Abbotsford Middle School/ Abbotsford Collegiate
COURSE OUTLINE
MYP Subject: Humanities
MYP Level: One (Grade Seven)
Teachers: G. Kemp, S. Kring, S. Chambers
I.COURSE DESCRIPTION
The purpose of Abbotsford Middle School’s Humanities curriculum is to develop thoughtful, responsible, and active
citizens who are able to acquire the requisite information to consider multiple perspectives and to make reasoned
judgments. It provides students with opportunities to reflect critically upon events and issues in order to examine the
present, make connections with the past, and consider the future. It is designed to encourage students to gain and
develop knowledge, conceptual understanding, research skills, analytical and interpretive skills, and communication
skills, contributing to the development of the student as a whole. The MYP concepts of communication, holistic
learning, and intercultural awareness will be the focus as students proceed through the Humanities Curriculum. The
course will promote Holistic Learning by linking subjects and cultures through various units. The course will also
promote Intercultural Awareness by giving students the opportunity to explore civilizations of the past that give them
better understanding and respect for the development of their own country, culture, and those of others. This assists
students in becoming more balanced and open-minded in our global society. Communication is also promoted, as the
students are encouraged to ask questions, formulate opinions and arguments, and make judgments. Knowledge gained
will be shared through oral and written works. The areas of study focus on the concept of civilization, social roles,
government, laws, economy, technology, and environment in Ancient Civilizations up to 500 CE and how these areas
have influenced or made contributions to present-day cultures.
II. AIMS AND OBJECTIVES:
MYP OBJECTIVES
A. Demonstrate subject, content
knowledge, & understanding through the
use of description and explanations
supported by relevant facts & examples &
may show other ways of knowing.
B. Show an understanding of people in
past societies
B. Recognize, describe, & explain patterns
and relationships in space, including
natural & human environments.
B. Understand constraints &
opportunities afforded by location.
B. Recognize & explain continuity &
change.
STATE AND LOCAL STANDARDS
-Analyse the concept of civilization as it
applies to selected ancient cultures
-Describe various ways ancient peoples
exchanged goods and services.
- Describe the evolution & purpose of rules,
laws, & government of ancient civilizations
-Identify influences & contributions of
ancient socieities to present-day cultures
-Assess how ancient systems of laws &
government have contributed to current
Canadian political & legal systems
-Assess ways technological innovations
enabled ancient peoples to adapt to & modify
their environments, satisfy needs, increase
B. Understand that as people interact with
their environment, both change.
B. Understand social structures &
controls
C. Observe, select, & record relevant
information from a wide range of sources
C. Use a variety of media & technologies
to research, select, & interpret &
communicate data
C. Analyse & interpret information from
a wide range of sources
C. Identify key questions, problems &
issues
C. Use sources such as maps, graphs,
tables, atlases & photographs in a critical
manner
D. Present & express information & ideas
in a clear & concise manner, using
appropriate language, style, & visual
representations
exploration & trade, and develop their
cultures
-Compile a body of information from a range
of sources
-Assess how physical environments affected
ancient civilizations
-Identify the impact of human activity on
physical environments in ancient civilizations
-Analyse social roles within one or more
ancient civilization
-Use various types of graphs, timelines, and
maps to obtain or communicate information
-Apply critical thinking skills to a range of
problems and issues
-Deliver a formal presentation on a selected
issue or inquiry
III. ROLE OF THE AREAS OF INTERACTION IN THE COURSE
Topic
Early Humans
Title
Change is Good
Unit Question
How have we
changed with time?
Ancient
Mesopotamia
Where we live
matters!
How does where
we live influence
how we live?
Ancient
Greece/Egypt
I have the power
Is everyone in
society equal?
Significant Concept
Change &
technology is a
reflection of
knowledge
Cause & effect
Geography
influences
settlement &
meeting basic needs
To address
inequality we need
to identify in
equality
Area of Interaction
Human Ingenuity
Environments
Health & Social
Education
Community and
Service
Approaches to Learning: numerous opportunities are provided for students to develop these skills, thought processes,
and capacities.
Human Ingenuity: looking at the development of technology in Ancient Civilizations and the impact this had on
meeting basic needs and economic growth
Community & Service: encouraging responsible citizenship as students deepen their understanding of the world
around them and that of the past, particularly by looking at the concept of “civilization” and citizenship in ancient
worlds
Environments: stressing the interdependence between human beings and the world
Health & Social Education: to develop a sense of responsibility for their own well-being, for their physical and social
environment and to make comparisons to those of people in the past
IV. TEXT AND RESOURCES
•
•
•
•
•
•
BC Standards (use for assessment, performance standards, etc..) www.bced.gov.bc.ca
Toutant, Arnold & Susan Doyle. Outlooks 7: Ancient Worlds. 2000. Oxford University Press Canada. ISBN
0-19-541435-7
Neering, Rosemary & Peter Grant. Other Places, Other Times. 1986. Gage Educational Publishing. Canada.
Internet sites for primary resources
Various DVDs
Other teacher researched/prepared materials.
V. METHODOLOGY
Forms of instruction will vary with different students’ and classes’ needs. At different times, instruction may take the
form of teacher led, small, cooperative group work or independent inquiry. The following strategies will be used most
often:
•
•
•
•
•
•
•
•
•
Text reading
Structured Note taking
Kinesthetic Surveys
Research
Oral Presentation
Webquests/slideshows
Problem solving
Graphic organizers
Gallery Walks
•
•
•
•
•
•
•
•
•
Jigsaw activities
Summarizing
Role Play
Written Question Answer
Debates
Opinion Polls
Written Presentation
Discuss/Debate current events packages
Journals & written reflections (“exit-slips”)
VI. METHODS OF ASSESSMENT
Assessment of Humanities will be a combination of formative and summative. Formative assessment will take place in
various forms as the learning process progresses. Formative assessment may include worksheets, written and oral
responses, quizzes, and mini presentations. Summative assessment will occur at the end of each unit. These
assessments may include formal tests and performance assessments/projects using MYP criteria.
Criterion A
Knowledge
Maximum 10
Criterion B
Criterion C
Concepts
Skills
Maximum 10
Maximum 10
Criterion D
Organization & Presentation
Maximum 8
VII. GRADING POLICY INCLUDING THE USE OF MYP CRITERIA
The grading structure for Humanities will be based on two components: 1- homework completion and group work
assignments (formative assessment), and 2- tests/performance assessments (summative assessment). All summative
assessments will be graded using MYP Humanities criteria.