MYP humanities aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. Students gain and develop knowledge and conceptual understanding as well as the skills of research, analysis, interpretation and communication, contributing to the development of the student as a whole.
This guide will give both teachers and students clear aims and objectives for MYP humanities. It includes conceptual and skill requirements of the course, in addition to details of final assessment requirements. The learning and development associated with humanities should contribute to students developing the qualities of the International Baccalaureate (IB) learner profile and engaging with the fundamental concepts of the MYP—holistic learning, intercultural awareness and communication.
Aims
The aims of any MYP subject state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn. In addition, they suggest how the student may be changed by the learning experience.
The aims of the teaching and study of MYP humanities are to encourage and enable students to develop:
- an inquiring mind
- the skills necessary for the effective study of humanities
- a sense of time and place
- a respect and understanding of others’ perspectives, values and attitudes
- awareness and understanding of people, cultures and events in a variety of places at different times
- an understanding of the interactions and interdependence of individuals, societies, and their environments
- an understanding of the causes and consequences of change through physical and human actions and processes
- an understanding of contemporary humanities issues
- a sense of intercultural awareness and a desire to be proactive as a responsible global citizen
- an awareness of the connections with other subjects
- a lifelong interest in and enjoyment of humanities.
Assessment Criteria
Criterion A: Knowledge
Maximum 10
Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and presentations, extended writing, projects and exhibits.
Achievement level descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The use of terminology is inconsistent or incorrect. Facts and examples are either absent, or those used are irrelevant or do not show understanding. The student provides descriptions that are inaccurate or that have insufficient detail; explanations are absent or superficial.
3–4 The use of terminology is mostly accurate and usually appropriate, though some errors remain. Facts and examples used are mostly relevant, and usually show understanding. The student provides basic descriptions that may need more detail; explanations are usually adequate but sometimes superficial.
5–6 Terminology is used accurately and appropriately. Relevant facts and examples are used to show understanding. The student provides accurate descriptions; explanations are adequate but not well developed.
7–8 A range of terminology is used accurately and appropriately. A range of relevant facts and examples are used to show understanding. The student provides accurate and detailed descriptions; explanations are developed.
9–10 The student shows an excellent command of a wide range of terminology, and uses it appropriately. An extensive range of relevant facts and examples are used to show understanding. Descriptions are accurate and detailed and explanations are fully developed.
Criterion B: Concepts
Maximum 10
Concepts are powerful ideas that have relevance within and across the MYP, and students must explore and re-explore these in order to develop understanding. Students develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills. Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. It is not intended that any one piece of work will assess all of the humanities concepts (time, place and space, change, systems, and global awareness). Suggested tasks for assessment include extended writing, oral presentations, research projects, case studies, essays and tests, and must give students the opportunity to demonstrate the requirements of the highest level descriptor.
Achievement level descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 Application of concepts is inappropriate. The student may demonstrate some conceptual awareness and understanding by recognizing basic connections to the subject matter.
3–4 Application of concepts is not always appropriate. The student demonstrates conceptual awareness and understanding by describing basic connections to the subject matter.
5–6 Application of concepts is appropriate but superficial. The student demonstrates conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts to other situations but is not always successful.
7–8 Application of concepts is appropriate and shows some depth. The student demonstrates conceptual awareness and understanding by explaining connections to the subject matter. The student applies concepts to other situations.
9–10 Application of concepts is appropriate and sophisticated. The student demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. The student applies concepts effectively to other situations.
Criterion C: Skills
Maximum 10
The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the student’s technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the MYP, and for lifelong learning.
Assessment tasks may give the student the opportunity to demonstrate one or more of the skills described in the objectives. Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral presentations/interviews.
Achievement level descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The student can select and use some relevant information. The student displays minimal analytical skills. The student’s arguments, decisions or judgments are not always relevant, or may be absent. The student attempts to carry out investigations, demonstrating few skills.
3–4 The student selects and uses mostly relevant information. The student’s work lacks the required depth in analysis. The student makes some relevant arguments, decisions or judgments though these are unsupported. The student demonstrates basic investigative skills.
5–6 The student selects and uses relevant information. Work shows satisfactory evidence of analysis. Arguments, decisions and judgments are supported and balanced but superficial. The student demonstrates adequate investigative skills.
7–8 The student selects and uses a range of relevant information. Work shows a good level of critical analysis. Arguments, decisions and judgments are well supported and balanced. The student demonstrates effective investigative skills.
9–10 The student selects and uses a wide range of relevant information. Work shows a high level of critical analysis. Arguments, decisions and judgments are fully supported and well balanced. The student demonstrates sophisticated investigative skills.
Criterion D: Organization and presentation
Maximum 8
Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills. Criterion D is more suited to assessing extended pieces of work, for example, fieldwork, research projects or essays. Teachers should use only the relevant elements of the descriptors when assessing organization and presentation. Schools must ensure that there is a set of recognized conventions for students to adhere to when documenting sources.
Achievement level descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2 The student communicates information that may not always be relevant. The student attempts to structure the work, but it may be unclear and/ or inappropriate to the format required. Presentation and expression are unclear and imprecise. There may be some evidence of documentation.
