MYP unit planner

Teacher(s)

KyleMcLellan

Subjectgroupanddiscipline

IndividualsandSocietiesGlobalStudies

Unittitle

TheMiddleEast:Ethnicity,Religion,Conflict,andCulture

MYPyear

Grade7

Unitduration(hrs)

46
wks

STATE/NATIONALLEARNINGSTANDARDS

COMMONCOREREADING&WRITING

C3Framework:
Geo1Constructmapstorepresentandexplainthespatialpatternsofculturaland
environmentalcharacteristics
Geo2Usemaps,satelliteimages,photographs,andotherrepresentationstoexplain
relationshipsbetweenthelocationsofplacesandregions,andchangesintheir
environmentalcharacteristics.
Geo3Usepaperbasedandelectronicmappingandgraphingtechniquestorepresent
andanalyzespatialpatternsofdifferentenvironmentalandculturalcharacteristics
Geo4Explainhowculturalpatternsandeconomicdecisionsinfluenceenvironmentsand
thedailylivesofpeopleinbothnearbyanddistantplaces.
Geo6Explainhowthephysicalandhumancharacteristicsofplacesandregionsare
connectedtohumanidentitiesandcultures.
His1Analyzeconnectionsamongeventsanddevelopmentsinbroaderhistorical
contexts
His3Usequestionsgeneratedaboutindividualsandgroupstoanalyzewhythey,and
thedevelopmentstheyshaped,areseenashistoricallysignificant
His4Analyzemultiplefactorsthatinfluencedtheperspectivesofpeopleduringdifferent
historicaleras
His5Explainhowandwhyperspectivesofpeoplehavechangedovertime
D3Evaluatethecredibilityofasourcebydeterminingitsrelevanceandintendeduse.
D4Constructargumentsusingclaimsandevidencefrommultiplesources,while
acknowledgingthestrengthsandlimitationsofthearguments.

MaineLearningResultsforSocialStudies:A1A3,B3,C1C2,E1E2

Reading:
4Determinemeaningofwordsandphrasesastheyareusedinatext,including
vocabularyspecifictodomainsrelatedtohistory/socialstudies.
6Identifyaspectsofatextthatrevealanauthorspointofvieworpurpose
7Integratevisualinformationwithotherinformationinprintanddigitaltexts.
8Distinguishamongfact,opinion,andreasonedjudgementinatext

Writing:
1Writeargumentstosupportclaimswithclearreasonsandrelevantevidence(A,B,&
E)
2Writeinformative/explanatorytexts(A,B,D&F)
3Writenarrativestodeveloprealorimaginedexperiencesorevents(A,D,&E)
8Gatherrelevantinformationfrommultipleprintanddigitalsources,usingsearch
termseffectivelyassessthecredibilityandaccuracyofeachsourceandquoteor
paraphrasethedataandconclusionsofotherswhileavoidingplagiarismandfollowinga
standardformatofcitation
9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,and
research

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POWERSTANDARD(S):ApplicationsofSocialStudiesProcesses,KnowledgeandSkillsGeographyHistory

Inquiry: Establishing the purpose of the unit

Keyconcept

Relatedconcept(s)

Globalcontext&(exploration)

GlobalInteractions

Conflict,Identity,Perspective,Culture

IdentitiesandRelationships

Statementofinquiry
Examinethewaysthatculture,identity,perspective,andconflicthaveinfluencedtheglobalinteractionsintheMiddleEastRegionandthevariousrelationshipsbetween
individualsandsocietiesofthisregion.

Inquiryquestions

FactualQuestionWhichcountriesmakeuptheMiddleEastRegion?Whataresomeimportantpopulationstatisticsforeachcountry?Whyisthisareaimportant
tothreedifferentreligions?WhataresomedifferentethnicgroupslivingintheMiddleEast?WhataresomeimportantculturalaspectsintheMiddleEast?

ConceptualQuestionWhodecideswhatacountrysbordersare?Howhavetheseborderschangedthroughtime?Whatroledoculture,ethnicity,andreligion
playintheregion?WhataresomemajorissuesfacingtheMiddleEast?WhatistheUnitedStatesroleintheregion?

DebatableQuestionWhatmakesacountryacountry?DidthewaythemapsweredrawnhelporhurttheMiddleEast?Whatwouldhavebeenabetterapproach?

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Objectivesandtheirstrands

Summativeassessment

ObjectiveD:ThinkingCritically

Outlineofsummativeassessmenttask(s)usingthe
GRASPSmodelincludingassessmentcriteria(notthe
strands)inthefinalSofGRASPS:

Analyzeconcepts,issues,models,visual
representationand/ortheories

Summarizeinformationtomakevalid,wellsupported
arguments

Studentswilldevelopaprojectoftheirchoice(keynote,
story,essay)thatfocusesoneitherthecultureofa
country/ethnicityoraspecificconflictintheregion.

Analyzearangeofsources/dataintermsoforigin
andpurpose,recognizingvaluesandlimitations
Recognizedifferentperspectivesandexplaintheir
implications.

Uponcompletingtheindividualportiononoftheproject.
Studentswillbegroupedupwithotherstudentswhochose
asimilartopicanddevelopanoverviewoftheirinformation
topresenttotheclass.

Studentprojectsandpresentationswillbejudgedusingthe
IBWrittenResearchRubricandPresentationRubric.

Studentswillalsobegivenanendoftheunitinorderto
demonstratemasteryofinformationpresentedthroughout
theunit.

