Individuals and Societies Guide (For Use From September 2014 - January 2015) PDF

Individuals and societies guide
For use from September 2014/January 2015

For use from September 2014/January 2015
Middle Years Programme

Published May 2014

Updated September 2014
Published on behalf of the International Baccalaureate Organization, a not-for-profit
educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva,
Switzerland by the
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United Kingdom
Website: www.ibo.org
International Baccalaureate Organization 2014
The International Baccalaureate Organization (known as the IB) offers four high-quality
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MYP323
IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
Contents
Introduction
Purpose of this guide
Individuals and societies in the MYP
Programme model
The nature of individuals and societies
Individuals and societies across the IB continuum
Aims
Objectives
Planning a progression of learning
10
Interdisciplinary learning
12
MYP projects
13
Written and taught curriculum
14
Requirements
14
Planning the individuals and societies curriculum
15
Teaching and learning through inquiry
16
Subject-specific guidance
24
Assessed curriculum
27
Alignment of objectives and criteria
27
Assessment criteria overview
28
Individuals and societies assessment criteria: Year 1
29
33
37
eAssessment
41
Appendices
42
Related concepts in individuals and societies
42
Individuals and societies glossary
52
MYP command terms for individuals and societies
53
Selected reading
54
Introduction
Purpose of this guide
This guide is for use from September2014 or January 2015, depending on the start of the school year.
This document provides the framework for teaching and learning in individuals and societies in the Middle
Years Programme (MYP) and must be read and used in conjunction with the document MYP: From principles
into practice (May 2014), which includes:

general information about the programme
the MYP unit planner, with guidance for developing the curriculum that is relevant for all subject
groups
detailed information about approaches to learning
advice that supports access and inclusion (including accommodations for students with learning
support requirements)
a statement on academic honesty.
In MYP publications, requirements appear in a text box like this one.
Additional resources
Teacher support materials (TSM) are available in the online curriculum centre (http://occ.ibo.org). The
TSM for individuals and societies contains support for developing the written, taught and assessed
curriculum. It provides examples of good practice, including subject group overviews, assessment tasks and
markschemes, as well as student work with teacher comments.
An optional process of external assessment can lead to IB MYP course results for individuals and societies
courses, and these results can contribute to the awarding of an IB MYP certificate. More information is
available in the annual publication Handbook of procedures for the Middle Years Programme.
A range of publications that support the MYP is available at the IB store (http://store.ibo.org).
Acknowledgments
The IB gratefully acknowledges the generous contributions of IB World Schools and the global community
of educators who collaborate in the development of the Middle Years Programme.
Programme model
Figure 1
Middle Years Programme model
The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students
to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging
students to make connections between their studies in traditional subjects and the real world. It fosters the
development of skills for communication, intercultural understanding and global engagementessential
qualities for young people who are becoming global leaders.
The MYP is flexible enough to accommodate the demands of most national or local curriculums. It builds
upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares
students to meet the academic challenges of the IB Diploma Programme (DP) and the IB Career-related
Certificate (IBCC).
Programme model
The MYP:

holistically addresses students intellectual, social, emotional and physical well-being
provides students with opportunities to develop the knowledge, attitudes and skills they need in
order to manage complexity, and take responsible action for the future
ensures breadth and depth of understanding through study in eight subject groups
requires the study of at least two languages to support students in understanding their own cultures
and those of others
empowers students to participate in service with the community
helps to prepare students for further education, the workplace and a lifetime of learning.
The nature of individuals and societies
MYP individuals and societies encourages learners to respect and understand the world around them and
equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social,
economic, religious, technological and cultural factors that have an impact on individuals, societies and
environments. It encourages learners, both students and teachers, to consider local and global contexts.
MYP individuals and societies incorporates disciplines traditionally studied under the general term the
humanities (such as history and philosophy), as well as disciplines in the social sciences (such as economics,
business management, geography, sociology and political science).
In this subject group, students can engage with exciting, stimulating and personally relevant topics and
issues. Many sensitive and personally challenging topics require careful consideration in the context of a
safe and responsible learning environment characterized by respect and open-mindedness. The study of
individuals and societies helps students to appreciate critically the diversity of human culture, attitudes
and beliefs. Courses in this subject group are important for helping students to recognize that content and
methodology can be debatable and controversial, and for practising the tolerance of uncertainty.
The IBs approach to individuals and societies includes a strong focus on inquiry and investigation. Students
collect, describe and analyse data used in studies of societies; test hypotheses; and learn how to interpret
increasingly complex information, including original source material. This focus on real-world examples,
research and analysis is an essential aspect of the subject group.
The study of individuals and societies helps students to develop their identities as individuals and as
responsible members of local and global communities. These explorations of our common humanity
are intrinsically interesting, and disciplines in this subject group are filled with potential for creating in
students a lifelong fascination with the human story as it continues to evolve in an era of rapid change and
increasing interconnectedness. Studies in individuals and societies are essential for developing empathy
and international-mindedness, including the idea that other people, with their differences, can also be
right (IB mission statement).
The IB continuum of international education provides a progression of learning for students aged 3 to 19.
MYP individuals and societies aims to build on what students learn and do in the PYP and other studentcentred programmes of primary education, especially students engagement with social studies. However,
there is no prior formal learning required for undertaking the MYP.
MYP individuals and societies courses help specifically to prepare students for the study of DP courses
in the individuals and societies group. Furthermore, MYP students are required to undertake rigorous
investigations that constitute an important foundation for DP internal assessments.
Figure 2 shows the IB continuum pathways in the study of individuals and societies.
Diploma
Programme
Middle Years
Programme
Primary Years
Programme
Group 3Individuals and societies:

