MYP unit planner Unit title Conflict & Peace Teacher(s) John Harvey, Rizwan Mayet & Aaran Coates Subject and grade level Humanities – Grade 9 Time frame and duration 8 Weeks 24 Lessons Stage 1: Integrate significant concept, area of interaction and unit question Area of interaction focus Which area of interaction will be our focus? Why have we chosen this? Significant concept(s) What are the big ideas? What do we want our students to retain for years into the future? Community & Service U - The concept of community in relation with other communities, awareness of the similar and different elements between communities and specific elements that make a community R - Responsibilities in planning actions within the community identifying personal strengths and limitations A - Being involved as an Key Concept: Global Interactions Content related concept: Global Justice Concept Statment Conflict impacts our decisions - Fairview International School MYP-HuG9S2U2 2012/2013
Transcript
MYP unit planner
Unit title Conflict & Peace
Teacher(s) John Harvey, Rizwan Mayet & Aaran Coates
Subject and grade level
Humanities – Grade 9
Time frame and duration
8 Weeks 24 Lessons
Stage 1: Integrate significant concept, area of interaction and unit question
Area of interaction focus
Which area of interaction will be our focus?
Why have we chosen this?
Significant concept(s)
What are the big ideas? What do we want our students to retain for
years into the future?
Community & ServiceU - The concept of community in relation with other communities, awareness of the similar and different elements between communities and specific elements that make a communityR - Responsibilities in planning actions within the community identifying personal strengths and limitations
A - Being involved as an active contributor, taking into account others needs
Key Concept: Global
Interactions
Content related concept:
Global Justice
Concept Statment
Conflict impacts our decisions -
MYP unit question
How do the causes and impacts of conflict shape our communities?
Fairview International School MYP-HuG9S2U2 2012/2013
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
Summative Assessment:
Week 2: Investigative Report (ongoing)
Criterion A, B, C ,D
Which specific MYP objectives will be addressed during this unit?
A: Knowledge:
1. Use humanities terminology in context2. Demonstrate knowledge and understanding of subject-specific content and
concepts, appropriate to the age level, using descriptions, explanations and examples.
B: Investigating
1. Formulate a clear and focused research question.2. Follow an action plan to investigate a research question.3. Use methods accurately to collect and record information consistent with the
research question.4. Effectively address the research question.
C: Thinking Critically
1. Analyse concepts, events, issues, models and/or arguments.2. Analyse and evaluate a range of sources in terms of origin and purpose,
recognizing values and limitations.3. Recognize different perspectives and their implications.4. Make connections between information to make valid, well-supported
arguments.
D: Communication
1. Communicate information and ideas using an appropriate style for the audience and purpose
2. Structure information and ideas in a way that is appropriate to the specified
Fairview International School MYP-HuG9S2U2 2012/2013
format3. Create a list of sources of information according to the task instructions
Source: IBO Humanities Guide 2012
Interim Objectives Page 15
Which MYP assessment criteria will be used?
Specify assessment tasks, their dates during the teaching weeks of the Unit and the assessment criteria addressed for each.
Report
A: Knowledge:
3. Use humanities terminology in context4. Demonstrate knowledge and understanding of subject-specific content and
concepts, appropriate to the age level, using descriptions, explanations and examples.
B: Investigating
5. Formulate a clear and focused research question.6. Follow an action plan to investigate a research question.7. Use methods accurately to collect and record information consistent with the
research question.8. Effectively address the research question.
C: Thinking Critically
5. Analyse concepts, events, issues, models and/or arguments.6. Analyse and evaluate a range of sources in terms of origin and purpose,
recognizing values and limitations.7. Recognize different perspectives and their implications.8. Make connections between information to make valid, well-supported
arguments.
D: Communication
4. Communicate information and ideas using an appropriate style for the audience and purpose
5. Structure information and ideas in a way that is appropriate to the specified format
6. Create a list of sources of information according to the task instructions
Fairview International School MYP-HuG9S2U2 2012/2013
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the
student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can
they be unpacked to develop the significant concept(s) for stage 1?
