Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
Subject: HISTORY
Teacher: Jerzy Janiec
MYP
Level
Approx
Dates
September
Unit
Title
What is history?
(including the historical
sources from the
Ancient Times and the
Middle Ages)
The Age of the
Renaissance
Unit
Question
What skills do I need to
develop to study history?
Areas
of Interaction
Approaches to
Learning
How did the person’s
World change in the Age
of the Renaissance?
Health &
Social
Education
Significant
concept
The ‘Historia’ (ancient Greek) is an
inquiry and a knowledge acquired
by investigation. The ‘Historian’ is
a detective who studies and writes
about the past.
The Renaissance men (polymath) a
person of great learning in several
fields of study.
November
(2 weeks)
November
(2 weeks)
Europe in the 17th
century
The Age of the
Enlightenment
Why was the 17th century
a time of contrasts?
Why and with what
results did the American
and French Revolutions
take part?
Human
Ingenuity
Health &
Social
Education
The Baroque period as the time of
‘absurd’ and ‘grotesque’.
The Indepedence and the Rights of
Man and Citizen as winds of
change in history.
December
The Industrial
Revolution
What was the influence
of the Industrial
Revolution on societies
and environments?
Environments
The machines changed people’s
way of life as well as their methods
of manufacturer.
MYP 1
October
Forms
of Assessment
*Open book test;
*Extended writing:
a fieldwork report – History
at home;
*The Chronos Quiz
*Problem-solving test;
*Role play project: My
(hi)story in the Age of
Renaissance;
*Extended writing –
a report connected with role
play project
*Problem-solving test
*Source analysis test
*Data response test;
*Extended writing:
a newsletter as an answer on
the unit question
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
The World before,
during and after the
First World War
Why was the First World
War a new kind of
conflict?
Human
Ingenuity
The impact of technological
innovations in the battlefield and
reflection on the consequences of
human development.
February
The Interwar Years
(1918-1939)
Community &
Service
March
The Second World War
How did the countries
deal with the political,
economic and social
system after WWI?
What do the study of the
WWII tell us about
society?
An individual as the most
important person in a state who
could change weaknesses into
strengths using a propaganda.
Different ways of inhumane ideas
implementation during the WWII
April
May
The Cold War
What was so cold about
the Cold War?
Human
Ingenuity
The spies are among us !!!
The significance of political
tension and military rivalry
between nations that stops short or
full-scale war.
June
My country in the
Early Modern and
Modern Times
What were the main
developments in my
country in the Early
Modern and Modern
Times?
Human
Ingenuity
Researching the history of my
country can be inspirational
MYP 1
January
Health &
Social
Education
*Problem-solving test;
*Extended writing:
an essay – Why was the First
World War a new kind of
conflict?
*Self-assessment
*Data response test;
*Role play project –
a political party leader
speech
*Problem-solving test;
*Extended writing: a
manifesto for the World
population after the WWII
*Source analysis test;
*Extended writing: an essay
- What was so cold about the
Cold War?
*Debate: Can we say that the
Cold War was the hot war?
*Power Point presentation &
*Editorial – My country, my
history
*Self-assessment
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
MYP 2
MYP
Level
Approx
Dates
September
(2 weeks)
Unit
Title
The study of
history
Unit
Question
How to analyse a
historical source?
Areas
of Interaction
Approaches of
Learning
Significant
concept
Studying history through critical analysis of
different kinds of sources
Forms
of Assessment
*Source analysis test
September
(2 weeks)
October
(2 weeks)
The first
civilizations
What were the longlasting developments
made by ancient
societies?
Human
Ingenuity
Among the legacy of the first civilizations are
writing, cultural, scientific achievements and
the first monotheistic religion
October
(2 weeks)
November
December
January
The Ancient
Greece
How ‘Greek’ are we?
Community &
Service
The Ancient
Rome
How did the Romans
shape their
environment?
Environments
We inherited culture, philosophy, democracy,
patriotism and the sense of beauty from the
ancient Greeks
The Roman expansion was the natural way of
creating the most powerful Imperium in the
Ancient World using strength. But at the same
time they codified law, built aqueducts and
roads changing environment.
February
March
The rise of
Europe
How was Europe
(re)shaped in the Early
Middle Ages?