business management, economics, geography,
global politics, history, information technology in a
global society, philosophy, psychology, social and
cultural anthropology, world religions, environmental
systems and societies
Individuals and societies:

history, geography, integrated humanities
Others such as anthropology, business management,
civics, economics, philosophy, political science,
psychology, sociology, world religions
Social studies
Figure 2
IB continuum pathways in the study of individuals and societies
MYP individuals and societies also helps to prepare students for overall success in the DP. In the MYP
students develop cognitive and procedural skills as well as strong conceptual understandings that support
teaching and learning in the DP. Research and investigation skills transfer to the DPs core requirements,
including creativity, action, service (CAS) and the extended essay. The MYP offers many opportunities for
students to explore ways of knowing that become a focus of reflection in the DP theory of knowledge (TOK)
course. Courses in individuals and societies encompass experimentation and observation, reasoning and
argumentation, the use of primary sources, and data that can be used to propose knowledge claims about
human existence and behaviour. In this subject group, MYP students begin to explore these knowledge
claims by assessing validity, reliability, credibility, certainty and individual, as well as cultural perspectives.
The humanities and social sciences focus on the development of critical and creative thinking skills that
students can apply in a wide variety of areas of interest and careers. The knowledge, skills and attitudes that
students develop in individuals and societies courses provide a meaningful foundation for further study and
help to prepare students to work in academia, in non-governmental and governmental organizations, nonprofit organizations and business and industry.
Some key career clusters that are associated with disciplines in MYP individuals and societies include:

economics, finance and financial analysis
business, management and administration
education and training
government and public administration
law and public safety
human services
marketing, sales and service
international development
travel and tourism
cultural affairs
urban and regional planning
sustainability, conservation and environmental management.
Aims
The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to
experience and learn. These aims suggest how the student may be changed by the learning experience.
The aims of MYP individuals and societies are to encourage and enable students to:

appreciate human and environmental commonalities and diversity
understand the interactions and interdependence of individuals, societies and the environment
understand how both environmental and human systems operate and evolve
identify and develop concern for the well-being of human communities and the natural environment
act as responsible citizens of local and global communities
develop inquiry skills that lead towards conceptual understandings of the relationships between
individuals, societies and the environments in which they live.
Objectives
The objectives of any MYP subject group state the specific targets that are set for learning in that subject.
They define what the student will be able to accomplish as a result of studying the subject.
The objectives of MYP individuals and societies encompass the factual, conceptual, procedural and
metacognitive dimensions of knowledge.
Schools must use the objectives provided in this guide for years 1, 3 and 5 of the programme.
Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning
expectation.
Subject groups must address all strands of all four objectives at least twice in each year of the MYP.
These objectives relate directly to the assessment criteria found in the Assessed curriculum section of this
guide.
A Knowing and understanding

Students develop factual and conceptual knowledge about individuals and societies.
In order to reach the aims of individuals and societies, students should be able to:
i.
use terminology in context
ii.
demonstrate knowledge and understanding of subject-specific content and concepts through

descriptions, explanations and examples.
B Investigating
Students develop systematic research skills and processes associated with disciplines in the humanities and
social sciences. Students develop successful strategies for investigating independently and in collaboration
with others.
i.
formulate a clear and focused research question and justify its relevance
ii.
formulate and follow an action plan to investigate a research question
iii.
use research methods to collect and record relevant information
iv.
evaluate the process and results of the investigation.
Objectives
C Communicating
Students develop skills to organize, document and communicate their learning using a variety of media and
presentation formats.
i.
communicate information and ideas using an appropriate style for the audience and purpose
ii.
structure information and ideas in a way that is appropriate to the specified format
iii.
document sources of information using a recognized convention.
D Thinking critically
Students use critical thinking skills to develop and apply their understanding of individuals and societies
and the process of investigation.
i.
discuss concepts, issues, models, visual representation and theories
ii.
synthesize information to make valid arguments
iii.
analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and
limitations
iv.
interpret different perspectives and their implications.
Throughout the programme, students should engage with the curriculum and be expected to demonstrate
their understanding at increasing levels of sophistication.
Year 1
In order to reach the aims
of individuals and societies,
students should be able to:
Year 3
Year 5
Objective A: Knowing and understanding

