MYP Unit Planner
Unit Title
Teacher(s)
19th Century Latin American Wars of Independence
Isaac Grimm
Subject / Grade
Humanities 9
Duration
10 weeks
Stage 1: Integrate significant concept, area of interaction and unit question
Area of interaction focus
Significant concept(s)
Which area of interaction will be our focus?
Why have we chosen this?
What are the big ideas? What do we want our students to retain for years into the
future?
Community and Service
- Political, economic, and philosophical ideas can radically shift
oppressed communities toward rebellion.
How do we live in relation to each other?
How can I contribute to the community?
How can I help others?
Comprehension
Students will understand how the Enlightenment, as well as the American and French
Revolutions influenced the outbreak of independence wars in the Americas in the late 18 th and
early 19th centuries, as well as the pertinent details within those movements.
Reflection
Students will reflect upon and critically evaluate the aims of the various actors involved in
those struggles
Action
Students will take action designing presentations (newspaper front-page, poster, historical
map, cartoon, etc.) that represent the points of view of oppressed individuals/communities in
different countries or eras.
- The success or failure of rebellions, independence movements,
and emergent nations hinge on a great variety of internal and
external factors.
MYP Unit Question
To what extent are we truly independent today?
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Culminating Performance Task which addresses the Unit Question
What task(s) will allow students the opportunity to respond to the unit question?
How will students show what they have understood?
What will constitute acceptable evidence of comprehension?
Students will carry out investigation using different sources, analyze the results and draw conclusions, and design presentations (newspaper frontpage, poster, historical map, cartoon, etc.) that represent the points of view of oppressed individuals/communities in different countries or eras.
Objectives
MYP Aims
MEN Estandares generales
The students should develop:
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Reconocer y valorar la presencia de diversos legados culturales de
diferentes épocas y regiones para el desarrollo de la humanidad.
an inquiring mind
a sense of time and place
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
a sense of intercultural awareness and a desire to be proactive as a
responsible global citizen.
Analizar cómo diferentes culturas producen, transforman y distribuyen
recursos, bienes y servicios de acuerdo con las características físicas de su
entorno.
Reconocer algunos de los sistemas políticos que se establecieron en
diferentes épocas y culturas y las principales ideas que buscan
legitimarlos.
MYP Specific Objectives
MEN Estandares basicos
A Knowledge
• know and use humanities terminology
• demonstrate knowledge and understanding of direct experiences of
different individuals dealing with realities and changes of 18th century
Europe and American colonies through the use of descriptions and
explanations, supported by relevant facts and examples.
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Formular preguntas acerca de los hechos políticos, económicos, sociales y
culturales.
Identificar y estudio los diversos aspectos de interés para las ciencias sociales
(evolución histórica, organización política, económica, social y cultural…)
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B Concepts
Time
• establish a personal sense of identity in a context of time and place, and
be able to juxtapose personal experience to that of very contrary
experiences (the marginalized).
• show an understanding of the various actors involved the early 19th
century movements.
• demonstrate an awareness of the chronology that led to and carried
through the events of 18th century Europe, linking its people, places and
events through time, and recognize and explain the similarities and
differences between divergent times and lived experiences.
Place and space
• recognize and explain similarities and differences between European
regions, and between them and their colonies
• understand constraints and opportunities afforded by location
• understand issues related to place/space on a local, national and global
scale.
Change
• understand and explain short-term and long-term causes of the Latin
American independence movements, and establish and explain links
between their causes, processes and consequences
• recognize and explain continuity and change
• recognize that change is inevitable and that the rate of change is relevant
to the context
• understand that as people interact with their environment, both change
• understand and explain how environmental, political, economic and
social interactions can change levels of sustainability.
Systems
• understand, identify, and compare how the systems of mercantilism and
monarchy operated
• understand how European social structures and ideologies sought to
control populations, and how change occurred nonetheless
• understand rights and responsibilities within systems, and identify the
failure of dominant social institutions in early modern Europe to serve their
purpose, and the consequences of that
Global awareness
• explain different perceptions of places, societies and environments
between European and colonial American social classes and races
• show an understanding of the interdependence of societies through the
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Reconocer en los hechos históricos complejas relaciones sociales políticas,
económicas y culturales.
Identificar y estudio la ubicación geográfica donde se desarrollan los hechos de
interés para las ciencias sociales.
