Teacher(s) Jessica Murphy

Subject group and discipline Individuals and societies: History

Unit title

MYP Year

Constitution Confusion

Grade 7

Unit duration 5 weeks (30 hours)

Inquiry: Establishing the purpose of the unit

Key concepts

Related concept(s)
Individuals and societies: History
Governance
Communities

Global contexts
Fairness and development

Exploration to Develop: Democracy, politics,

government and civil society

Conceptual Understanding

Statement of inquiry
Our Constitution, which was written over 200 years ago, still affects our lives today.
Inquiry questions
Factual

How has America lived up to its constitutional ideals?

How can we bring the Constitution alive for our community?

Conceptual
Debatable

Does our society need protection from our government? How can we protect ourselves?

Objectives

Summative assessment

Outline of summative assessment task(s) including assessment

A: Knowing and understanding
ii. demonstrate knowledge and understanding of criteria:
subject-specific content and concepts, through
S Federalists vs. Antifederalists
Oral
descriptions, explanations and examples.
Debate (A)
B: Investigating
Debate- national (Federalists) versus
ii. formulate and follow an action plan to
state (Anti-Federalists)
investigate a research question
C: Communicating
S Individual Research and
i. communicate information and ideas in a way
Fieldwork
that is appropriate for the audience and purpose
Fieldwork Notes (B, C)
D: Thinking critically

Middle Years Programme Unit planner

Relationship between summative assessment task(s) and

statement of inquiry:

Students will create a product of their choice that

explains how the Constitution affects a community
group of their choice and what they group needs to
know about the Consitution.

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 i. analyse concepts, issues, models, visual

representation and/or theories

Exhibit

Group Final Product (A, D)

Approaches to learning (ATL)

IB ATL CATEGORY

MYP ATL CLUSTER

SPECIFIC ATL SKILL

I. Communication skills

Reading, writing and using language to

gather and communicate information
Exchanging thoughts, messages and
information effectively through interaction
Give and receive meaningful feedback

Students will reflect on their work, as well as

their team's work throughout this unit.
Students will use a Charrette protocol to
practice giving meaningful feedback this is
helpful and kind.

Working effectively with others

Delegate and share responsibility for
decision-making

Students will work in teams throughout this

unit, learning to comproise with one another,
as well as delegating responsibilities in order
to create their final product.

Communication

II. Collaboration skills

Social

LEARNING EXPERIENCES

Action: Teaching and learning through inquiry

Content

Learning process

Knowledge & Skills:

Learning Experiences
Three branches of government Supremacy Clause How will students know what is expected of them? Will they see examples, rubrics, templates, etc.?
How will students aquire the knowledge and practice the skills required? How will they practice applying these?
(separation of federal and state governments)
Citizens' rights and responsibilities Collaboration
Do the students have enough prior knowledge?
and communication
Students will review the IB rubrics before they begin developing their projects.
Students are not expected to have prior knowledge about the colonial era. Students will create a "Need to
Know List" in order to adapt the learning for their own needs.
Students will acquire their knowledge about our government by analyzing documents, watching and discussing
videos, and discussing new information.
Students will work in teams to complete tasks, collaborating on a final project that will teach a community group
of their choice about the Constitution.
Teaching strategies
How will we use formative assessments to give students feedback during the unit?
What different teaching methodologies will be employed?

Middle Years Programme Unit planner

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How are we differentiating teaching and learning for all? Have we considered those learning in the language other
than their mother tongue? Have we considered those with special educational needs?
New information will be presented to students in a variety of ways in order to reach all learners. Students
will practice analyzing texts, maps, videos, and other renderings. Students will acquire new information through
listening to information and creating diagrams and notes. Students will be able to work with one another
to complete formative assessments. Students will grade their formative work themselves, reflecting on what
was successful and creating goals for their next tasks. Students will also give their peers feedback on formative
tasks.
Task

Citizens' Rights and Responsibilities Rankings (B, C)

Students will individually rank the rights given to them in the Bill of Rights, explaining which rights
they find to be most important and relevant.

Paper

Federalists vs. Antifederalists Notes and Group Discussion (A, C)

After completing notes on the Federalists vs. Antifederalists debate students will discuss the
varying viewpoint with their teams.

Quiz

Federal vs. State Quiz (A)

Paper

Branches of Government Graphic Organizer (A, D)

Students will explain their Branches of Government Graphic Organizer.

Quiz

Branches of Government Quiz (A)

Project

Class Presentation of Project (A, D)

Describe how you will differentiate teaching & learning for this unit?
The unit will meet all learning styles. We will learn through videos, reading text, listening, doing, and
speaking with one another. Groups will consult and work directly with a teacher to complete challenging tasks.
Students will be responsible for developing their own final product for this unit that suits their needs.
Learner Profile
Communicators: Students will share ideas with one another. Students will practice giving meaningful feedback to their peers.

Middle Years Programme Unit planner

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Resources
Website: www.vaughnhistory.com/government.html
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit

During teaching

After teaching the unit

What do students already know, and what can they do?

Could we develop authentic opportunities for service
learning?
Students will develop a Need to Know List.
This should be an authentic unit for the students,
allowing them to explore how the Constitution affects
their lives.

Middle Years Programme Unit planner

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