Human
Ingenuity
*Problem-solving test;
*Report – writing, speech,
poster, comics, etc. –
presentation of the first
civilizations developments
*Source analysis test;
*Extended writing: an essay
- How ‘Greek’ are we?
*Problem-solving test;
*Extended writing:
a newsletter – On the
Ancient Romans social
environment;
*Role play project: In the
Roman Senate
*Self-assessment
*Data response test;
*Extended writing:
The rise of Europe
newsletter;
*Debate: The decline and
fall of the Roman Empire – it
was the Ancient Romans
fault?
In the Early Middle Ages new countries were
created and social, economic and political
systems as well.
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
The Medieval
Europe
How did people think and
act in the Middle Ages?
Health &
Social
Education
The Medieval Europe was influenced
by religion in all spheres of live.
June
My country in
the Middle Ages
What were the main
developments in my
country in the Middle
Ages?
Human
Ingenuity
Researching the history of my country
can be inspirational
Unit
Title
The Renaissance
World
Unit
Question
How and why have
historians’ view about the
Renaissance changed?
Areas
of Interaction
Human
Ingenuity
Significant
concept
The historians’ views about the
Renaissance have changed which was
caused by access to sources and
historians’ bias.
The Age of
Absolutism
How different were
absolute and limited
monarchy?
Human
Ingenuity
The absolute monarchs had full power
whereas the limited monarchies were
in fact ruled by the Parliaments.
MYP 2
April
May
MYP 3
MYP Approx
Level Dates
September
October
November
(2 weeks)
November
(2 weeks)
December
*Open book test;
*Extended writing: essay –
How did people think and
act in the Middle Ages?;
*Fieldwork report
(a multimedial presentation)
– To find the medieval
historical sources
*Power Point presentation &
*Editorial – My country, my
history
*Self-assessment
Forms
of Assessment
*Problem-solving test;
*Extended writing:
an essay - How and why
have historians’ view about
the Renaissance changed?;
*Newsletter
(a multimedial version) –
The Historian
*Source analysis test;
*Extended writing:
a manifesto – The Intentions
of the absolute monarch;
*Debate: Thanks to
agreement with people I can
do whatever I want legally?
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
The Age of
Reason
How did people
define a reason to
change things using
rational thinking?
Approaches to
Learning
“Enlightenment was a desire for human affairs to
be guided by rationality rather than by faith,
superstition, or revelation; a belief in the power
of human reason to change society and liberate
the individual from the restraints of custom or
arbitrary authority; all backed up by a world view
increasingly validated by science rather than by
religion or tradition.” – Dorinda Outram, The
Enlightenment (1995)
“Liberty, equality, fraternity, or death; - the last,
much the easiest to bestow, O Guillotine!!!” –
Charles Dickens, A Tale of Two Cities
February
March
The French
Revolution &
Napoleon
Bonaparte
How and why did
the revolution
change France?
Health &
Social
Education
April
The American
Revolution
Why did the
Americans decide to
fight for their
community and
independence?
Community &
Service
“The American Revolution was, in fact, a battle
against the philosophy of Locke and the English
utilitarians.” – Robert Trout, an American
broadcast news reporter
May
The Industrial
Revolution
The Industrial
Revolution – a
blessing or a curse?
Environments
The Industrial Revolution brought both positive
and negative results. It was the beginning of
modern Europe.
MYP 3
January
*Open book test;
*Extended writing:
An editorial – On the
reasoning;
*Speech: The Age of Reason
as the time of Growth of the
democratic traditions
*Self-assessment
*Problem-solving test;
*Extended writing:
A fieldwork report –
Towards the evaluation of
the significance of the
French Revolution;
*Role play project:
The Napoleonic Wars
*Source analysis test;
*Extended writing:
An essay – Could we call the
American revolutionaries
terrorists?;
*Data response test;
*Extended writing: an article
- The Industrial Revolution
– a blessing or a curse?
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
My country in
the Early
Modern
Times
What were the
developments in my
country in the Early
Modern Times?
Human
Ingenuity
Researching the history of my country can be
inspirational
*Power Point presentation &
*Editorial – My country, my
history
*Self - assessment
Approx
Dates
September
October
Unit
Title
The Age of
Ideologies
Unit
Question
What role does
ideology play in
shaping our identity?
Areas
of Interaction
Community &
Service
Significant
concept
A conflict often arises between people with
different systems of thought and belief.