Reconocer múltiples relaciones entre eventos históricos: sus causas, sus
consecuencias y su incidencia en la vida de los diferentes agentes y grupos
involucrados
Reconocer que los fenómenos sociales pueden observarse des diferentes puntos
de vista.
Reconocer que los fenómenos sociales pueden observarse desde diversos
puntos de vista (versiones e intereses).
Utilizar mapas, cuadros, tablas, gráficas y cálculos estadísticos para analizar
información.
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analysis of mercantilist economic policy
• recognize issues of equity, justice and responsibility
C Skills
Technical skills
• observe, select and record relevant information from a wide range of
sources
• use a variety of media and technologies to research, select, interpret and
communicate data
• use sources, such as maps, graphs, tables, atlases, photographs and
statistics, in a critical manner
Analytical skills
• critically evaluate the values and limitations of sources
• compare and contrast events, issues, ideas, 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
• Investigative skills
• plan, carry out and present individual and group investigations
D 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
Hacer planes de búsqueda que incluyan fuentes primarias y secundarias (orales,
escritas, virtuales…) y diferentes términos para encontrar información que
conteste mis preguntas.
Utilizar deferentes fuentes de expresión para comunicar los resultados de mi
investigación.
Analizar los resultados de mi búsqueda y saco conclusiones.
Comparar las conclusiones a las que llego después de hacer la investigación con
las hipótesis iniciales.
Promover debates para discutir los resultados de mis observaciones
Citar adecuadamente las diferentes fuentes de información obtenida.
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
Content / Logros
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?
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Flesh out the relationship between the “comuneros” movements and the process of Independence
Identify some currents of economic, political, cultural, and philosophical thought of the 18th century and their influence on Colombian and LatinAmerican thought.
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Analyze some of the social, economic, political, and cultural conditions that gave rise to the process of independence in the American colonies
Gran Colombia – Creation and Dissolution
Identify and explain some of the principal political processes that took place in Colombia in the 19th century (federalism, centralism…)
Analyze the history of Human Rights, and compare its ideals with attempts at protection and defense of Human Rights in Colombia
Comprehend the nature, history, and modern functions/manifestations of racial prejudices
Environmental issues throughout history, specifically the protection of diverse tropical ecosystems
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? (Refer to Student learning Expectations Document)
Organization
Being organized and ready to work.
Time management skills.
Collaboration
Delegating, taking responsibility, and negotiating goals
Working effectively as a team
Accepting and respecting others and their opinions
Communication
Developing reading, writing, and comprehension skills.
Being informed
Present information in a variety of ways.
Information Literacy
Researching from a variety of sources and media types
Selection, evaluation, and organizing research materials
Using referencing techniques
Reflection
Developing self-evaluation skills
Thinking
Recall, comprehension, understanding
Applying knowledge and concepts
Generating ideas
Learning Experiences
Teaching Strategies
1. How will students know what is expected of them during the unit and when
being assessed?
Students will be provided with a class plan, activity list, and rubrics. They will practice
the material through in class reviews and/or homework assignments, and will always
have some sort of review sheet available before examinations.
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1. What teaching Strategies/Methodologies will be used?
1.
Students will be assessed by the teacher during group work (observation),
notebooks will collected periodically and assessed, students will be able
to grade partners when doing group work, tests and quizzes will access
acquired knowledge (selected response), and students will work as
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groups to develop and present a project to the class.
2. Do the students have enough prior knowledge? How will we know?
3. What collaborative planning Strategies will be used?
Pending…
Upon beginning class, students will be asked about their prior knowledge in the
subject of humanities, in either a written or oral form
4. How have we made provision for those learning in a language other
than their mother tongue?
Offer varying levels of difficulty in dealing with the themes, facilitate texts that
help provide a deeper understanding, provide vocabulary
5. How have we considered those with special needs?
Information will be sought from commissions, psychologists, and parents for
students who need extra help.