Specify what content will be taught; mention the teaching dates to cover the weeks of the Unit –
Week 1: Deconstruct the concept of conflict. Understand the different types & causes from a micro to a macro scale. Explore how conflicts are resolved. Identify that human beings are reactionary beings with a propensity for destruction.
Week 1 & 2: The students will demonstrate knowledge of the long term causes of WW1 by looking at the interactions between the major powers of the time and identifying areas of conflict (Militarism, alliances, imperialism, nationalism). They will also examine the immediate causes by looking at the assassination of Franz Ferdinand.
Identify the global aspect of WW1 by looking at imperialism and empires and how the war spread to Africa & the Middle East.
Outcomes of WW1 with a focus on the Treaty Versailles as an example of community & global Justice.
Week 3: Interwar period with attention paid to the League of Nations and the challenges it faced (Manchuria, Abyssinia, Aaland Islands, Upper Silesia). Emphasis on evaluating it as a mechanism for distributing justice, preventing conflict and promoting global interactions & security.
Week 4: Social, economic and political causes of WW2 by looking at the implications of the Treaty of Versailles, Weimar republic, the rise of fascism, the rise of Hitler, the principle of self-determination & the policy of appeasement.
Week 5: The persecution of Jews, gypsies and other ‘Untermensch’, culminating in a study of the Holocaust. How and why they were blamed for Germany’s problems? How does this fit into the fascist ideology? How did social, economic and political conditions enable/justify this sustained persecution?
Week 6: The movement of the War into North Africa and the Middle east. Emphasis on the clash between Rommel & Monty. Looking at the challenges of Desert Warfare and the great battles fought there e.g. The Battle of El Alamein, Siege of Tobruk, Operation Torch.
Week 7: Causes of the spread of the War to the pacific by exploring the rise of Fascism in Japan, the role of Hideki Tojo, Japanese imperialism & militarism, Pearl Harbour and the entrance of the USA into the war.
Fairview International School MYP-HuG9S2U2 2012/2013
Also examine WW2 in Asia with a focus on Japanese expansion into Burma, Malaya & Singapore.
Week 8: End of the War in Europe. German defeat at Stalingrad, Operation Market Garden, Bombing of Dresden, D-Day Invasion, Battle of Berlin & Hitler’s suicide.
End of the War in the pacific – A-bomb dropped on Hiroshima and Nagasaki. Can this be justified?
Did the allies commit war crimes?
Week 9:
How has conflict shaped our world? What was the most significant legacy of WW2? Attention focused on the creation of the UN, the Cold War, the universal declaration of human rights, the creation of the ICC.
Unit & student self-reflection.
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
ThinkingInquiring - Questioning and challenging information and arguments; developing guiding questionsPlanning - Selecting appropriate graphic organizersApplying knowledge and concepts - Logical progression of argumentsIdentifying problems - Deductive and reasoning, evaluating solutions to problemsCreating solutions - The combination of critical and creative strategies.
ReflectionSelf Awareness:Seeking positive criticism - Reflecting on areas of perceived limitationsSelf Evaluation - Keeping a learning journal for self reflectionTransfer
Make connections - Use knowledge, understanding and skills across subjects to create solutions and in unfamiliar situations
Fairview International School MYP-HuG9S2U2 2012/2013
Inquire in different contexts-changing the context of an inquiry to gain various perspectives
Learning experiences
How will students know what is expected of them? Will they see examples, rubrics, templates?
How will students acquire the knowledge and practise the skills required? How will they practise applying these?
Do the students have enough prior knowledge? How will we know?
Specify learning experiences of each day as per lesson plans to cover the Unit
Teaching strategies
How will we use formative assessment to give students feedback during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?
Specify teaching strategies of each day as per lesson plans to cover the Unit
Week 1 Lesson 1
1. Outline the Unit Plan, Unit question, the AOI & Significant concepts.
Introduce the summative assessment. (War Crimes assessment)
2. Deconstruct the concept of conflict.
What is conflict?
