MYP Unit Planner
Unit Title
(18th century Europe/Americas) The Enlightenment and The American and
French Revolutions
Teacher(s)
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?
Human Ingenuity
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Man’s need to rebel can produce significant social changes.
How do we create?
What are the consequences?
Students should gain comprehension of how the Scientific Revolution changed society’s way
of understanding the world, and precipitated Enlightenment philosophy, as well as how the
Enlightenment led to the revolutions of the late 18th/early 19th centuries, reflect upon and
critically evaluate their proposals for governing society and interacting with our surroundings,
and take action, Students will create a poster/flow chart connecting a major thinker from the
Scientific Revolution, the Enlightenment, and the American and/or French Revolution,
displaying through words and visual aid how they influenced each other and the world around
them.
Distinct communities, ethnicities, and cultures have interacted with
their natural environments in distinct ways.
Enlightenment philosophy, coupled with colonial discontent, led to the
revolutions of the late 18th century (such the American and French
Revolutions) which had profound effects on modern political systems.
MYP Unit Question
Why do we rebel?
Culminating Performance Task which addresses the Unit Question
What task(s) will allow students the opportunity to respond to the unit question?
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How will students show what they have understood?
What will constitute acceptable evidence of comprehension?
Students will make investigate the causes of the formation of revolutionary guerilla groups in Colombia in the 1960s and compare the conditions
which gave rise to those with the condition of American colonies and France in the late 18th century. They will evaluate and analyze their findings in
writing and create a visual aid to represent the similarities and differences between the two phenomena.
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.
B Concepts
Time
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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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• 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 people in 18th century Europe and its colonial
periphery
• 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
Renaissance, religious conflict, European monarchies, and mercantilism,
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 societies and “the rest”
• show an understanding of the interdependence of societies through the
analysis of mercantilist economic policy
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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.
Hacer planes de búsqueda que incluyan fuentes primarias y secundarias (orales,
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• 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,
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.
style and visual representation
• use referencing
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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Understand and explain the principle characteristics of the 18th century Age of Reason and their influence on contemporary realities.
Investigate and analyze manifestations of the Enlightenment in the U.S., Colombia, and Latin America generally.
Explain how the natural environment influences socio-economic organization in different regions.
Understand the liberal economic theory of Adam Smith and Francois Quesnay’s physiocracy
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Analyze the French and American Revolutions. Investigate and compare their influence on the development of modern political systems.
Compare how distinct communities, ethnicities, and cultures have related economically with the environment throughout history.
Understand the characteristics of the primary sector of the economy.
Investigate into exploitation of resources in different regions.
Investigate the Botanical Expedition in Nueva Granada.
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?
1. What teaching Strategies/Methodologies will be used?
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.
Students will be presented information in a variety of forms (visual, oral,
kinesthetic, and auditory), and will work individually and in groups.
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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 format.
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
1
11/21 1125
The Enlightenment
- Unit Q Discussion – “Why do we rebel?”
- Computer Lab: Research and summarize basic
Enlightenment terms
- (HW) Enciclopedismo reading
V, O, A
Oral, self, peer
Oral, self, peer
2
11/28
– 12/2
The Enlightenment
- Intro to “Most Wanted” project
- Computer Lab research
V, O, A
Oral
Oral
3
12/5 –
12/9
- Review for December Exam – multiple choice practice,
lecture, games. December Exam
V, O, K, A
Oral, self, peer
Oral, self, peer,
rubric
4
1/11 –
The Enlightenment
V, O, K, A
Oral, peer
Oral, peer
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Criteria
A, B
Date
5
1/13
- Team competitions: 1. Divine Right v. Social Contract
matching, 2. Philosophers w/ quotes matching
- Reading “Las ideas subversivas de los filosofos”, answering
selected questions.
- “3 Minute Philosophy” videos
1/16 –
1/20
“Most Wanted” projects due
V, O, K, A
Written
Rubric
A, B, C, D
Oral, written
C, D
Economics
- Intro/Diagnostic – personal definition of “Economy”,
what do I know? What do I want to learn?
- (HW) Draw your own interpretation of Capitalism and
Socialism
- Reading/workshop packet “Capitalism”
- Video juxtaposition – Friedman’s “Power of the
Market” v. Pilger’s “New Rulers of the World”
- Lineup activity, spectrum of students’ views, discuss,
get students to try and convince others to move toward
their side
6
1/23 –
1/27
Economics
- Computer Lab: Read “Communism v. Capitalism” article,
create notes (to be evaluated)
- Primary Sector of the Economy
V, O, K, A
Oral, written
7
1/30 –
2/3
- Primary Sector of the Economy
V, O, A
Oral, written
8
2/6 2/10
- American Revolution – introduction (reading packet,
textbook (640-43) reading/questions)
V, O, K, A
Oral, peer
9
2/13 –
2/17
- Cont. American Revolution – connections between founding
documents and Enlightenment ideals (tables)
- Intro to French Revolution (Hst. Channel documentary excerpts)
V, O, K, A
Oral
10
2/20 –
2/24
- French Revolution – online workshop (causes, early events)
- Important Events reading
V, O, A
Oral, peer
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11
2/27 –
3/2
- Declaration of the Rights of Man, drawing activity
V, O, K, A
Oral, peer
12
3/5 –
3/9
- Finish Declaration of the Rights of Man, drawing activity
- Further events of the Revolution, accompanied chart on
radicalization and eventual drawback from prol. power
- Napoleonic Era – readings in textbook
V, O, K, A
Oral, peer
13
3/12 –
3/16
- Finish Napoleonic Era
- Unit Project
V, O, K, A
Oral, peer
14
3/19 –
3/23
- Finish Unit Projects, present to class
- Intro to Unit 3
V, O, K, A
Oral, written
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?
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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?
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