i.
use vocabulary in context
ii.
demonstrate knowledge
and understanding of
subject-specific content
and concepts, using
descriptions, explanations
and examples.
i.
use a range of terminology

in context
i.
use a wide range of

terminology in context
ii.
and concepts, through
descriptions, explanations
and examples.
ii.
and concepts through
developed descriptions,
explanations and
examples.
i.
formulate a clear and

focused research question
and justify its relevance
ii.
formulate and follow an

action plan to investigate a
research question
iii.
use research methods

to collect and record
appropriate, varied and
relevant information
iv.
evaluate the research

process and results.
Objective B: Investigating
i.
explain the choice of a

research question
ii.
follow an action plan

to explore a research
question
iii.
iv.
10
collect and record relevant

information consistent
with the research question
i.
formulate/choose a clear
and focused research
question, explaining its
relevance
ii.
formulate and follow an

action plan to investigate a
research question
iii.
use methods to collect

and record relevant
information
iv.
evaluate the research

process and results, with
guidance.
reflect on the research

process and results.
Year 1
Year 3
Year 5
Objective C: Communicating
i.
communicate information
and ideas with clarity
ii.
iii.
i.
i.
organize information and

ideas effectively for the
task
and ideas in a way that
is appropriate for the
audience and purpose
and ideas effectively using
an appropriate style for
the audience and purpose
ii.
ii.
list sources of information

in a way that follows the
task instructions.
structure information and

ideas according to the task
instructions
iii.
create a reference list and

cite sources of information.
structure information
and ideas in a way that
is appropriate to the
specified format
iii.
document sources of
information using a
recognized convention.
Objective D: Thinking critically

i.
identify the main points

of ideas, events, visual
representation or
arguments
i.
analyse concepts,
issues, models, visual
representation and/or
theories
i.
discuss concepts,
issues, models, visual
representation and
theories
ii.
use information to justify

an opinion
ii.
ii.
iii.
identify and analyse a

range of sources/data
in terms of origin and
purpose
summarize information to
make valid, well-supported
arguments
synthesize information to
make valid, well-supported
arguments
iii.
analyse a range of sources/

data in terms of origin and
purpose, recognizing value
and limitations
iii.
iv.
recognize different
perspectives and explain
their implications.
analyse and evaluate a

range of sources/data
in terms of origin and
purpose, examining value
and limitations
iv.
interpret different
perspectives and their
implications.
iv.
identify different views

and their implications.
The range of assessed skills, techniques, and concepts, as well as the complexity of their application, must
increase as students progress through the programme.
11
Interdisciplinary learning
Interdisciplinary teaching and learning is grounded in individual subject groups and disciplines, but extends
disciplinary understanding in ways that are:

integrativebringing together concepts, methods, or modes of communication from two or more

subject groups, disciplines, or established areas of expertise to develop new perspectives
purposefulconnecting disciplines to solve real-world problems, create products or address

complex issues in ways that would have been unlikely through a single approach.
Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmental
needs of students in the MYP. It prepares students for further academic (inter)disciplinary study and for life
in an increasingly interconnected world.
The MYP uses concepts and contexts as starting points for meaningful integration and transfer of knowledge
across subject groups and disciplines. Fostering interdisciplinary teaching and learning in the MYP (2014)
contains more information, including a detailed process for planning and recording interdisciplinary units.
MYP schools are responsible for engaging students in at least one collaboratively planned
interdisciplinary unit for each year of the programme.
MYP individuals and societies offers many opportunities for interdisciplinary teaching and learning. Possible
interdisciplinary units in this subject group could include inquiries into:

historical and geographical contexts of discoveries and innovations (science and design)
political, cultural and social significance of artistic expression (arts)
statistical analyses and mathematical models of social phenomenon (mathematics).
Interdisciplinary learning can take place through large- and small-scale learning engagements. Authentic
interdisciplinary learning often requires critical reflection and detailed collaborative planning. However,
teachers and students can also make interdisciplinary connections through spontaneous learning
experiences and conversations.
All MYP subject group teachers are responsible for developing meaningful ongoing opportunities
for interdisciplinary teaching and learning.
12
MYP projects
The MYP community project (for students in years 3 or 4) and MYP personal project (for students in year5)
aim to encourage and enable sustained inquiry within a global context that generates new insights and
deeper understanding. In these culminating experiences, students develop confidence as principled,
lifelong learners. They grow in their ability to consider their own learning, communicate effectively and take
pride in their accomplishments.
Courses in individuals and societies help students to develop key approaches to learning (ATL) that lead to
success and enjoyment in MYP projects. In this subject group, students have important opportunities to
practise ATL skills, especially communication, research, and thinking. Working collaboratively and personal
planning are essential aspects of individuals and societies.
From their learning experiences in this subject group, students can find inspiration for their projects.
Through their individuals and societies courses students will encounter a diversity of societies, cultures and
environments from different times and places, as well as acquire skills that will support their development
of the projects.
Individuals and societies offers many opportunities for learning through action. Inspiration from individuals
and societies for community projects and personal projects might include inquiries into:

