MYP Syllabus

    Course: Social studies

    MYP Level: Year 3 (8th grade)

    Teacher: Señora Loáisiga 

    Teacher Contact: ydloaisiga@kyrene.org


    I.  Course Description:

    MYP individuals and societies encourage learners to respect and understand the world around them and equip them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts. MYP individuals and societies incorporate disciplines traditionally studied under the general term “the humanities” (such as history and philosophy), as well as disciplines in the social sciences (such as economics, business management, geography, sociology and political science).

    Students will incorporate strategies from the International Baccalaureate program.  Students will aspire to reflect those characteristics of the IB Learner Profile.  As a result of the high standards, success in the class will depend on the motivation of the student.  Students must keep up with their assignments to practice the skills, be inquisitive by asking questions, follow expectations, and be balanced by balancing all aspects of their lives between home, extra-curricular, and school to be successful.


    II.  IB Aims and Objectives:

    Objective A: Knowing and understanding

    Objective B: Investigating

    Objective C: Communicating

    Objective D: Thinking critically


    As a part of the Middle Years Program (MYP), of the International Baccalaureate (IB) program, the aim of the teaching of this course is to encourage and enable the student to:

    • Appreciate human and environmental commonalities and diversity

    • Understand the interactions and interdependence of individuals, societies and the environment

    • Understand how both environmental and human systems operate and evolve

    •  Identify and develop concern for the well-being of human communities and the natural environment

    • Act as responsible citizens of local and global communities

    • Develop inquiry skills that lead towards conceptual understandings of the relationships between
      individuals, societies and the environments in which they live.


    Key concepts

    Key concepts promote the development of a broad curriculum. They represent big ideas that are both

    relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections

    between and among:

    • Courses within the individuals and societies subject group (intra-disciplinary learning)

    • Other subject groups (interdisciplinary learning).


    The key concepts contributed by the study of sciences are change, global interactions, time, place and space, and system.


    Related concepts

    Related concepts promote deep learning. They are grounded in specific disciplines and are useful for

    exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. 


    III.  Topics:


     1st Quarter

    • Unit 1: The US Government

    2st Quarter

    • Unit 2: Purpose of Government and Citizenship

    3rd Quarter

    • Unit 3: Human Rights

    4th Quarter

    • Unit 4: Economic Systems

    • Unit 5: Personal Finance


    IV.  Service Learning:

    At KMS, MYP year 3 students will engage in a Community Project.  Students will choose a community in need, research the needs and how to possibly help, write a project plan, take action on the plan and complete the service, and then create a presentation of all of their work.  They will demonstrate Learner Profile attributes and will reflect on the Approaches to Learning skills they are strengthening. This is a semester-long project where the students use a self-paced guide and process journal and the teacher is a facilitator rather than a direct instructor.  The Community Project will be KMS year 3 students’ C day project.


    V.  Internationalism

    Throughout the year in MYP 3  Individuals and Societies, students will be learning about their global communities. 

    All IB programmes share common beliefs and values about teaching and learning individuals and societies.  There is an International dimension: Students develop an appreciation that this course requires open-mindedness and freedom of thought transcending gender, political, cultural, linguistic, national and religious boundaries.

    Students may be presented with individual, community, or global challenges that require diverse understanding, specifically in MYP 3 the availability of potable water throughout our world.


    VI.  Teaching Methods


    Teaching methods include Inquiry, Investigation, and Collaboration.

    Much instruction will be directly led by the teacher, but will also be inquiry-based and student lead as much as  possible.  

    • Inquiry, in the broadest sense, is the process that is used to move to deeper levels of understanding. Inquiry involves speculating, exploring, questioning and connecting. The MYP structures sustain inquiry in individuals and societies by developing conceptual understanding in global contexts. Teachers and students develop a statement of inquiry and use inquiry questions to explore various cultures. Through their inquiry, students develop specific interdisciplinary and disciplinary approaches to learning skills.

    • Learning through investigation.  Students construct meaning by designing, conducting and

    reflecting on historical investigations. 

    • Collaboration - Students are provided opportunities to work individually and with their peers to learn

    about individuals and societies within and beyond the classroom. 

    VII.  Assessment


    Assessment tasks for MYP individuals and societies courses often involve tests or examinations, investigations or research that leads to an extended piece of writing, and a variety of other oral, written and multimedia assignments.

    Informal assessment may include bell work, “ticket out the door”, student self-reflection and/or teacher observations.

    Criterion for assessment:

    At the end of year 3, students should be able to:

    • use a range of terminology in context

    • demonstrate knowledge and understanding of subject-specific content and concepts, through
      descriptions, explanations and examples.

    • formulate/choose a clear and focused research question, explaining its relevance

    • formulate and follow an action plan to investigate a research question

    • use methods to collect and record relevant information

    • evaluate the process and results of the investigation, with guidance.

    • communicate information and ideas in a way that is appropriate for the audience and purpose

    • structure information and ideas according to the task instructions

    • create a reference list and cite sources of information.

    • analyse concepts, issues, models, visual representation and/or theories

    • summarize information to make valid, well-supported arguments

    • analyse a range of sources/data in terms of origin and purpose, recognizing values and limitations

    • recognize different perspectives and explain their implications.

    • use a wide range of terminology in context

    • demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples.


     VIII.  Resources

    “Individuals and Societies Subject Guide.” Edited by IBO, International Baccalaureate, International Baccalaureate, 2014, IBO.org.

    American History MCdougal Littell & Gobierno de Estados Unidos Nuestra Democracia McGraw-Hill Education 2018