Relationshipbetweensummativeassessmenttask(s)
andstatementofinquiry:

Examinethewaysthatculture,identity,perspective,
andconflicthaveinfluencedtheglobalinteractionsin
theMiddleEastRegionandthevariousrelationships
betweenindividualsandsocietiesofthisregion.
Throughtheirprojects,studentswillexamineMiddle
EasternConflictorCultureinanindepthmannerthat
buildsuponthemethodsmodeledpreviouslyintheunit.
Inordertodothisstudentswillneedrecognizedifferent
identitiesandperspectivesandthewaysinwhichthey
areshapedbythegeographyandhistory.
Theprojectwillallowsstudentstoanalyzearangeof
sources/dataandsummarizeinformationtomakevalid,
wellsupportedarguments.

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Approachestolearning(ATL)
CommunicationSkills
I.Communication
A.
B.
C.
D.
E.
F.
G.
H.

Useinterculturalunderstandingtointerpretcommunication
Negotiateideasandknowledgewithpeersandteacher
Collaboratewithpeersandexpertsusingavarietyofdigitalenvironmentsandmedia
Readcriticallyandforcomprehension
Makeinferencesanddrawconclusions
Paraphraseaccuratelyandconcisely
Findinformationfordisciplinaryandinterdisciplinaryinquiriesusingavarietyofmedia
Organizeanddepictinformationlogically

SocialSkills
II.Collaboration
A.
B.
C.
D.

Workcollaborativelyinteams
Listenactivelytootherperspectivesandideas
Encourageotherstocontribute
Exerciseleadershipandtakeonavarietyofroleswithingroups

SelfManagementSkills
III.Organization
A.
B.
C.
D.
E.

Planshortandlongtermassignmentsmeetdeadlines
Createplanstoprepareforsummativeassessments
Setgoalsthatarechallengingandrealistic
Useappropriatestrategiesfororganizingcomplexinformation
Selectandusetechnologyeffectivelyandproductively

IV.Affective
A.
B.
C.
D.
E.

Mindfulnesspracticefocusandconcentration
Perseverancedemonstratepersistence
Emotionalmanagementreducestressandanxiety
Selfmotivationpracticepositivethinking
Resiliencedealingwithchange

V.Reflection
A.
B.

Selfassessmentidentifystrengthsandweaknesses
Considercontent,ATLskillsdevelopment,andpersonallearningstrategies

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C.

Recordreflections

ResearchSkills
VI.InformationLiteracy
A.

Finding,interpreting,judgingandcreatinginformation

VII.MediaLiteracy
A.

Interactivewithmediatouseandcreateideasandinformation

ThinkingSkills
VIII.CriticalThinking
A.

Analyzingandevaluatingissuesandideas

IX.CreativeThinking
A.

Generatingnovelideasandconsideringnewperspectives

X.Transfer
A.

Utilizingskillsandknowledgeinmultiplecontexts

Action: Teaching and learning through inquiry

Learningprocess

CONTENT&
LEARNINGSTANDARDS

BecomingawareoftheMiddleEasternmap
andhowithaschangedovertime(C3Geo2)
Exploringtheimportanceofvariousstatistics
surroundingcountriesintheMiddleEast(C3
Geo4&6)
Determiningtheroleofethnicityandreligionin
theMiddleEast(C3His1,3,4,5)
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Learningexperiencesand
teachingstrategies

FormativeAssessment

Differentiation

ClassDiscussions

Questionsheets

Directsupportforidentifiedstudents

CooperativeGroups

FilledinSpreadsheet

Cooperativegroupactivities(mixedgroups)

NearpodActivities

Nearpodresponses

Choiceinfinalproduct(summativeassessment)

ThinkPairShare

FilledinPATIOsethnicitiessheet

Useofinquiryquestionstoinvolveeveryone

JigsawActivities

ReligionInfo/WebquestResponses
5

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Usingthisinformationtoassessandcreate
maps(C3Geo1)
Becomingawareofthehistoryandissuesin
theIsraeli/PalestinianConflict(C3His4&5)

Info/Webquest

Simulationprepworkandreflection

SimulationIsraeli/Palestinian
FamilyDinnerTableConversation

Kahootandotherstudygames

Avarietyofclassroomactivitiesconnectingwith
variouslearningstyles

WorkingwithSpecialEducationTeachersand
SupportStafftomodifyassignmentsandunittest

Resources

iPads

StudentProject

DefiningtheUnitedStatesroleintheregion
(C3His1)
ExploringaspecificMiddleEasterncultureor
conflict(C3D3&D4)

Texts
TeacherProvidedMaterials
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CIAWorldFactbook
BBCNews
PBSGlobalConnections
InspireEdMaterials
Israel/PalestineforCriticalThinkersVideos
Otherteacherchosenwebsites

Reflection: Considering the planning, process and impact of the inquiry

Priortoteachingtheunit

Duringteaching

Afterteachingtheunit

StudentscomewithvaryingknowledgeoftheMiddle
EastRegion.Somewillhaveheardbitsandpieces
aboutdifferentcountriesintheregionbutnotreally
understandthebigpicture.Othersmaybemore
wellinformedonthings,however,withthecomplexityin
theregion,theinquirywilloffermanyavenuestogaina
deeperunderstanding.

Studentengagementwillbeginwiththeuseofmapand
databaseexercises,whichtheyarefamiliarwithusing.
Thiswillactivatepriorknowledgeandserveasa
springboardfromwhichtheywillbeabletodelveinto
statisticssurroundingethnicity,religion,andeconomics
asawaytobetterunderstandtheMiddleEastRegion.
Astheunitprogressesstudentswillbeabletochoose,
basedupontheirinterests,tofocusoneithercultureor
conflictastheprismthroughwhichtoexaminea
specificareaortheMiddleEast.

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