entrepreneurship, business and economic issues
propaganda, persuasion and the impact of contemporary social and mass media
stereotypes, identity, values and cultural adaptation
local and global challenges in human and natural geography
the historical development and impact of a significant person, group or idea.
13
Requirements
Teaching hours
Schools must allocate the teaching hours necessary to meet the requirements of MYP individuals and
societies.
The MYP requires at least 50 hours of teaching time for each subject group in each year of the
programme.
In practice, more time is often necessary to meet subject group aims and objectives and to provide for the
sustained, concurrent teaching that enables interdisciplinary study.
For students pursuing IB MYP course results that can contribute to the awarding of the IB MYP certificate,
individuals and societies courses should include at least 70 teaching hours in each of the final two years of
the programme (MYP year 4 and MYP year 5).
Addressing individuals and societies objectives

Objective B (Investigating) focuses on the skills of students in the research process. The strands in the
objective follow a logical order that is used during this process. This objective/criterion should always be
used with other individuals and societies criteria when used for summative assessment tasks.
MYP students are required to engage in an investigation in individuals and societies in each year of
the programme.
For summative assessments, teachers must use objective/criterion B in combination with at least one
other individuals and societies objective/criterion.
14
Planning the individuals and societies curriculum
IB World Schools are responsible for developing and structuring MYP individuals and societies courses
that provide opportunities for students to meet the aims and objectives of the programme. Each schools
circumstances, including local and national curriculum requirements, determine the organization of
individuals and societies within the school.
MYP standards and practices require schools to facilitate and promote collaborative planning for the
purpose of curriculum development and review.
Individuals and societies objectives for years 1 to 5 of the curriculum provide continuity and outline a
progression of learning. These objectives guide teachers in making decisions about developmentally
appropriate learning experiences, including formative and summative assessments.
As they develop the vertical articulation of individuals and societies over the years of the programme,
teachers should plan increasingly complex units of work that encompass multiple objectives. However,
within these units, discrete tasks or smaller units of work might concentrate on specific objectives or
individual strands.
Individuals and societies courses offer many opportunities to build interdisciplinary connections across
the curriculum. Horizontal articulation for each year of the programme should coordinate teaching and
learning across courses in individuals and societies, as well as identify shared conceptual understandings
and approaches to learning (ATL) that span multiple subject groups and help to create a coherent learning
experience for students throughout the year.
15
Inquiry, in the broadest sense, is the process that is used to move to deeper levels of understanding. Inquiry
involves speculating, exploring, questioning and connecting. In all IB programmes, inquiry develops
curiosity and promotes critical and creative thinking.
The MYP structures sustained inquiry in individuals and societies by developing conceptual understanding
in global contexts. Teachers and students develop a statement of inquiry and use inquiry questions to
explore the subject. Through their inquiry, students develop specific interdisciplinary and disciplinary
approaches to learning skills.
Conceptual understanding
A concept is a big ideaa principle or notion that is enduring, the significance of which goes beyond
particular origins, subject matter or place in time. Concepts represent the vehicle for students inquiry
into the issues and ideas of personal, local and global significance, providing the means by which they can
explore the essence individuals and societies.
Concepts have an important place in the structure of knowledge that requires students and teachers to
think with increasing complexity as they organize and relate facts and topics.
Concepts express understanding that students take with them into lifelong adventures of learning. They
help students to develop principles, generalizations and theories. Students use conceptual understanding
as they solve problems, analyse issues, and evaluate decisions that can have an impact on themselves, their
communities and the wider world.
In the MYP, conceptual understanding is framed by prescribed key and related concepts. Teachers
must use these concepts to develop the curriculum. Schools may identify and develop additional
concepts to meet local circumstances and curriculum requirements.
Key concepts
Key concepts promote the development of a broad curriculum. They represent big ideas that are both
relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections
between and among:

courses within the individuals and societies subject group (intra-disciplinary learning)
other subject groups (interdisciplinary learning).
Table 1 lists the key concepts to be explored across the MYP. The key concepts contributed by the study of
individuals and societies are change, global interactions, systems and time, place and space.
16
Change
Aesthetics
Communication
Communities
Connections
Creativity
Culture
Development
Form
Global interactions
Identity
Logic
Perspective
Relationships
Systems
Time, place and space
Table 1
MYP key concepts
These key concepts provide a framework for individuals and societies, informing units of work and helping
to organize teaching and learning.
Change
Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into
the concept of change involves understanding and evaluating causes, processes and consequences.
For individuals and societies, the concept of change allows examination of the forces that shape the world:
past, present and future. The causes and effects of change can be natural and artificial; intentional and
unintentional; positive, negative or neutral. The subject group explores the role of individuals and societies
in shaping change.
Global interactions
Global interactions, as a concept, focuses on the connections between individuals and communities, as
well as their relationships with built and natural environments, from the perspective of the world as a whole.
For individuals and societies, global interactions focuses on the interdependence of the larger human
community, including the many ways that people come into conflict with and cooperate with each other,
and live together in a highly interconnected world to share finite resources.
Systems
Systems are sets of interacting or interdependent components. Systems provide structure and order in
human, natural and built environments. Systems can be static or dynamic, simple or complex.
For individuals and societies, systems thinking provides a powerful tool for understanding both natural and
human environments, and the role of individuals within them. Social and natural systems rely on a state of
equilibrium and are vulnerable to change from internal and external forces.