3–4 The student communicates information that is mostly relevant. The student attempts to structure and sequence the work but is not always successful. Presentation and expression are occasionally unclear. Sources of information are documented, though there may be omissions or consistent errors in adhering to conventions.
5–6 The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the content logically. Presentation and expression are clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation. Sources of information are documented, with occasional errors in adhering to conventions.
7–8 The student communicates information that is always relevant. The student organizes information into a well-developed and logical sequence, appropriate to the format required. Presentation and expression are clear, concise and effective, and the language, style and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognized convention.
Objectives
The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. These objectives relate directly to the assessment criteria found in the “Humanities assessment criteria” section.
A Knowledge
Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills.
At the end of the course, students should be able to:
- know and use humanities terminology in context
- demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by relevant facts and examples, and may show other ways of knowing.
B Concepts
Concepts are powerful ideas that have relevance within and across the disciplines. Students should be able to develop an understanding of the following key humanities concepts over the course at increasing levels of sophistication.
Time
Students should understand the concept of “time” not simply as the measurement of years or time periods, but as a continuum of significant events of the past. Students can achieve this through the study of people, issues, events, systems, cultures, societies and environments through time.
At the end of the course, students should be able to:
- establish a personal sense of identity in a context of time and place
- understand different perceptions of time
- show an understanding of people in past societies
- demonstrate an awareness of chronology that links people, places and events through time
- recognize and explain the similarities and differences that exist between people, places and events through time.
Place and space
The concept of “place and space” refers to a student’s awareness of how place/space is categorized, and the significance of place/space in humanities disciplines.
At the end of the course, students should be able to:
- recognize, describe and explain patterns and relationships in space, including natural and human environments
- recognize and explain similarities and differences between places
- understand constraints and opportunities afforded by location
- understand issues related to place/space on a local, national and global scale.
Change
Change necessitates an examination of the forces that shape the world. It may be viewed as positive or negative based on people’s perceptions. The concept of “change” addresses both the processes and results of change—natural and artificial, intentional and unintentional.
At the end of the course, students should be able to:
- understand and explain short-term and long-term causes of change
- establish and explain links between causes, processes and consequences
- recognize and explain continuity and change
- recognize that change is inevitable and that the rate of change is relevant to the context
- understand that as people interact with their environment, both change
- understand and explain how environmental, political, economic and social interactions can change levels of sustainability.
Systems
The concept of “systems” refers to the awareness that everything is connected to a system or systems. Systems provide structure and order to both natural and artificial domains.
At the end of the course, students should be able to understand, identify and compare:
- how systems, models and institutions operate
- social structures and controls
- the complex and dynamic nature of systems
- different types of equilibrium within systems
- systems in local, national and global societies
- rights and responsibilities within systems
- cooperation within and between systems.
Global awareness
The concept of “global awareness” engages students in a broader global context and encourages understanding of, and respect for, other societies and cultures. It also emphasizes the need to understand one’s own culture in order to understand others’ cultures.
At the end of the course, students should be able to:
- explain different perceptions of places, societies and environments
- show an understanding of how culture and perception can affect a sense of intercultural awareness
- show an understanding of the interdependence of societies
- demonstrate international awareness and intercultural awareness and understanding
- explore issues facing the international community
- recognize issues of equity, justice and responsibility
- know when and how to take responsible action where relevant.
C Skills
The development of skills in humanities is critical in enabling students to undertake research and demonstrate their understanding of knowledge and concepts. Students should be able to demonstrate the following skills during the humanities course to an increasing level of sophistication.
Technical skills
At the end of the course, students should be able to:
- observe, select and record relevant information from a wide range of sources
- use a variety of media and technologies to research, select, interpret and communicate data
- use sources, such as maps, graphs, tables, atlases, photographs and statistics, in a critical manner
- represent information using maps, models and diagrams, including use of scale, graphs and tables.
Analytical skills
At the end of the course, students should be able to:
- analyse and interpret information from a wide range of sources
- identify key questions, problems and issues
- critically evaluate the values and limitations of sources
- compare and contrast events, issues, ideas, models and arguments in a range of contexts.
Decision-making skills
At the end of the course, students should be able to:
- develop appropriate strategies to address issues
- formulate clear, valid and sound arguments, make balanced judgments on events, and draw conclusions, including implications
- make well-substantiated decisions and relate them to real-world contexts.
Investigative skills
At the end of the course, students should be able to:
- test hypotheses and/or ideas and modify them where necessary
- plan, carry out and present individual and group investigations
- engage in fieldwork in order to complement an investigation.
D Organization and presentation
Students should be comfortable using a variety of formats to organize and present their work (including oral presentations, essays, reports, expositions) and using a variety of media and technologies. They should understand that every presentation is unique and hence shows their new perspective.
At the end of the course, students should be able to:
- communicate information that is relevant to the topic
- organize information in a logically sequenced manner, appropriate to the format used
- present and express information and ideas in a clear and concise manner, using appropriate language, style and visual representation
- use referencing and a bibliography to clearly document sources of information, using appropriate conventions.