Forms
of Assessment
*Problem solving test;
*Extended writing:
A manifesto – The Ideology
which can change the World;
*Speech – connected with
the manifesto
November
December
A Westerndominated
World
How did the
Europeans affect the
environments of
colonized people?
Environments
Colonialism brought both positive and negative
results. “Colonialism is an idea born in the West
that drives Western countries - like France, Italy,
Belgium, Great Britain - to occupy countries
outside of Europe”. Ahmed Ben Bella, a former president of
Algeria
January
The World at
the turn of the
20th century
Can we say that the
Modern World
emerged at the
beginning of the 20th
century?
Human
Ingenuity
MYP 4
MYP
Level
June
“I never think of future. It comes soon enough.”
– Albert Einstein, December 1930
*Source analysis test;
*Extended writing: The
colonization report;
*The colonization newsletter
which includes maps and
data
*Open book test;
*Extended writing: an essay
– The World at the turn of
the 20th century. Your
predictions, worries and
hopes...;
*Self-assessment
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
The First Global
War (19141918)
How huge impact did
have the WWI on
development of social,
economic, political
systems and
environments?
Environments
“After the First World War the
economic problem was no longer one
of production. It was the problem of
finding markets to get the output of
industry and agriculture dispersed and
consumed”. – John Boyd Orr, a
Scotish teacher
March
The totalitarian
states
What was life like in
the totalitarian states?
Human
Ingenuity
“The real point is that totalitarian
regimes have claimed jurisdiction
over the whole person, and the whole
society, and they don't at all believe
that we should give unto Caesar that
which is Caesar's and unto God that
which is God's.” Jeane Kirkpatrick, an American
ambassador
April
May
The Second
Global War
(1939-1945)
Why did so many
people die in the WWII
and how did the
environment change?
Environments
“It is evil thing we shall fight against,
brute force, bad faith, injustice,
oppression and persecution.” –
N. Chamberlain, British Prime
Minister
MYP 4
February
*Source analysis test;
*Extended writing:
An editorial – “Those who
cannot remember the past
are condemned to repeat it.”
– George Santayana. How
do you understand the
authors words in connection
with the two Global Wars?;
*News from the battlefield
and the markets (oral
presentation)
*Problem-solving test;
*Extended writing: an essay
– What is the difference
between living in the
democratic and totalitarian
country? – comparative
history;
*Debate: There was a
chance to change the
World’s destiny?
*Data response test;
*Extended writing:
a newsletter – The
Observer. About the nations
during the WWII;
*Role play project –
The Art of War. A confession
of the country leaders and
their soldiers
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
MYP
Level
June
My country in
the 19th-20th
What were the main
developments in my
country in the 19th-20th
Human
Ingenuity
Researching the history of my country
can be inspirational
*Power Point presentation &
*Editorial – My country, my
history
*Self - assessment
Approx
Dates
September
Unit
Title
The aftermath
of the WWII
Unit
Question
How did people help
others after the WWII?
Areas
of Interaction
Community &
Service
Significant
concept
“The World must know what
happened, and never forget.” – gen.
Eisenhower, while visiting Nazi death
camps 1945
The beginning
of the WestEast conflict
(1947-1949)
What did the division
of Europe into
Capitalist and
Communist Blocs
mean for Europe and
the whole World?
Human
Ingenuity
“From Stettin in the Baltic to Trieste
in the Adriatic an iron curtain has
descended across the Continent.” Sir Winston Churchil, March, 5
1946
Forms
of Assessment
*Data response test;
*Extended writing:
a report – Looking for the
positive outcomes after the
WWII
*Source analysis test;
*Extended writing:
an essay topic connected
with the unit question;
*Role play project – The
NATO, its functioning and
organization
From the
apogee of the
Cold War to the
phase of crisis
(1949-1963)
How did the leaders of
the USA and the Soviet
Union think and react
when the view of an
atomic bomb attack
appear?
Health &
Social
Education
One of the biggest wake-up calls for
the USA and the USSR during the
Cold War took place in October 1962
and it’s better known as the Cuban
missile crisis.
MYP 5
October
November
*Problem solving test;
*Extended writing:
a report (a written form,
speech or multimedial
presentation) – An atomic
bomb conflict in the air.
How to react when two
strengths got familiar
weapons?
