Humanities



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 =**Aims and Objectives** =

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.

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: ==== ==== 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.
 * 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.


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: ==== ==== 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.
 * 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.


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: ====<span style="color: #660000; display: inline; font-size: 16px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> ==== 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:
 * 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.
 * 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.