Identify the different types & causes, from internal to global conflict.
How/why is it relevant to them?
How are conflicts resolved?
AOI Focus: Identify types & causes of conflict in different communities.
ATL: Transfer
LP: Communicators
Week 1 Lesson 2
Week 1 Lesson 1
Teacher introduction to the unit and link to the trinity.
Teacher outlines summative assessment task.
Teacher led class discussion on the meaning of conflict and the different types with examples.
Students to think pair share on the causes of conflict and share ideas.
Teacher to divide class into five groups and give the following websites. Students summarise and explain the content to the rest of the class.
1. What was WW1 & why is it also known as the Great War?
2. Identify the major & minor players involved in WW1
3. Identify the alliances between the major powers
ATL: Information Literacy
LP: Knowledgeable
AOI: Identify the relationships between the European Community prior to 1914.
Week 1 Lesson 3
1. To understand the long term & immediate causes of WW1.
2. Evaluate who was responsible for the war.
AOI Focus: What were the causes of conflict between the European community in 1914?
ATL: Thinking
LP: Communicators
Week 2 Lesson 4
1. Identify the global aspect of WW1. Role of Empires, the spread of War out of Europe into the middle east.
AOI Focus: How did WW1 come to impact different communities all over the world?
Teacher presentation on WW1. Show map of Europe in 1914 and identify the major (GB, France, Russia, Austro-Hungary, Germany, Ottoman Empire) and minor (Belgium, Serbia) players of WW1.
Show how it was a war of firsts (global, first use of tanks, flamethrowers, mass airplanes, bloodbank, weaponised gas). Explain the reasons behind the name the Great War (trench warfare, number of deaths). Facts & pictures.
Students make notes.
Students illustrate dual alliance, triple entente & Franco-Russian alliance. Write names of countries to form a circle. Draw coloured lines connecting the different countries to illustrate the different alliances. Add key.
Identify the long term causes of WW1 (Militarism, Alliances Imperialism, and Nationalism - MAIN). Teacher introduces the acronym and elicits definitions.
Worksheet on the MAIN causes followed by class discussion of the answers.
Teacher introduces the immediate causes.
Video on the assassination of Franz Ferdinand
http://www.youtube.com/watch?v=0vaRWhADXwU
Teacher divides students into groups to decide who they blame for the start of WW1 and why (Austria, Gavrilo Princip, France, Germany etc)
Week 2 Lesson 4
Elicit acronym MAIN and the definitions as learnt last lesson. Teacher presentation on the role of Empires and how that made it a world war. Colonial powers mobilised their foreign manpower and resources. Compare the British, French, Ottoman, and German Empires.
Fairview International School MYP-HuG9S2U2 2012/2013
ATL: Information Literacy
LP: Inquirers
Suggested Homework: Create presentation on WW1 in Africa & Middle East. How did World War 1 influence the make-up of the Middle East?
Assessed by comments only
Week 2 Lesson 5
1. Understand how WW1 ended. Examine the impact of America joining the war, Russia making peace, allied and central power exhaustion after years of fighting.
2. Identify the different peace treaties signed by the central powers including the Treaty of Sèvres (Ottoman), Treaty of Saint Germain-en-Laye (Austria), Treaty of Versailles (Germany)
ATL: Collaboration
LP: Thinkers
AOI: How have major conflicts within the global community been settled in the past?
Week 2 Lesson 6
1. Examine the actual outcomes of the Treaty of Versailles.
2. Evaluate the Treaty of Versailles. Was it fair in terms of justice/a good resolution?
Explain homework and provide rubric for assessment.
Begin research to address homework task.
Week 2 Lesson 5
Teacher presentation on how WW1 was brought to an end. Examine the entrance of the USA and how that brought about the end of WW1. Examine the sinking of the Lusitania, financial aid from America to the allies, impact of military technology like the machine gun, boost to moral as a result of American support, additional manpower.