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
December
January
The ‘Détente’
(1963-1979)
Why did the USA
presidents Richard
Nixon and Gerald Ford
decide to ease a geopolitical tension
between the Soviet
Union and the
Capitalist Bloc?
Health &
Social
Education
The ‘Détente’ (French), ‘razryadka’
(Russian) – relaxation in a political
situation between the Soviet Union
and the United States.
…
“Détente – a French word we employ
to conceal the fact that we have only
the vaguest idea what are we trying to
say.” – a former Secretary George
W. Ball, 1971
February
The decline of
the Empire and
the New
International
Order
(1979-1995)
How did the new
strategy to oppose the
Soviet Union influence
society, states and their
environment?
Environment
“Détente has been a one-way street
that the Soviet Union has used to
pursue its aims.” – Ronald Regan,
the USA president
The Regan Doctrine played a major
role in the decline of the Soviet
Russian ‘Evil Empire’. He stated that:
“The U.S. must rebuilt the credibility
of its commitment to resist Soviet
encroachment on U.S. interests and
those of its Allies and friends, and to
support effectively those Third World
states that are willing to resist Soviet
pressures or oppose Soviet initiatives
hostile to the United States, or are
special targets of Soviet policy.”
*Data response test;
*Extended writing:
a historical article The Détente a bad idea or a
time for the Soviet Union to
show who they really were?;
*Speech – an oral
presentation of the students
point of view;
*News presentation from the
Communist Bloc
(1963-1979);
*Self assessment
*Source analysis test;
*Extended writing:
a newsletter – The Regan
Doctrine Daily – the
students personal overview
of the Cold War and the way
of foreign policy which was
chosen by Ronald Reagan
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
March
The New
Economic
Integration phase
What were the positive
outcomes after the
Cold War?
Health and
Social
Studies
We can observe New Economic
Integration phase in Europe which is
connected with the European Union
and the integration outside Europe for
instance Southern Common Market in
the Southern America.
“Hastiness and superficiality are
psychic diseases of the XXth century
and more than anywhere else this
disease is reflected in the press” Aleksandr Solzhenitsyn
“Almost everything that distinguishes
the modern world from earlier
centuries is attributable to science,
which achieved its most spectacular
triumphs in the seventeenth century.”
– Bertrand Russel, a British
philosopher, historian,
Globalization is the process by which
different parts of the World interact
economically, politically and
culturally and technology is also
helpful in this process.
Do we have any
hazards of civilization
– new Cold Wars or
hot wars?
The World at the
end of the 20th
century
What can we learn
from Joseph Beuys
experience and his
monumental
installation?
Approaches
to Learning
May
The World at the
beginning of the
21st century
How do we live in
relation to others in the
Age of Technology?
Community
& Service
MYP 5
April
The Age of
Technology/
(Information)
Globalization
*Open book test;
*Extended writing:
a report about the changes in
Europe and around the
World after 1991;
*A manifesto about motives
to join the EU or any other
international organization
like it
*Source analysis test;
*Extended writing:
an editorial – The
interpretation of the
monumental installation
created by Joseph Beuys as
the way of sharing your
thoughts about the 20th
century;
*Power Point presentation –
Your visual presentation of
the 20th century
*Data response test;
*Extended writing:
an essay - How do we live in
relation to others in the Age
of Technology and
Globalization?;
*Debate:
The Information Age – the
human beings development
leading to the
Cyberwarfare?
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
June
My country at the
20th and at the
beginning of the
21st century
What were the main
developments in my
country at the 20th and
at the beginning of the
21st century?
Human
Ingenuity
Researching the history of my country
can be inspirational
*Power Point presentation &
*Editorial – My country, my
history;
*Self - assessment
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
OPTIONS
FORMAT
CRITERIA
• Fieldwork report
• Newsletter
• Editorial
Extended writing
• Essay
ABCD
• Manifesto
• Article
• Report
• Open book test
Test
• Problem-solving
AC
• Data response
• Source analysis
• PowerPoint® presentation
• Speech
Tasks which provide an oral presentation
• Role play project
• Debate
• News presentation
ABCD
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
TASKS
MYP 1
GRADE 6
• use humanities
terminology in context
• show knowledge and
understanding of subject
specific content and
concepts, appropriate to the
age level, using
descriptions, explanations
and examples.
