Integrated humanities — history, geography, civics and economics taught as one strand.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Societies can be affected by different types of hazards and require innovative systems and resources in order to respond effectively to them.
Orientation in Space and Time
systems, models, methods; products, processes and solutions
Systems
Resources (Geography)
Research: Information literacy skills. Interacting with media to use and create ideas and information
Factual Questions 1. How is earth structured? 2. What are plate techtonics? 3. What are the causes and consequences of the earthquakes and volcanoes? 4. Tracing on the map some of the historical examples of significant natural disasters in India and Asia. Conceptual Questions 1. What are different ways that societies can respond to natural hazards? 2. How do human activities contribute to the vulnerability of regions to natural disasters? 3. In what ways do different types of natural disasters impact human societies and the environment? Debatable Questions 1. Can modern technology and planning completely eliminate the risks associated with natural disasters or will societies always need to adapt and innovate to respond to unforeseen challenges/natural disasters?
Crit A and C Students will investigate a specific natural disaster, critically analyze its causes and effects, and develop an action plan for preparedness and mitigation based on research.
Global Innovation and modernisation through a change of systems helps adapt to changing circumstances
Globalisation and Sustainability
consumption, conservation, natural resources and public goods
Global Interaction
Innovation and Revolution
Thinking Skills: Creative thinking skill.
What is innovation? How does innovation drive change? What is the cause of innovation? What is the impact and ethical implication of different innovations? What is an IR? What were the causes and impact of the IR?
Crit A and D Students will design and manage an industrial city, making decisions about resource allocation, technology implementation, labor management, and social welfare. Throughout the simulation, students will experience the complexities and consequences of industrialization.
Competition and Cooperation are interrelated and can influence the course of exploration and its outcomes.
Fairness and Development
power and privilege
Change
Power, Resources
Communication Skills: Exchanging thoughts, messages and information effectively through interaction. Reading, writing and using language to gather and communicate information
Are global interactions always progressive?: What is exploration? What was the 15th century world like? What was exploration like in the 15th century? Why did people explore in the 15th century? How did exploration change maps? What were the immediate consequences (social, economic and political) of exploration in medieval times? Was Columbus a villain or a hero? What were the long term consequences of exploration? How do you analyse a research question?(understanding the questions from the summative and break down your single question in to sub questions)
Crit B and D Students will conduct an in-depth investigation into one of the major European colonial empires (French, Spanish, or Portuguese) and create a digital history project that analyzes their findings. They will present their projects to the class, demonstrating their research and communication skills. Ongoing assessment.
Governments organize societies through diverse systems that distribute power, influencing fairness, equity, and development.
Fairness and Development
democracy, politics, government and civil society
Power
Equity
Social: Collaboration.
Factual Questions What are the key differences between an absolute monarchy and a constitutional monarchy? Who were some of the historical figures associated with notable dictatorships, such as Nazi Germany and Stalinist Russia? Conceptual Questions How do the principles of democracy ensure the protection of individual rights and freedoms? In what ways do monarchy, dictatorship, and democracy differ in their approach to governance and authority? Debatable Questions Is a constitutional monarchy a better form of government than an absolute monarchy in terms of stability and representation? Can a dictatorship ever be justified if it leads to economic growth and stability?
Crit B and C Students will participate in a simulation where they role-play as citizens of countries with different government systems (monarchy, dictatorship, democracy). They will document their experiences, conduct research on each system, and create a multimedia report comparing the three forms of government. Crit A and C.
Other grades for this subject: MYP 1 · MYP 2 · MYP 4 · MYP 5