Identify and understand the content of the different peace treaties signed by the defeated powers.
Students make notes on teacher presentation.
Put students into groups for Treaty of Versailles role play (see document). Teacher explains. Students read instructions.
Watch video (6mins) that will assist in helping the students get into character. Stop at 5.53.
http://www.youtube.com/watch?v=WXRpnPNkspI
Role play begins.
At the end teacher asks groups for their decisions and reflection on the task.
Week 2 Lesson 6
Teacher presentation to show what was decided at the Treaty of Versailles. Students compare to what they decided in the previous lesson.
Teacher puts students in groups to evaluate the Treaty of Versailles. Guiding questions: Was it justified? (a forced peace, focus on the content of
Fairview International School MYP-HuG9S2U2 2012/2013
AOI Focus: How does conflict effect our decisions when it is time to make peace?
ATL: Reflection
LP: Thinkers
Week 3 Lesson 7
1. Examine the League of Nations. How was it created? What was its purpose? How was it meant to operate? Link to the idea of promoting global community & justice.
2. Identify crises that the League faced and how it handled them. Was it successful? Success determined by its stated purpose as covered in previous lesson (preventing conflict, promoting global security and justice, disarmament)
AOI focus: The challenges of mediating disputes in the global community.
ATL: Information literacy
LP: Inquires
Week 3 Lesson 8
1. Identify the strengths and weaknesses of the League of Nations.
2. Evaluate whether it was an effective mechanism for mediating disputes, providing justice and preventing conflict between members of the
the treaty and the conditions the Germans were forced to accept, consider the impact of non-consultation with the Germans in the design)
What do you think the implications could be? (political, social, economic)
Look at the curve of conflict and decide where Europe was before WW1, during WW1, after the armistices were signed, after the peace treaties were signed, and where they might be going next (reconciliation or back up/around the curve)
Teacher creates general knowledge quiz on WW1 & Treaty of Versailles (10-20 questions to be individually completed in class)
Week 3 Lesson 7
Elicit information from students about the League of Nations. What can they remember from previous lessons?
Teacher Presentation on the League, identifying its composition, purpose and its methods.
Using teacher rubric to guide them, students in groups research four challenges for the League (Manchuria, Abyssinia, Aaland Islands, Upper Silesia) and determine whether the League was successful or not.
Teacher draws rubric on board and as class we discuss and fill out.
Week 3 Lesson 8
Display a list of facts about the League of Nations. Students decide which ones would be a weakness or strength. For example, it had no army, America and the USSR were not included, ambitious/idealistic, powerful countries were members, a place to negotiate etc.
Was it realistic, given its composition and power, that it could achieve its aims?
AOI focus: What are the challenges that the global community faces when trying to mediate conflicts?
ATL: Information literacy
LP: Thinkers
Suggested Homework:
Students design their own cartoon to carry a message about the League of Nations. Can be hand drawn or computer produced.
This could be our first piece of display work for this quarter.
Week 3 Lesson 9
1. What is fascism? Examine the main characteristics including the idea of national rebirth, self-sufficiency, one all-powerful leader, restriction of rights, racial superiority, blaming other races or cultures for your nation’s troubles.
2. Identify and research fascist leaders in Europe. Mussolini, Hitler, Stalin, Franco.
AOI focus: Extreme ways we administer our communities.
ATL: Transfer
LP: Communicators
Week 4 Lesson 10
1. Explore the Rise of Adolf Hitler and the Nazis by looking at Hitler’s entrance into politics, the creation of the Nazi
ir1/aimsrev1.shtml
http://www.johndclare.net/EL3.htm
Students pair share and discuss reasons. Discuss as a class.
Teacher projects newspaper cartoons that illustrate opinion about the League of Nations. Class discuss and identify the message.
Perhaps use ‘the gap in the bridge’ cartoon. See YouTube video for guided explanation:
http://www.youtube.com/watch?v=-sXzU8HBKHg
Search Google images for ‘league of nation cartoons’ – Can differentiate here easily as some cartoons carry very simple messages, whereas others are more complex.
