Significant Concept(s)

2. The MYP will continue to be concept-based Statement of Inquiry Significant Concept(s) Key Concept: The IB will define a key concept as timeless, abstract, universal and a one or two word phrase.

3. Sciences The above table highlights the key concepts across the MYP. The bold, shaded key concepts are contributed by the sciences subject group, while the other key concepts are contributed by other MYP subject groups. What are the key concepts for humanities?

4. Likely key concepts for all eight subject areas Key concepts Subject area Arts Aesthetics, Change, Communication, Identity Communication, Change, Connections, Creativity, Perspective Language A Communication, Culture Language B Time/Place/Space, Change, Global interaction, Systems Humanities Relationships, Logic, Form Mathematics Change, Communication, Relationships Physical Education Relationships, Change, Systems Sciences Communication, Communities, Development, Systems Technology Subject to change!

5. IB position paper Concept-based teaching and learning H Lynn Erickson Please read the Abstract, Introduction and What is concept-based curriculum and instruction? Skip In what ways are IB programmes concept-based Please read How is a concept-based curriculum beneficial to student learning? and What are the required pedagogical shifts? Challenges and summary * Underline/highlight one sentence that speaks to you

6. Will continue to be concept-based Statement of Inquiry Significant Concept(s) Key Concept: Related Concepts: The related concepts emerge from the individual subject discipline and are therefore more disciplinary-based. They allow for deeper exploration of specific aspects of the key concept within the subject discipline.

7. Sciences The related concepts emerge from the individual subject discipline and are therefore more disciplinary-based. They allow for deeper exploration of specific aspects of the key concept within the subject discipline.

8. Which ones are concepts and which ones are topics? conflict World War II transportation Chinese migration values

9. Chart Paper Group Activity:

10. Chart Paper Group Activity: Course Grade level/MYP Year Come up with a topic you will teach in a course and a grade level Topic

11. Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level New Imperialism

12. Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. New Imperialism fact fact fact fact fact fact fact fact fact fact

13. Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. New Imperialism Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference

14. Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. Key concept Apply a key concept New Imperialism Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference

15. Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. Global interactions Apply a key concept New Imperialism Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference

16. Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. Global interactions Apply a key concept Related concepts New Imperialism Apply two or three related concepts Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference

17. Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. Global interactions Apply a key concept power, resources, and competition New Imperialism Apply two or three related concepts Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference

18. Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Statement of Inquiry Under the topic list critical facts or details students will need to know. Global interactions Apply a key concept power, resources, and competition New Imperialism Apply two or three related concepts Form your concepts into a statement. The statement should be in the present tense and it should show the relationship between the key and related concepts. A tag line, “Students will understand that ...” can be helpful. Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference

19. Chart Paper Group Activity: European History Grade 10/Year 5 Come up with a topic you will teach in a course and a grade level Competition for resources and power impact global interactions. Under the topic list critical facts or details students will need to know. Global interactions Apply a key concept power, resources, and competition New Imperialism Apply two or three related concepts Form your concepts into a statement. The statement should be in the present tense and it should show the relationship between the key and related concepts. A tag line, “Students will understand that ...” can be helpful. Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference

20. Structure of Knowledge-H. Lynn Erickson Theory Principles/ Generalizations Concepts Concepts Topics Topics Facts Facts Facts Facts Facts Facts Adapted from H. Lynn Erickson

21. Statement of Inquiry Key Concept: Related Concepts:

22. Chart Paper European History Grade 10/Year 5 Area of Interaction focus Competition for resources and power impact global interactions. Choose a context that fits with the work you just completed. Which of the four contexts below would be a way to frame and focus the unit? Global interactions power, resources, and competition New Imperialism Community and Service Social Darwinism Nationalism Health and social education “civilizing” Industrial development Environments natural resource social policies Human Ingenuity Berlin Conference

23. Chart Paper European History Grade 10/Year 5 Competition for resources and power impact global interactions. AOI: Human ingenuity Global interactions power, resources, and competition New Imperialism Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference Area of Interaction focus Human ingenuity Intended and unintended consequences over global competition for power and resources Community and Service Health and social education Environments Human ingenuity

24. The MYP will continue to use meaningful, engaging contexts Context Area of Interaction focus identities and relationships Approaches to learning orientation in space and time personal and cultural expression Community and Service scientific and technical innovation Health and social education Environments globalization and sustainability Human ingenuity fairness and development Subject to change!

