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. 

General Objective

To develop critical thinking by analyzing social science in a way that will peak their interest as members of society and have a positive impact in their respective contexts.

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 4, students should be able to:

i. Use a wide range of terminology in context

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

Criterion B: Investigating 

At the end of year 4, students should be able to: 

i. Formulate a clear and focused research question and justify its relevance.

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

iii. Use research methods to collect and record appropriate, varied, and relevant information.

iv. Evaluate the process and results of the investigation.

Criterion C: Communicating 

At the end of year 4, students should be able to: 

i. Communicate information and ideas effectively using an appropriate style for the audience and purpose

ii. Structure information and ideas in a way that is appropriate to the specified format

iii. Document sources of information using a recognized convention.

Criterion D: Thinking critically

At the end of year 4, students should be able to: 

i. Discuss concepts, issues, models, visual representation, and theories

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

iii. Analyze and evaluate a wide range of sources/data in terms of origin and purpose, examining values and limitations

iv. Interpret different perspectives and their implications.