The intrinsically linked concept of time, place and space refers to the absolute or relative position of
people, objects and ideas. Time, place and space focuses on how we construct and use our understanding
of location (where and when).
For individuals and societies, time is not simply the measurement of years or time periods but is a continuum
of significant events of the past, present and future. Place and space are complex concepts, the definitions
of which are fluid. Place is socially constructed and can be explored in terms of constraints and opportunities
afforded by location. Places have value and meaning defined by humans. Space relates to where and why
places and landscapes are located. This concept also includes the social, economic, and political processes
that interact through or across space, resulting in patterns and networks arising, such as migration or
trade flows. Challenges related to place and space can be understood on multiple scales (including local,
regional, national and global).
Other key concepts can also be important in individuals and societies. For example, culture, development
and communities are among the key concepts that often inform studies in the humanities and social
sciences.
17
Related concepts
Related concepts promote deep learning. They are grounded in specific disciplines and are useful for
exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex
and sophisticated conceptual understanding. Related concepts may arise from the subject matter of a unit
or the craft of a subjectits features and processes.
The individuals and societies subject group is integrated by a rich array of disciplines and the experience
of students within the subject group can be structured in very different ways. Table 2 lists related concepts
for the study of individuals and societies. For modular courses, teachers should select the relevant related
concepts from the disciplines that are central for each unit. The definitions for integrated humanities
courses, economics, geography and history are included at the end of this guide (in the appendices). The
definitions for suggested related concepts for additional disciplines in individuals and societies can be
found in the MYP Individuals and societies teacher support material (on the OCC). Teachers are not limited to
the related concepts listed in this chart and may choose others when planning units, including from other
subject groups.
Economics
Choice
Consumption
Equity
Globalization
Growth
Model
Poverty
Power
Resources
Scarcity
Sustainability
Trade
Geography
Causality (cause and
consequence)
Culture
Disparity and equity
Diversity
Globalization
Management and intervention
Networks
Patterns and trends
Power
Processes
Scale
Sustainability
History
18

consequence)
Civilization
Conflict
Cooperation
Culture
Governance
Identity
Ideology
Innovationand revolution
Interdependence
Perspective
Significance

Integrated humanities (drawn from economics, geography and history)
consequence)
Choice
Culture
Equity
Globalization
Identity
Innovation and revolution
Perspective
Power
Processes
Resources
Sustainability
Suggested related concepts for additional disciplines in individuals and societies

Business management
consequence)
Competition
Cooperation
Culture
Ethics
Globalization
Innovation
Leadership
Power
Processes
Strategy
Structure
Philosophy
Alterity (self and other)
Being and becoming
Belief

consequence)
Human nature
Identity
Knowledge
Liberty
Mind/body
Objectivity/subjectivity
Personality
Values
Psychology
Behaviour
Bond
Cognition
Consciousness
Development
Disorder
Group
Learning
Mental health
Mind
Symptoms
Unconsciousness
Sociology/Anthropology
Agency
Community
Culture
Identity
Institutions
Meaning
Norms
Social interactions
Socialization
Social position (roles/status)
Structure
Subjectivity
19
Suggested related concepts for additional disciplines in individuals and societies

Political science/Civics/Government
Authority
Citizenship
Conflict
Cooperation
Globalization
Government
Ideologies
Integration
Interdependence
Leadership
Power
Rights
World religions
Authority
Beliefs
Deity
Destiny
Doctrines
Morality
Religious feelings
Rituals and rites
Sacredness
Symbolism
Tradition
Worship
Table 2
Global contexts for teaching and learning

Global contexts direct learning towards independent and shared inquiry into our common humanity and
shared guardianship of the planet. Using the world as the broadest context for learning, MYP individuals
and societies can develop meaningful explorations of:

identities and relationships
orientation in space and time
personal and cultural expression
scientific and technical innovation
globalization and sustainability
fairness and development.
Teachers must identify a global context for teaching and learning, or develop additional contexts
that help students explore the relevance of their inquiry (why it matters).
Many inquiries into individuals and societies concepts naturally focus on location and chronology. However,
courses in this subject group should, over time, offer students multiple opportunities to explore all MYP
global contexts in relation to the aims and objectives of the subject group.
20
Statements of inquiry
Statements of inquiry set conceptual understanding in a global context in order to frame classroom inquiry
and direct purposeful learning. Table 3 shows some possible statements of inquiry for MYP individuals and
societies units.
Statement of inquiry
Personal and social perspectives

on the process and effects
of globalization reflect local
circumstances and values.
Key concept
Related concepts
Global context
Possible project/study
Global interactions
Wealth and poverty
Relationships, power
Globalization movements
Globalization and
sustainability
Cultural imperialism
Multinational corporations
World Bank and other
international financial
institutions
Nations form alliances to protect

their military, cultural and
economic interests.
Systems
Conflict, cooperation
Identities and relationships
Peace and conflict (Pax Romana,