25. Statement of Inquiry Context Key Concept: Related Concepts:

26. Chart Paper The MYP will continue to approach teaching and learning through inquiry European History Grade 10/Year 5 Competition for resources and power impact global interactions. AOI: Human ingenuity Global interactions power, resources, and competition Unit Question New Imperialism Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference

27. For know: Take your Statement of Inquiry and turn it into a “how” or “why” question. Unit Question: How can competition for resources and power impact global interactions?

28. Chart Paper European History Grade 10/Year 5 Competition for resources and power impact global interactions. AOI: Human ingenuity How can competition for resources and power impact global interactions? Global interactions power, resources, and competition New Imperialism Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference Group Activity: Come up with a topic you will teach in a course and a grade level Under the topic list critical facts or details students will need to know. Apply a key concept Apply two or three related concepts Form your concepts into a statement. The statement should be in the present tense and it should show the relationship between the key and related concepts. A tag line, “Students will understand that ...” can be helpful. Add Area of Interaction Add unit question

29. unit planning Reflection What? - Identify what has changed about your understanding of the MYP Assessment So what? - Figure out what was important, and whether or not you should be doing anything about it. Now what? - What actions will you take? What will you do about it?

31. Grasps • Goal • Role • Audience • Situation • Product, Performance, and Purpose • Standards and Criteria for success Wiggins/McTighe (2005)

32. GRASPS G is for Goal The goal of a MYP unit is for students to show understanding of the concepts. • Goal: • Your task is _______________________________________ • or • The goal is to _____________________________________ • or • The problem or challenge is _______________________ • or • The obstacles to overcome are ____________________ Wiggins/McTighe (2005)

33. Chart Paper European History Grade 10/Year 5 Competition for resources and power (impact) influencedglobal interactions. AOI: Human ingenuity How can competition for resources and power (impact) influence global interactions? Global interactions power, resources, and competition New Imperialism Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference GRASPS G is for Goal Your goal is to analyze the intended and unintended consequences of competition for resources and power between nation states.

34. GRASPS Chart Paper G is for Goal European History Grade 10/Year 5 Assessment task Analyze the intended and unintended consequences of competition for resources and power between nation states. Your goal is to analyze the intended and unintended consequences of competition for resources and power between nation states.

35. GRASPS Final S is for Standards and criteria for success The standards and criteria for success can come from the IB objectives • Standards and criteria for success: • Your performance needs to__________________________ • or • Your work will be judged by__________________________ • or • Your product must meet the following standards______ Wiggins/McTighe (2005)

36. GRASPS Chart Paper Final S is for Standards and criteria for success European History Grade 10/Year 5 Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas. Assessment task Analyze the intended and unintended consequences of competition for resources and power between nation states. Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas. Wiggins/McTighe (2005)

37. Situation: • The context you find yourself in is ___________________ • The challenge involves dealing with _____________________________ • Role: • You are _______________________ • You have been asked to _________ • Your job is _____________________ • Audience: • Your clients are _________________ • The target audience is ___________ • You need to convince ____________ • Product, Performance, and Purpose • You will create a _________ in order to • You need to develop _______ so that Wiggins/McTighe (2005)

38. GRASPS Chart Paper European History Grade 10/Year 5 Assessment task You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job. Analyze the intended and unintended consequences of competition for resources and power between nation states. You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job. Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas. Wiggins/McTighe (2005)

39. Chart Paper Chart Paper European History Grade 10/Year 5 European History Grade 10/Year 5 Competition for resources and power (impact) influencedglobal interactions. Assessment task AOI: Human ingenuity Analyze the intended and unintended consequences of competition for resources and power between nation states. How can competition for resources and power (impact) influence global interactions? You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job. Global interactions power, resources, and competition New Imperialism Your work will be judged by how well you demonstrate your knowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicate your ideas. Social Darwinism Nationalism “civilizing” Industrial development natural resource social policies Berlin Conference Synergy