A. KNOWING & UNDERSTANDING
MYP 2
MYP3
MYP4
GRADE 7
GRADE 8
GRADE 9
• use humanities
• use humanities
• use humanities
terminology in context
terminology in context
terminology in context
• show knowledge and
• demonstrate knowledge
• demonstrate knowledge
understanding of subject
and understanding of
and understanding of
specific content and
subject-specific content and subject specific content and
concepts, appropriate to the concepts, appropriate to the concepts, appropriate to the
age level, using
age level, using
age level, using
descriptions, explanations
descriptions, explanations
descriptions, explanations
and examples.
and examples
and examples
MYP5
GRADE 10
• use humanities
terminology in context
• demonstrate knowledge
and understanding of
subject specific content and
concepts through developed
descriptions, explanations
and examples.
B. INVESTIGATING
MYP 1
GRADE 6
• choose questions to research
• follow a simple action plan
to investigate a research
question
• use methods accurately to
collect and record information
consistent with the research
question
• answer the research question
MYP 2
GRADE 7
• choose questions to
research
• follow a simple action plan
to investigate a research
question
• use methods accurately
to collect and record
information consistent
with the research question
• answer the research
question
MYP 3
GRADE 8
• formulate a clear and
focused research question
• follow an action plan to
investigate a research
question
• use methods accurately
to collect and record
information consistent
with the research question
• effectively address the
research question
MYP 4
GRADE 9
• formulate a clear and
focused research question
• follow an action plan to
investigate a research
question
• use methods accurately
to collect and record
information consistent
with the research question
• effectively address the
research question
MYP 5
GRADE 10
• formulate a clear and
focused research question
• formulate and follow an
action plan to investigate a
research question
• use methods accurately
to collect and record
information consistent
with the research question
• effectively address the
research question
Zespół Szkół Ogólnokształcących
Uniwersytetu Kazimierza Wielkiego
INTERNATIONAL SCHOOL OF BYDGOSZCZ
Vertical Units Of Work
C. THINKING CRITICALLY
MYP 1
GRADE 6
• identify ideas, events,
issues or arguments
• analyse a range of sources
in terms of origin and
purpose
• identify different views
and their implications
• make connections
between information to give
an opinion.
MYP 2
GRADE 7
• identify ideas, events,
issues or arguments
• analyse a range of sources
in terms of origin and purpose
• identify different views
and their implications
• make connections
between information to give
an opinion.
MYP 3
GRADE 8
• analyse concepts, events,
issues, models and/or
arguments
• evaluate and analyse a
range of sources in terms
of origin and purpose,
recognizing values and
limitations
• recognize different
perspectives and their
implications
• make connections between
information to make valid,
well-supported arguments
MYP 4
GRADE 9
• analyse concepts, events,
issues, models and/or
arguments
• evaluate and analyse a
range of sources in terms
of origin and purpose,
recognizing values and
limitations
• recognize different
perspectives and their
implications
• make connections between
information to make valid,
well-supported arguments
MYP 5
GRADE 10
• analyse concepts, events,
issues, models and
arguments
• analyse and evaluate a
range of sources in terms
of origin and purpose,
recognizing values and
limitations
• interpret different
perspectives and their
implications
• synthesize information in
order to make valid, wellsupported arguments
MYP 4
GRADE 9
• communicate information
and ideas using an
appropriate style for the
audience and purpose
• structure information
and ideas in a way that
is appropriate to the specified
format
• create a list of sources of
information according to the
task instructions
MYP 5
GRADE 10
• communicate information
and ideas using an
appropriate style for the
audience and purpose
• structure information
and ideas in a way that
is appropriate to the
specified format
• document sources of
information using a
recognized convention
D. COMMUNICATING
MYP 1
GRADE 6
• communicate information
and ideas using an appropriate
style for the audience and
purpose
• organize information
and ideas in a way that
is appropriate to the specified
format
• create a list of sources of
information that follows the
task instructions
MYP 2
GRADE 7
• communicate information
and ideas using an
appropriate style for the
audience and purpose
• organize information
and ideas in a way that
is appropriate to the specified
format
• create a list of sources of
information that follows the
task instructions
MYP 3
GRADE 8
• communicate information
and ideas using an
appropriate style for the
audience and purpose
• structure information
and ideas in a way that
is appropriate to the
specified format
• create a list of sources of
information according to the
task instructions