Divide class into groups and hand out more cartoons about the league for them to decipher. Each cartoon displays a slightly different message, however there is an overall theme. It was weak, idealistic and it failed.
Explain and set homework.
Week 3 Lesson 9
Teacher projects images of fascism to elicit comments. Teacher then provides definition of fascism and explains the main characteristics.
Students in groups research and make notes on European fascist leaders, including Mussolini, Hitler, Stalin, Franco. Focus on their ideas and goals for their countries, polices to make their country great again, role of secret police in suppressing opposition.
From the characteristics of Fascism already covered, what examples of these characteristics can we see in the leaders, their methods and their policies? For example Mussolini had a policy called the Battle for Grain, Hitler & Franco followed the concept of autarky, Stalin had 5 year plans . These are all based on the idea of self-sufficiency which is a characteristic of fascism.
Week 4 Lesson 10
Teacher presentation giving an overview of Hitler’s life including his birth Austria, role as a soldier in WW1, involvement with the GWP and
Fairview International School MYP-HuG9S2U2 2012/2013
party out of the German workers party, Hitler’s charisma and public speaking skills, becoming head of the Party, Munich Putsch, prison & Mein Kampf, election successes, Reichstag Fire.
2. Explore the Nazi beliefs and their policies.
AOI focus: Are laws that favour only the natives of a community justifiable?
ATL: Thinking
LP: Principled
Week 4 Lesson 11
1. Understand the causes of WWII by looking at the Eight Steps to War [SCRAMCUPT]. Saar Plebiscite, Conscription and re-armament, Rhineland, Austria, Munich, Czechoslovakia, USSR/Nazi Pact, Poland, The Rome/Berlin Axis
2. Was conflict inevitable and justifiable?
AOI focus: Why, like their predecessors in 1914, were the great powers unable to avoid war?
ATL: Reflection
LP: Inquirers
Week 4 Lesson 12
1. Understand what Anti-Semitism is and how it was utilised in Nazi Germany. Link to the characteristics of Fascism (superiority of a certain race & blaming other races for problems)
transition to Nazis, & political beliefs. Also includes how Versailles & the economic conditions in Germany in the interwar period provide the conditions necessary for Fascism to thrive.
Students complete timeline of Hitler rise to power.
Teacher to provide students with Nazi 25 Point plan worksheet to complete and discuss.
Are laws always justifiable?
Week 4 Lesson 11
Students individually research one point from the 9 steps to war. Teacher elicits explanations from the students. Provide students with diagram of Hitler marching up 9 steps. Students complete diagram
Class discussion on whether war was inevitable? Was it justifiable? How had the great powers come to abandon the principles agreed and enshrined in the League of Nations? Were they trapped in the logic of self-determination?
Students complete Hitler’s road to war online activity. Worksheet has subtitles and can be paused. Good for students less comfortable with English.
AOI focus: State sponsored persecution of minority communities.
ATL: Reflection
LP: Open minded
Week 5 Lesson 13
1. Examine the holocaust as a process that began with blaming Jews for failure in WW1, Versailles and Germany’s problems, and ended with state sanctioned and organised mass murder and genocide (the Final solution).
AOI focus: State sponsored persecution of minority communities.
ATL: Information Literacy
LP: Inquirers
Suggested homework
Students individually create a story board of pictures with captions illustrating & explaining the process of the Holocaust.
Week 5 Lesson 14
1. Examine why and how Italy enters WW2 by looking at Mussolini’s desire to create a new Roman empire based around the Mediterranean in North Africa and Europe. Link to back to the Fascist principle of creating a glorious
embraced/not opposed by many German people?
Teacher to show video of the Eternal Jew and ask questions based on video:
Students research in groups 10 facts about the holocaust. Board, examine and discuss.
Teacher provides overview of the holocaust focusing on the process of persecution of the Jews & other untermensch (Slavs, Poles, and Gypsies).
