MYP Subject: Humanities
MYP Level: 1
MYP Course: WHG: Ancient Civilization
Teacher(s): Ms. Burton, Ms. Burns, Mr. Carrillo, & Ms. Sims
I.
Course Description:
Our standard-based sixth-grade course is designed to help all students expand their understanding of history by studying the people
and events that helped to bring in ancient civilizations with special focus on geography and how it plays a major significance in the
development of the human story. This course will also place emphasis on the everyday lives of people, their problems and
accomplishments. This course will also highlight ancient peoples’ development of social, economic, and political structures, which
helped transform the world forever. Utilizing Bloom’s Cognitive Domains, students will develop higher levels of critical thinking by
considering why civilizations developed where and when they did, and why they became dominant and then declined. Despite time
differences, students will analyze the connections between both contemporary and ancient cultures, focusing on their enduring
contributions that have shaped our world.
II.
MYP Aims and Objectives Addressed By This Course:
Aims

an inquiring mind

the skills necessary for the effective study of humanities

a sense of time and place

a respect for and understanding of others’ perspectives, values and attitudes

awareness and understanding of people, cultures and events in a variety of places at different times

an understanding of the interactions and interdependence of individuals, societies and their environments

an understanding of the causes and consequences of change through physical and human actions and processes

an understanding of contemporary humanities issues

a sense of internationalism and a desire to be proactive as a responsible global citizen

an awareness of the connections with other subjects

a lifelong interest in and enjoyment of humanities.
Objectives
At the end of the course, the student should be able to…
Knowledge:

know and use humanities in context

demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by
relevant facts and examples, and may show other ways of knowing.
Concepts:

Time: demonstrate an awareness of chronology that links people, places and events through time

Place and space: understand issues related to place/space on a local, national and global scale

Change: understand and explain short-tern and long-term causes of change

Systems: systems in local, national and global societies and cooperation within and between systems

Global awareness: demonstrate international and intercultural awareness and understanding.
Skills:

Technical skills: use a variety of media and technologies to research, select, interpret and communicate data

Analytical skills: compare and contrast events, issues, models and arguments in a range of contexts

Decision-making skills: formulate clear, valid and sound arguments, make balanced judgments on events, and draw
conclusions, including implications

Investigate Skills: plan, carry out and present individual and group investigations.
Organization and Presentation:

communicate information that is relevant to the topic

organize information in a logically sequenced manner, appropriate to the format used

present and express information and ideas in a clear and concise manner, using appropriate language, style and visual
representation

use referencing and a bibliography to clearly document sources of information, using appropriate conventions.
State Standards

6.1 Students describe what is known through archaeological studies of the early physical and cultural
development of humankind from the Paleolithic era to the agricultural revolution.

6.2 Students analyze the geographic, political, economic, religious, and social structures of the early
civilizations of Mesopotamia, Egypt, and Kush.

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6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
6.4 Students analyze the geographic, political, economic, religious, and social structures of the early
civilizations of Ancient Greece.

6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of
India.
6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of
China.


6.7 Students analyze the geographic, political, economic, religious, and social structures during the
development of Rome.
III.
Areas of Interaction:
IB MYP Areas of
Interaction
Human Ingenuity

Description
Unit Title
The study of man’s
achievements and creations
throughout time.
“Changes for Survival”:
Early Hominids
Health and Social

The advent of farming and how
the population began to grow as
a result.
“Growing Pains”: From Hunters
and gatherers to Farmers

Community and Service

Environments
Approaches to Learning
IV.
METHODOLOGY:

How people worked together to
create civilizations. Community
and Service is also used to
demonstrate how communities
come together to solve
problems and how that relates
to the present.
It is discussed as a means to
explain anything from
settlements of civilizations,
reasons for war, trade, clothing
styles, food choices,
architecture, etc.
Students learn how to organize
information, and to help them find
the learning style that is right for
them, so they can learn efficiently.
The Rise of Civilization:
“River Valley Civilizations”
Mesopotamia Egypt, India
(Buddhism and Hinduism), China
(Confucianism & Taoism), Israelites
(Judaism), Greece, Roman Republic
and Empire.

Best practices are utilized in our study of Humanities, the IB Program, and Learning Focus strategies. The IB Program involves using
the five areas of interaction as a lens in which to focus our teaching. The students learn how all subjects relate and how the units they
study will help prepare them for the future. The Learner Profile helps students to become good citizens of the world. The IB Program
allows students to become well-rounded as it is a holistic approach to learning. Learning Focus strategies are the tools we use to help
the students organize their notes, study for tests and retain information for the long term. The program uses graphic organizers and
scaffolding to accomplish this goal.
IV.
METHODS OF ASSESSMENT:
Formative assessments with rubrics will be used to measure the students’ understanding of the concepts and skills addressed
throughout units taught. Formative assessments such as quizzes, worksheets, writing assignments, inquiry-based
projects/presentations, and group discussions allow students to gain confidence and knowledge to complete the assessments
given at the ends of each unit taught.
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

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
Classroom discussion (participation)
Debates/Speeches
Cooperative Learning Projects
Summarizing
Formative and Summative Assessment, such as tests, examinations, written assignments, oral presentations, extended writing,
projects and exhibits map analysis, evaluation of primary and secondary source documents
Assessments
VI.
Text and Resources:

History Alive!: The Ancient World

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VII.
Interactive Notebook
A Message of Ancient Days
Teacher Created Materials: Interdisciplinary Thematic Units
Mr. Donn’s Ancient History website
Brain Pop
Materials:

Students will be provided with planners at the beginning of the year. These planners will be used for
students to record important information such as: homework and/or projects.

Student requirements for class:
• Plenty of sharpened pencils and/or pens (blue or black)
• Binder
• Completed homework assignments
• Agenda Planners
• Text books and Interactive Notebook
VIII. Grading Policy:
100% - 90%
=A
89% - 80%
=B
79% - 70%
=C
69% - 60%
=D
59% and below
=F