40. Chart Paper Select Objective strands European History Grade 10/Year 5 Assessment task Objective A: Analyze the intended and unintended consequences of competition for resources and power between nation states. • U • U You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job. Objective C: • U • U • U • U Your work will be judged by how well you demonstrate yourknowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicateyour ideas. Objective D: • U • U

41. Aims and Objectives Aims The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims, therefore, suggest how the student may be changed by the learning experience. Objective The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. These objectives relate directly to the assessment criteria found in the “Assessment criteria” sections.

42. Figure 9 The relationship of a subject group’s objective A to the same subject group’s assessment criterion A and its descriptors of the various achievement levels From principles into practice page 44

43. MYP Objective Mathematics Objective D: Reflection in mathematics MYP Objective Strands • explain whether his or her results make sense in the context of the problem. • explain the importance of his or her findings in connection to real life where approriate. • justify the degree of accuracy of his or her results where appropriate.*(not found in 1-2) • suggest improvements to the method when necessary. *(not found in 1-2 or 3-4) level descriptors achievement levels The student correctly but briefly explains whether his or her results make sense in the context of the problem. The student describesthe importance of his or her findings in connection to real life where appropriate. The student attempts to justify the degree of accuracy of his or her results where appropriate. 3-4 The student critically explains whether his or her results make sense in the context of the problem. The student provides a detailed explanation of the importance of his or her findings in connection to real life where appropriate. The student justifies the degree of accuracy of his or her results where appropriate. The student suggestsimprovements to the method when necessary. 5-6 *

44. European History Grade 10/Year 5 Assessment task Analyze the intended and unintended consequences of competition for resources and power between nation states. You’ve been offered a chance to work with David McCullough, a renown historian, to help him research his next book. You need to create an engaging presentation of your research in order to land the job. Your work will be judged by how well you demonstrate yourknowledge and understanding of late Nineteenth Century Imperialism. As well as, your ability to think critically and by how well you communicateyour ideas. Chart Paper Chart Paper Synergy Humanities Objectives A Knowing and understanding • use humanities terminology in context • demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples. C Thinking critically • analyse concepts, events, issues, models and arguments • analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations D Communicating • communicate information and ideas using an appropriate style for the audience and purpose • structure information and ideas in a way that is appropriate to the specified format • document sources of information using a recognized convention.

46. Approaches to learning (ATL) • Skill Organizers are identified by the bullet. The skill cluster is made up of specific skill sets beneath each organizer in blue. For instance, the skill organizer is communication skills. The skill cluster is interacting and literacy. There are two skill sets interacting, and literacy. • Thinking skills: • critical thinking, creativity & innovation, reflection, transfer • Social skills: • collaboration • Communication skills: • interacting, literacy • Self-management skills • organization, affective skills • Research skills: • information and media literacy, critical literacy

47. Humanities Objectives A Knowing and understanding • use humanities terminology in context • demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples. C Thinking critically • analyse concepts, events, issues, models and arguments • analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations D Communicating • communicate information and ideas using an appropriate style for the audience and purpose • structure information and ideas in a way that is appropriate to the specified format • document sources of information using a recognized convention. Which ATL Skills? • Thinking skills: • critical thinking, creativity & • innovation, reflection, transfer • Social skills: • collaboration • Communication skills: • interacting, literacy • Self-management skills • organization, affective skills • Research skills: • information and media literacy, • critical literacy

48. Humanities Objectives A Knowing and understanding • use humanities terminology in context • demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples. C Thinking critically • analyse concepts, events, issues, models and arguments • analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations D Communicating • communicate information and ideas using an appropriate style for the audience and purpose • structure information and ideas in a way that is appropriate to the specified format • document sources of information using a recognized convention. These ATL Skills? • Thinking skills: • critical thinking, creativity • transfer • Communication skills: • interacting, literacy • Research skills: • information and media literacy, • critical literacy