Blame & suspicion> discrimination (forced identity bands, graffiti on shops, kristallnacht)> segregation (seats on buses, not allowed walk on pavements, creation of ghettos) >deportation (liquidation of the ghettos and the movement to camps)>the final solution (gas chambers, crematoriums, Auschwitz, Dachau.)
Additional information and activities, including source analysis & reading comprehensions available from:
Think History! Modern Times 1750-1990, Caroline Beechener, Clive Griffiths, Amanda Jacob, pages 125-142. (7 copies available at Wangsa Maju library)
Set and explain homework.
Week 5 Lesson 14
Briefly re-examine Mussolini, Italian fascism & Italian Imperialistic ambitions. Elicit information from the students based on what has been covered in previous lessons. (Lesson 7 & 9)
Teacher presentation looking at the formation of the Axis (Pact of Steel), Italy’s entrance into the War in June 1940 and initial successes with the
Fairview International School MYP-HuG9S2U2 2012/2013
nation through was and conquest. Identify the synergy between German and Italian fascists.
ATL: Subject specific understanding
LP: Knowledgeable
AOI: ???
Week 6 Lesson 15
1. Explore WW2 in North Africa by looking at the main military leaders (Rommel, Montgomery), their tactics and the major battles including the Battle of Marmarica, 1st and 2nd battle of El Alamein, Siege of Tobruk, The Battle of Gazala, Operation Torch .
How important was the North Africa campaign in the context of WW2?
ATL: Communication
LP: Communicators
AOI: ???
Week 6. Lesson 16.
1. Examine the reasons for the rise of Fascism & Militarism in Japan. Desire to create an Asia-pacific empire to rival that of the great powers, the invasion of Mancuria & Korea, the requirement for resources based on the challenge of having a small territory, impact of
invasion of France and the beginning of the North Africa Campaign looking at Libya.
Students take notes
Students make quiz questions in pairs on Mussolini, Italian fascism, Italian imperialism, the war moving into Africa, reasons behind the formation of the Axis, then test another pair.
RESOURCES
Week 6 Lesson 15
Teacher presents profile on Rommel and Monty and identifies their credentials and tactics and re-clarifies/elicits how WW2 moved into North Africa. Re-identify/elicit Italian, British and French colonies in Africa.
Split students into groups and have them create presentations on the major battles in North Africa including the Battle of Marmarica, 1st & 2nd Battle of El Alamein, Siege of Tobruk, The Battle of Gazala, Operation Torch. Include maps, tactics, and significance in WW2 battle for north Africa.
Week 6. Lesson 16.
Teacher to show short video on the rise of Mililtarism & fascism in Japan . Students to take notes.
the Wall Street crash leading to the desire for self-sufficiency, resurgence of Chinese Nationalism.
2. Identify and profile Hideki Tojo as a General and Prime Minister. Understand and assess his contribution to Japanese Fascism and Militarism.
AOI focus: Pressures that impact the way our community behaves and organises itself.
ATL: Information literacy
LP: Thinkers
Week 6. Lesson 17.
1. Examine the reasons for Japan’s attack on Pearl Habour & the USA’s entrance into the war. Explore Japanese/American relations through the Washington Naval Conference, US trade embargos on steel and oil, Japanese movement into indo-china, American opposition to Japanese imperial expansion, movement of the pacific fleet from San Diego to Honolulu.
2. Look at the role of code breaking in monitoring Japanese intentions, Japanese military preparation for attack (Aircraft carriers, modification of torpedoes, reconnaissance of Pearl Harbour, the plan to attack on a Sunday, the failure to detect the attack on radar)
Answer the question: Was it necessary for Japan to attack the USA?
AOI focus: Can you justify attacking another community, particularly using pre-emptive strikes, to protect the interests of your own?
which were the most important factors.
Teacher presentation summarising the main reasons for the rise of Nationalism and Militarism in Japan, and the role of Hideki Tojo.
