, papers, graded homework assignments and
unit tests.
VII. Grading Policy
 Criterion A- Knowledge- Students should be able to use a range of relevant facts and examples to show
understanding. Students will show their understanding on tests, through essay writing and bellwork.
 Criterion B-Concepts- Students should be able to demonstrate conceptual awareness and understanding
by explaining connections to the subject matter. Students will demonstrate their understanding during
class discussion, projects, papers, and tests.
 Criterion C- Skills- Students demonstrate effective investigative skills. Students will demonstrate by
doing a research project in class.
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Criterion D- Organization and Presentation- Students organize information into a well-developed and
logical sequence appropriate to the format required. Students will demonstrate by keeping a binder in
class and doing presentations in class.
Langston’s grading policy will also be in effect.
Grading Scale
90-100
A
80-89
B
70-79
C
60-69
D
59 and below F