British Empire, 20th century
wars)
International cooperation
(League of Nations/United
Nations/Arab League)
Otto von Bismarck and Adolf
Hitler
Absolute and relative locations

have consequences for human
and economic development.
Longitude and latitude
Scale, disparity
Global positioning systems
Fairness and development
Population
UN Human Development Index
Advances in communication
and transportation technology
create opportunities and
challenges for cultural and
ethnic minorities.
Change
Social media
Culture, diversity
Advertising
Scientific and technical

innovation
Language distribution and

classification
Human migration
Governments, communities
and individuals can develop
strategies for living in hazardous
environments and responding to
hazards and disasters over time.
Global interactions
Sustainability,
management and
intervention
Orientation in space and

time
Rescue, rehabilitation and

reconstruction
Duty of care
Risk assessment
21
Statement of inquiry
Societies can adopt, adapt or

resist significant ideas.
Key concept
Related concepts
Global context
Possible project/study
Change
Lenin and Stalin
Power, innovation and

revolution, significance
Guerrilla movement and

dictatorships
Personal and cultural

expression
Green Revolution
Consumer culture
Protest movements
Political and economic
ideologies
Significant individuals
Table 3
Example statements of inquiry
Inquiry questions
Teachers and students use statements of inquiry to help them identify factual, conceptual and debatable
inquiry questions. Inquiry questions give direction to teaching and learning, and they help to organize and
sequence learning experiences.
Table 4 shows some possible inquiry questions for MYP individuals and societies units.
Factual questions:
Remembering facts and topics
Conceptual questions:
Analysing big ideas
What were the most

important causes of
French Revolution?
What is the relationship

between revolution and
violence?
Who were some significant

Enlightenment thinkers,
and how did they
influence the development
of the US Constitution?
How does revolutionary

political change affect
ordinary people?
Debatable questions:
Evaluating perspectives and
developing theories

Can one person change

the world?
Are revolutions an
inevitable part of human
history?
Table 4
Examples of factual, conceptual and debatable questions
22
Approaches to learning
All MYP units of work offer opportunities for students to develop and practise approaches to learning (ATL)
skills. These skills provide valuable support for students working to meet the subject groups aims and
objectives.
ATL skills are grouped into five categories that span the IB continuum of international education.
IBprogrammes identify discrete skills in each category that can be introduced, practised and consolidated
in the classroom and beyond.
While ATL skills are relevant across all MYP subject groups, teachers may also identify ATL skill indicators
especially relevant for, or unique to, a particular subject group or course.
Table 5 suggests some of the indicators that can be important for the study of individuals and societies.
Category
Skill indicator
Thinking skills
Consider ideas from other perspectives and points of view in a debate.
Social skills
Seek out criticism and feedback from others, including teachers and peers, and
make informed choices about including it in ones work.
Communication skills
Use appropriate form of writing for an academic fieldwork report.
Self-management
skills
Structure information appropriately in an oral presentation.
Research skills
Formulate provocative and relevant research questions for an investigation.

Table 5
Examples of individuals and societies-specific skill indicators
Well-designed learning engagements and assessments provide rich opportunities for students to practise
and demonstrate ATLskills. Each MYP unit explicitly identifies ATL skills around which teaching and learning
can focus, and through which students can authentically demonstrate what they are able to do. Formative
assessments provide important feedback for developing discrete skills, and many ATL skills support students
as they demonstrate their achievements in summative assessments of subject group objectives.
Table 6 lists some specific ATL skills that students can demonstrate through performances of understanding
in individuals and societies.
Approaches to learning
Self-management (reflection): reflect on the strengths and weaknesses of a research method.
Thinking (transfer): explore the influence the Industrial Revolution continues to exert in the 21st century.
Table 6
Examples of individuals and societies demonstrations of ATL skills
23
Organizing individuals and societies in the school

In order to give students an opportunity to meet the MYP individuals and societies objectives at the highest
level, teachers should plan a balanced curriculum that includes significant content, including the social,
cultural, religious and ethnic diversity of the societies they study as well as the role of key individuals in
these societies.