Proposed Learning Activities
Week
Date
Learning Activity / Assessment Task
Method of
Differentiation
Evaluation
Strategy
Evaluation Tool
Criteria
1
4/4 –
4/8
- Finish Unit Projects, present to class
- Quiz Review - Enlightenment, American and French
Revolutions
- Intro to Unit 3
V, O, K, A
Oral, written
A,B,C,D
Marking
2
(4/11
–
4/15)
- Quiz - Enlightenment, American and French Revolutions
- Setting up groups of 2-3 for Latin American Independence
Wars project, preliminary investigations of the story of its
independence (causes, process, consequences)
- Reading/Questions on Comuneros Movement from Historia
Socioeconomica de Colombia textbook
V, O, K, A
Formal
Evaluation
A,B
Oral, peer
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Date
3
(4/26
–
4/29)
- Unit Project work in Library
4
(5/2 –
5/6)
- Presentations
V, O, A
Oral, peer,
formal
evaluation
A,B,C,D
Oral, peer,
formal
evaluation
5
(5/9 –
5/13)
- Finish Presentations
- Follow up activities, connection to Unit Q
- Review / direct focus on Colombia
- 1st Republic, Reconquista, 2nd Republic, Gran Colombia
Rise of competing ideals of Centralism and Federalism
V, O, K, A
Oral, peer,
formal
evaluation
A,B,C,D
Oral, peer,
formal
evaluation
6
(5/165/20)
- The Dissolution of Gran Colombia
- Analysis of the effects of factionalism, the conflict between
centralism and federalism, and inequality on the development
of post-independence Colombia
- Comparison of post-independence North America and postindependence Latin America
V, O, K, A
Oral, peer,
formal
evaluation
C,D
Oral, peer,
formal
evaluation
7
(5/235/27)
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8
(5/306/3)
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History of Human Rights, protection and defense of V, O, K, A
human rights in Colombia
Racial Prejudices (colonial development of racial
castes and their maintenance under Colombia’s
Republic
Rights of the 1st, 2nd, and 3rd generation in the
Constitution of 1991(Identidades 9)
Oral
Marking,
peer, oral
Rights of the 1st, 2nd, and 3rd generation in the V, O, K, A
Constitution of 1991(Identidades 9)
Racial Prejudices (modern manifestations of racial
prejudice – El Espectador “Colombia Racista?” ,
ecological racism)
Environmental issues throughout history
Oral, peer
Oral, peer
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9
(6/66/10)
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Modern Environmental Issues
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Modern efforts to Protect diverse tropical ecosystems, V, O, K, A
evaluation of their effectiveness (case studies –
Cerrejon, Belo Monte, High Aswan Dam)
-
Review for June Exams
Oral, peer
Oral, peer
1
4/4 –
4/8
- Finish Unit Projects, present to class
- Quiz Review - Enlightenment, American and French
Revolutions
- Intro to Unit 3
V, O, K, A
Oral, written
A,B,C,D
Marking
2
(4/11
–
4/15)
- Quiz - Enlightenment, American and French Revolutions
- Setting up groups of 2-3 for Latin American Independence
Wars project, preliminary investigations of the story of its
independence (causes, process, consequences)
- Reading/Questions on Comuneros Movement from Historia
Socioeconomica de Colombia textbook
V, O, K, A
Formal
Evaluation
A,B
Oral, peer
3
(4/26
–
4/29)
- Unit Project work in Library
4
(5/2 –
5/6)
- Presentations
V, O, A
Oral, peer,
formal
evaluation
A,B,C,D
Oral, peer,
formal
evaluation
5
(5/9 –
5/13)
- Finish Presentations
- Follow up activities, connection to Unit Q
- Review / direct focus on Colombia
- 1st Republic, Reconquista, 2nd Republic, Gran Colombia
Rise of competing ideals of Centralism and Federalism
V, O, K, A
Oral, peer,
formal
evaluation
A,B,C,D
Oral, peer,
formal
evaluation
6
(5/165/20)
- The Dissolution of Gran Colombia
- Analysis of the effects of factionalism, the conflict between
V, O, K, A
Oral, peer,
formal
C,D
Oral, peer,
formal
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centralism and federalism, and inequality on the development
of post-independence Colombia
- Comparison of post-independence North America and postindependence Latin America
evaluation
evaluation
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?
Classroom Textbooks, variety of texts researched by the students, library encyclopedias, physical and political maps, audiovisual material.
Library and Computer:
How will we use the library or computers to aid the investigation during this unit?
Libraries/computers will be used to research for the “Colombian geographical regions” group project.
Ongoing reflectons and evaluation
In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP:
From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria
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descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
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