Introduction

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.

This subject incorporates 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 can engage with exciting, stimulating, and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterized by respect and open-mindedness. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes, and beliefs. Courses in this subject group are important for helping students to recognize that content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty. 

The IB’s approach to individuals and societies includes a strong focus on inquiry and investigation. Students collect, describe and analyze data used in studies of societies; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research, and analysis is an essential aspect of the subject group. 

The study of individuals and societies helps students to develop their identities as individuals and as responsible members of local and global communities. These explorations of our common humanity are intrinsically interesting, and disciplines in this subject group are filled with potential for creating in students a lifelong fascination with “the human story” as it continues to evolve in an era of rapid change and increasing interconnectedness. Studies in individuals and societies are essential for developing empathy and international-mindedness, including the idea that “other people, with their differences, can also be right” (IB mission statement).

IB Individuals and Societies guide, page 4. 2014. 

Methodology

An IB education aims to transform students and schools as they learn, through dynamic cycles of inquiry, action and reflection.  Teachers enable and support students as they develop the approaches to learning they need – for both academic and personal success.

Teaching and learning in the IB celebrates the many ways people work together to construct meaning and make sense of the world. An IB education empowers young people for a lifetime of learning, independently and in collaboration with others.

Criteria and Objectives

The criteria and objectives reflect the expectations placed on the students by the end of the school year. They are divided in the following four categories.

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

i. Use a range of terminology in context 

ii. Demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples.

Criterion B: Investigating 

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

i. Formulate/choose a clear and focused research question, explaining its relevance 

ii. Formulate and follow an action plan to investigate a research question 

iii. Use methods to collect and record relevant information 

iv. Evaluate the process and results of the investigation, with guidance.

Criterion C: Communicating 

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

i. Communicate information and ideas in a way that is appropriate for the audience and purpose 

ii. Structure information and ideas according to the task instructions 

iii. Create a reference list and cite sources of information.

Criterion D: Thinking critically

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

i. Analyse concepts, issues, models, visual representation, and/or theories 

ii. Summarize information to make valid, well-supported arguments 

iii. Analyse a range of sources/data in terms of origin and purpose, recognizing value and limitations 

iv. Recognize different perspectives and explain their implications.