MYP Course Outline
Name of Course: World History (Humanities)
I.
Level: 3
Course Description:
Welcome, I look forward to having a great year in history. This class is not designed to teach you
countless names, dates, facts, etc. History is more than that. I want us to focus on why these
events took place and the impact these events have had on the world’s people, which includes you.
Students often ask, “Why do we have to take history? This stuff will not be useful in the ‘real
world’.” Wrong! How do you think the ‘real world’ came to exist? By researching our past, we
can better understand the present, which can also better prepare use for our future. We will also
learn what makes up civilizations and how people work together to make society productive and
successful.
Studying world history will help you learn about your historical roots and establish an awareness
of other world cultures. You will learn what life was like in the past and how things change and
develop overtime. This course should help you develop the knowledge and skills you need to
participate in the ‘real world’. You are already a contributing member of our society today, and
understanding what your role is and what it may become in the future is essential.
The Five Areas of Interaction from the International Baccalaureate Middle Years Program will be
incorporated into the Alabama Course of Study World History curriculum. The five areas of interaction
are: Approaches to Learning, Community and Service, Homo Faber (Man the Inventor), Environment,
and Health and Social Education. Throughout this school year, we will be incorporating the
International Baccalaureate methods of teaching and learning. One of the main goals of IB is to help
students connect to their world today and apply what they learn in the classroom to everyday life. We
will focus on how ancient history has molded and shaped who we are. You will be surprised at how
much we have borrowed from our ancestors. Many of “our” methods, technologies, ideas, actually
began with ancient peoples from over most parts of the world. A constant IB focus will look at the
influence of where a people lives on how they live. Students will be exposed to ancient cultures
and present day world cultures, and will view how the world’s peoples are diverse but also connected.
We will also spend time each week covering current events, and making connections between these
events and ancient history.
II.
Topics:
A. Overview of IB (AOI: Approaches to Learning)
1. Focus on AOI’s
2. 2. Recognizing the AOI’s throughout curriculum
B. Early Civilizations (AOI: Environment, Homo Faber, Health and Social Education)
1. 1. First Civilizations
2. 2. Ancient Egypt
3. 3. Ancient Israelites
C. Ancient World (AOI: Environment, Community and Service, Homo Faber, Health and Social
Education)
1. 1. Ancient Greeks/Greek Civilization
2. 2. Early India
3. 3. Early China
D. New Empires/New Faiths (AOI: Environment, Community and Service, Homo Faber,
Health and Social Education)
1. 1. Rise of Rome
2. 2. Roman Civilization
E. The Middle Ages (AOI: Environment, Health and Social Education, Homo Faber)
1. Medieval China
2. Medieval Africa
3. Medieval Japan
4. 4. Medieval Europe
F. Changing World (AOI: Environment, Homo Faber, Community and Service,
Health and Social Education)
1. 1. America’s
2. 2. Renaissance, Reformation
G. World Geography (AOI: Approaches to Learning, Environment)
1. 1. Ancient geographic awareness
2. 2. Role of geography on world cultures
H. Religion (AOI: Homo Faber, Health and Social Education, Community
and Social Education)
1. 1. Polytheistic beliefs
2. 2. Major world religions
3. 3. Role of religion in society
I. Create A Culture (AOI: Approaches to Learning, Environment, Health and
Social Education)
1. 1. Identifying cultural aspects
2. 2. Creating aspects of a culture
J. Current Events (AOI: Approaches to Learning, Health and Social Education,
Homo Faber, Community and Social Education, Environment)
1. Info shaping the world
2. Connections of present to past
III.
Teaching and Assessment:
A variety of teaching approaches will be used to make the material more interesting, relevant, and
meaningful.
A. Teaching Approaches
~IB concepts
~guided reading
~themed journal writings
~guided reading questions
~dramatic readings/reenactments
~student teaching activities
~individual research activities
~cooperative group games
~teacher/class discussion
~key vocabulary
~standardized practice
~hands on craft activities
~current events
~create a culture (year long)
~supplemental readings
~Thinklink
~ARI strategies
~locate, label, identify maps
~technology based
instruction
~partner/group
instruction
~role playing/
simulations
B. Assessments IB MYP Criteria: A (Knowledge) B (Concepts) C (Skills)
D (Organization and Presentation)
~Oral, written tests, quizzes
~Thinklink practice testing
~individual/group projects
~Oral, written response
~Test Prep practice testing
~Rubrics
C. Grading
~Students will be assessed using a total point system. A student’s points earned, during the grading period
are divided by the total points possible for a grading period. Typically tests and projects count between
100-200 points. Quizzes, assignments, activities count between 10-50 points.
IV.
Resources:
~World History: A Journey Across Time
~Computer Lab
~Historical Fiction Novels
~McGraw-Hill Ancient Civilizations
~Learning Works Create A Culture
~Ancient Civilization Mysteries
~Newspapers
~AL Virtual Library
~Library(IMC)
~Walch Hands On Culture
~Walch Mythology
~Spend the Day in Ancient…
~Walch Dramatic Readings
~Time, Newsweek
Materials Needed
You will need to bring your textbook, a notebook with dividers, paper, and pen/pencil every day to
class. We will do numerous crafts relating to the peoples we cover, therefore we will also use various
project materials: poster board, clay, construction paper, colored pencils, etc. Ample notice will be given
for these items.
Classwork/Homework/Missed Work
Many of the assignments that are intended as homework in my class are usually due over a couple
of days’ time. Reading of text material is considered an assignment and is essential for students to keep up
with the material discussed. Most of the assignments given in my class are intended as classwork, so I can
work with you and help the class as needed. If an assignment is not finished in class it may be completed
as homework. Work turned in late will normally receive partial credit. Students absent from class will be
allowed to make up any missed work in a fair amount of time. Students are responsible for asking for the
missed work.
Class Rules/Expectations
Students will be expected to follow the school code of conduct and should remember the
following expectations: mutual respect, self control, promptness, motivated effort, willingness to learn, and
ability to work, share, and help others.
Discipline
If a student cannot follow school rules and class procedures, they will face a variety of disciplinary
actions, which include phone calls, historical writing assignments, detention hall, and discipline referrals.
Outline Developed by: Jamie Penley Jamie.penley@dcs.edu
Deidre Swoope Deidre.swoope@dcs.edu