Teacher(s)
Subject and grade level
Time frame and duration
World History, 6th
25 days
Which area of interaction will be our focus?
Why have we chosen this?

Approaches to Learning (how do I learn, how do I communicate my understanding, do I work cooperatively or independently)

Community and service (how do we live as a community, contribute to the community, help others)
What are the big ideas? What do we want our students to retain for years into the future?

Technology advancements allow civilizations to flourish.

Religion impacts the development and culture of civilizations.

The use/misuse of natural resources impact civilization.
How did geography, technology, and leadership impact our society?
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
The student will create a travel brochure, encouraging a travel excursion to discover the mysteries of ancient Egypt- from the Nile River to the monuments of the pharaohs. The brochure should highlight at least four key sites to see or things to know. The brochure should include a simple map to ID the physical locations of the sites and the hieroglyphic translation, using a variety of sources to collect info. The student will score a minimum of 70%.
Which specific MYP objectives will be addressed during this unit?
A knowledge (know and use humanities terminology in context)
B time (show an understanding of people and past societies)
D organization and presentation

Which MYP assessment criteria will be used?
A-Terminology is used accurately and appropriately. Relevant facts and examples are used to show understanding. The student provides accurate descriptions; explanations are adequate but not ell developed.
B- Application of concepts is appropriate but superficial. The student demonstrates conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts to other situations but is not always successful.
D- The student communicates info that is relevant. The student uses a structure appropriate to the task and sequences the content logically. Presentation and expression are clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation.
Sources of info are documented, with occasional errors and adhering to conventions.
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?
Knowledge and Skills: Organize, summarize, evaluate, analyze, compare/contrast, map, present, roleplay.
Concepts/ vocabulary: Absolute Power, Afterlife, Akhenaton, Astronomer, Axum (Aksum), Cataract,
Delta, Desertification, Dynasty, Ethiopia, Giza, Hatshepsut, Hieroglyphs, King, Ezana, Kush, Lalibela, Lucy,
Menes, Natural Barriers, Nile, Nubia, Ore, Papyrus, Pharaoh, Pyramids, Ramses the Great, Regent,
Rosetta Stone, Sahara Desert, Social Pyramid, Swahili, Tutankhamen
Standards:
 identify natural wonders of the ancient world.
SS.6.G.1.3
 explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies.
SS.6.G.2.4
 interpret how geographic boundaries invite or limit interaction with other regions and cultures.
SS.6.G.2.5
 explain the concept of cultural diffusion and identify the influences of different ancient cultures on one another.
SS.6.G.2.6
 summarize important achievements of Egyptian civilization.
SS.6.W.2.5
 determine the contributions of key figures from ancient Egypt.
SS.6.W.2.6
 describe the rise and fall of the ancient east African kingdoms of Kush and Axum and Christianity’s development in Ethiopia.
SS.6.W.3.18

How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Reflection
—ask students to interpret data

Communication
—written expression

Thinking skills —exploring other cultures
How will students know what is expected of them? Will they see examples, rubrics, templates?
How will students acquire the knowledge and practise the skills required? How will they practise applying these?
Do the students have enough prior knowledge? How will we know?
How will we use formative assessment to give students feedback during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?
Through the use of additional recommended performance tasks found in Duval County
Curriculum Guide students will be able to gain knowledge and practice skills required.
Posted unit questions, Standards based bulletin boards, Rubrics, examples of past student work will allow students to know what is expected.
Moderated class discussion and reflective journaling will allow students the opportunity to answer the unit questions using what they learn.
The Unit is completed within the 1 st four weeks of the 2 nd quarter. Students will receive adequate in-class and computer lab time to complete the task
Objectives for student work period will be shared during opening review.
Feedback of student work will be ongoing and timely, using verbal cues, sticky notes, teacher written comments, teacher conferencing, rubrics, checklists, self-editing and peer editing.
Readers'-Writers workshop models to include introduction continued work with time-lines and chronological order, with support for reading.
Practice outlining the reading selections, create flash cards for use with unfamiliar vocabulary terms, allow students to listen to recorded versions of the student edition on Audio CD (in native language for
ESOL students), monitor for comprehension by teacher questioning.
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?
Media specialist or librarian
“History of Our World” Textbook pg. 66-101, notebooks, LCD projector with internet materials, videos/
DVDs.

P2P pgs. 77-78
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 descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Figure 12
MYP unit planner