Schools have the opportunity to structure their courses of the MYP subject group individuals and
societies to meet local circumstances and curriculum requirements.
To provide a broad and balanced curriculum, schools should develop individuals and societies courses
that involve a range of relevant disciplines.
The school curriculum must include at least one course from this subject group in each year of the
MYP taught concurrently with other required subject groups.
Schools can organize the study of individuals and societies in the MYP as:

discrete courses focused on individual disciplines
modular courses that include the study of multiple disciplines, one at a time
integrated courses that incorporate multiple disciplinary perspectives.
Type of course
Description
Notes
Discrete courses focused on

individual disciplines
Individuals and societies

is taught as one or more
discrete courses (for example,
history, geography, political
science, economics, world
religions, philosophy, civics or
anthropology).
Each discrete course:
Students study one or more

disciplines each year (or each
specified period of the academic
year).
uses the required

(disciplinary) related
concepts
allows students to meet all

subject group objectives
contributes to the required

teaching hours for the
subject group.
At the end of each course,

students receive grades for
their achievement in specific
disciplines.
24
Type of course
Description
Notes
Modular courses that include

the study of multiple disciplines
over time
Students study modules

for a specified period of the
academic year. Each module
focuses on a single discipline (for
example, history, geography,
politics, economics, world
religions, philosophy, civics or
anthropology).
The whole of the modular

course:
Each module might be taught by

a different teacher, or the same
teacher might be responsible for
multiple (or all) modules.
uses the required related

concepts from each
included discipline

meets the required

subject group.
At the end of the course,

students receive a single
grade for their achievement in
individuals and societies.
Integrated courses that
incorporate multiple disciplinary
perspectives
Students will study

interdisciplinary units that
require inquiry from a number of
perspectives, bringing together
knowledge and conceptual
understandings from multiple
disciplines within the subject
group.
At the end of the course,
students receive a single
grade for their achievement
in individuals and societies or
in the specific MYP course in
integrated humanities.
Fostering interdisciplinary
teaching and learning in the MYP
(2014) provides information on
developing interdisciplinary
units.
Each integrated course:

uses the related concepts

from relevant individuals
and societies disciplines

meets the required

subject group.
The MYP course in integrated

humanities, for IB MYP course
results, incorporates conceptual
understanding from history,
geography and economics,
using a required list of related
concepts on pages 1820.
25
Assessment tasks
Assessment tasks for MYP individuals and societies courses often involve tests or examinations,
investigations or research that leads to an extended piece of writing, and a variety of other oral, written and
multimedia assignments.
Assessing Objective B: Investigating

Tasks that allow students to develop investigative skills include, but are not limited to: essays or research
papers, fieldwork, web quests, problem-based learning scenarios, and role plays.
When defining a clear and focused research question in years 3 and 5 objectives/criteria, the following
elements can be considered: relevance; manageability; originality; ability to be assessed; availability of
resources; level of student interest; and connection with the discipline or subject group. Students should
not work with a research question that is too broad or too vague, too narrow, too difficult or inappropriate.
A good research question is one that asks something worth asking and that is answerable within the word/
time limit. It should be clear what would count as evidence in relation to the question, and it must be
possible to acquire such evidence in the course of the investigation.
Students are not expected to formulate a research question in all cases where objectiveB is addressed; this
can be supplied by the teacher. The research question may also be formulated as a research statement or as
several research questions. If a range of questions are provided to the students, the teachers should assess
students rationale for selecting a research question and not the formulation itself. Students in years 3 and 5
are expected to formulate a research question at some point in the academic year.
Methods to collect information include, but are not limited to: selection of sources (type and range);
questionnaires; surveys; interviews; observation; experiments; measurement; use of statistics and databases;
formulation of sub questions.
Methods to record information (electronic or paper) include, but are not limited to: note taking and
summarizing; production of tables, graphs, maps, checklists; production of thinking tools/visual organizers/
Mind Maps; indexing; creation of visuals, such as timelines; production of databases.
Information sources include, but are not limited to: primary and secondary sources; online and print material;
electronic media; multiple perspectives (in terms of cultures, geography, ideologies, identities and eras).
Assessing Objective C: Communicating

Response formats to communicate learning include, but are not limited to: written reports, oral
presentations, cartoons, storyboards, maps, diagrams, flow charts, slide show presentations, podcasts,
animations, websites, databases, multimedia, and videos. Visuals refers to maps, diagrams, charts, timelines
and tables.
26
Assessed curriculum
Alignment of objectives and assessment criteria
In the MYP, assessment is closely aligned with the written and taught curriculum. Each strand from MYP
individuals and societies objectives has a corresponding strand in the assessment criteria for this subject
group. Figure 3 illustrates this alignment and the increasingly complex demands for student performance at
higher achievement levels.
Achievement level
A Knowing and
understanding
At the end of year 5, students should
be able to:
i.
use a wide range of

terminology in context
ii.
subject-specific content and
concepts through developed
descriptions, explanations and
examples
Level descriptor
The student does not reach a standard
identified by any of the descriptors below.
The student:
12
i.
uses limited relevant terminology
ii.
demonstrates basic knowledge

and understanding of content and
concepts with minimal descriptions
and/or examples.
The student:
34
i.
uses some terminology accurately

and appropriately
ii.
demonstrates adequate knowledge

concepts through satisfactory
examples.
The student:
56
i.
uses a range of terminology accurately