Students to research and discuss in groups why Japan attacked the USA. They will also complete Both Sides now for Judgement table to answer the question:
Essay: Was it inevitable that the USA would join the war?
Differentiation: Complete BSN for judgement table.
Week 7 Lesson 18.
1. Examine the Major battles of the pacific.
Battle of Hong Kong, Battle of Midway, The Battle of the Coral Sea, Guam(1941&44), Battle of Guadalcanal, Operation Jaywick Iwo Jima, Philippines Campaign (Battle of Bataan), Okinawa.
Identify the location, the individual challenges, objectives, statistics about numbers of men, type of equipment, any firsts in warfare e.g. The Battle of the Coral Sea was the first air to sea battle in history.
AOI focus: ???
ATL: Information literacy
LP: Inquires
Week 7 Lesson 18.
Students to create power point presentations in pairs on the major battles of the pacific.
Provide links to research (see below)
Students should include a map to identify location, identify the individual challenges, objectives, strategic importance, statistics about numbers of men, type of equipment, significance of the battles, any firsts in warfare e.g. The Battle of the Coral Sea was the first air to sea battle in history.
Students presentations to be peer assessed. Teacher to provide rubric for the students to assess each other.
Teacher gives presentation on Japanese expansion into focussing on the invasion of Burma, Malaysia and Singapore. Provides timeline and facts about the invasion. How easy it was, failure of the British to protect their colonies, how the Japanese treated the native population,
One of the suggested homeworks could be done in class if time permits.
Week 7 Lesson 20
Teacher presentation beginning with the end of WW2 in Europe ( D-Day, Operation Market Garden, Battle of Berlin, Hitler’s suicide ) and ending with dropping the A-bomb on the Japanese.
Video showing the explosive power of the A-bomb and accounts from Hiroshima and Nagasaki. (8mins)
http://www.youtube.com/watch?v=gwkyPvlWPM0
Class Reflection: How did the discovery and use of the A-bomb change the nature of Warfare?
Is this why we don’t have wars on this scale anymore?
Student discuss in groups: Was the bombing of Dresden and the dropping the A-bomb justified.
Should people of been tried for War Crimes?
Week 7 Lesson 21
Class Debate. Spread over lesson 21 & 22.
Lesson 21: Preparation
Lesson 22. Debate
Motion: The Cold War was the most significant legacy of WW2.
Fairview International School MYP-HuG9S2U2 2012/2013
Week 8 &9 – Student reflection and Self evaluation
.
Divide class into 3 groups
1. Argues for the Cold War
2. Argues for Creation of the UN
3. Panel of judges
Teacher provides rules and format for debate.
Rules: Be respectful, no shouting, everyone must contribute etc
Format: Opening statements, Argument, Rebuttal, question & answer, Closing statements, judges give their individual decisions with justification.
Teacher provides factsheet on the Cold War, creation of the UN to assist students in forming arguments. Factsheet to show successes, failures, how they were/are instruments for global change.
Teacher to show video of the Eternal Jew and ask questions based on video: http://www.youtube.com/watch?v=P9rhgEKLtR8&bpctr=1366130459
Italy and North Africa campaign https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&ved=0CEgQFjAF&url=http%3A%2F%2Focean.otr.usm.edu%2F~w416373%2FHIS%2520360%2FHIS%2520360%2520Lsn%252024%2520WWII%2520NA%2520and%2520Italy.ppt&ei=dDCsUf30G4G3rAfD0YGwDQ&usg=AFQjCNE16W7bcgG-JnnrSmOYRARKewE4Yg&sig2=Y1oZnVBfvWcqFFDaH0yofw&bvm=bv.47244034,d.bmk
In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any
way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What
opportunities were there for student-initiated action?
Possible connections
How successful was the collaboration with other teachers within my subject group and
from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration
Fairview International School MYP-HuG9S2U2 2012/2013
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Figure 12
MYP unit planner
Fairview International School MYP-HuG9S2U2 2012/2013
