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.
Period Topic / Unit Content 1st Semester Where do we come from? - Theories about the origin of the universe. - Components of the universe. - Planet Earth. - World's geography: The five continents' generalities. - Continental drift. - Climatic events and their impact. - Latitude and longitude. 1st Semester How have we adapted? - Human evolution theories. - Technological changes and evolution of the hominids. - Work and social order in the process of humanization. - Agricultural revolution, domestication of animals, and sedentarism. - Agriculture and the beginning of Ancient Civilizations. 2nd Semester How have we organized? - Forms of population in different continents. - River civilizations. - Pre-hispanic societies. - Legacy of river civilizations and pre-Hispanic societies. - Access and maintenance of power in antiquity. - Election of leaders in antiquity. - Forms of government in ancient societies. 2nd Semester What is my role in society? - Origins and evolution of "citizenship" - Participation and no participation of the people in a democracy. - No discrimination according to the Universal Declaration of Human Rights and the fundamental rights of the Colombian constitution. - Equality before the law. - Concept of identity in a multicultural society (Colombia) 2nd Semester Colombia, ¿Cómo llegamos a este punto en la nación? -Nociones básicas sobre la Constitución Política de Colombia (Estado, Nación, País, Ciudadanía). -Independencia y República de Colombia. -Geografía Física de Colombia. -División política de Colombia.
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.
Criterion A: Knowing and understanding
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.
Evaluation Criteria
Percentages
Knowing and understanding
25%
Investigating
25%
Communicating
25%
Thinking critically
25%
- Teacher: Daniela Giraldo Ospina
- Teacher: Pablo Cesar Valencia Giraldo