and appropriately
ii.
demonstrates substantial knowledge

and understanding of content
and concepts through accurate
examples.
The student:
i.
78
consistently uses a wide range of

terminology effectively
ii. demonstrates excellent knowledge

concepts through thorough, accurate
Figure 3
Individuals and societies objectives and criteria alignment
27
Assessed curriculum
Assessment criteria overview
Assessment for individuals and societies courses in all years of the programme is criterion-related, based on
four equally weighted assessment criteria.
Criterion A
Knowing and understanding
Maximum 8
Criterion B
Investigating
Maximum 8
Criterion C
Communicating
Maximum 8
Criterion D
Thinking critically
Maximum 8
Subject groups must assess all strands of all four assessment criteria at least twice in each year of
the MYP.
In the MYP, subject group objectives correspond to assessment criteria. Each criterion has eight possible
achievement levels (18), divided into four bands that generally represent limited (12); adequate (34);
substantial (56); and excellent (78) performance. Each band has its own unique descriptor, which teachers
use to make best-fit judgments about students progress and achievement.
This guide provides the required assessment criteria for years 1, 3 and 5 of MYP individuals and societies.
In response to national or local requirements, schools may add criteria and use additional models of
assessment. Schools must use the appropriate assessment criteria as published in this guide to report
students final achievement in the programme.
Teachers clarify the expectations for each summative assessment task with direct reference to these
assessment criteria. Task-specific clarifications should clearly explain what students are expected to know
and do. They might be in the form of:

a task-specific version of the required assessment criteria
a face-to-face or virtual classroom discussion
a detailed task sheet or assignment sheet.
28
Assessed curriculum
Criterion A: Knowing and understanding

Maximum: 8
At the end of year 1, students should be able to:
i.
use vocabulary in context
ii.
demonstrate knowledge and understanding of subject-specific content and concepts, using

Achievement level
0
Level descriptor
The student does not reach a standard described by any of the descriptors below.
The student:
12
i.
recognizes some vocabulary
ii.
demonstrates basic knowledge and understanding of content and

concepts through limited descriptions and/or examples.
The student:
34
i.
uses some vocabulary
ii.
demonstrates satisfactory knowledge and understanding of content and

concepts through simple descriptions, explanations and/or examples.
The student:
56
i.
uses considerable relevant vocabulary, often accurately
ii.
demonstrates substantial knowledge and understanding of content and

concepts through descriptions, explanations and examples.
The student:
78
i.
consistently uses relevant vocabulary accurately
ii.
demonstrates excellent knowledge and understanding of content and

concepts through detailed descriptions, explanations and examples.
29
Criterion B: Investigating
Maximum: 8
i.
explain the choice of a research question
ii.
follow an action plan to explore a research question
iii.
collect and record relevant information consistent with the research question
iv.
reflect on the process and results of the investigation.

Achievement level
0
Level descriptor
The student:
12
i.
identifies a research question
ii.
follows an action plan in a limited way to explore a research question
iii.
collects and records information, to a limited extent
iv.
with guidance, reflects on the research process and results, to a limited

extent.
The student:
34
i.
describes the choice of a research question
ii.
partially follows an action plan to explore a research question
iii.
uses a method or methods to collect and record some relevant

information
iv.
with guidance, reflects on the research process and results with some
depth.
The student:
56
i.
describes the choice of a research question in detail
ii.
mostly follows an action plan to explore a research question
iii.
uses method(s) to collect and record often relevant information
iv.
reflects on the research process and results.
The student:
78
30
i.
explains the choice of a research question
ii.
effectively follows an action plan to explore a research question
iii.
uses methods to collect and record consistently relevant information
iv.
thoroughly reflects on the research process and results.
Criterion C: Communicating
Maximum: 8
i.
communicate information and ideas with clarity
ii.
organize information and ideas effectively for the task
iii.
list sources of information in a way that follows the task instructions.
Achievement level
0
Level descriptor
The student:
12
i.
communicates information and ideas in a style that is not always clear
ii.
organizes information and ideas in a limited way
iii.
inconsistently lists sources, not following the task instructions.
The student:
34
i.
communicates information and ideas in a way that is somewhat clear
ii.
somewhat organizes information and ideas
iii.
lists sources in a way that sometimes follows the task instructions.
The student:
56
i.
communicates information and ideas in a way that is mostly clear
ii.
mostly organizes information and ideas
iii.
lists sources in a way that often follows the task instructions.
The student:
78
i.
communicates information and ideas in a way that is completely clear
ii.
completely organizes information and ideas effectively
iii.
lists sources in a way that always follows the task instructions.
31
Criterion D: Thinking critically

Maximum: 8
i.
identify the main points of ideas, events, visual representation or arguments
ii.
use information to justify an opinion
iii.
identify and analyse a range of sources/data in terms of origin and purpose
iv.
identify different views and their implications.
Achievement level
0
Level descriptor
The student:
12
i.
identifies the main points of ideas, events, visual representation or

arguments to a limited extent
ii.
rarely uses information to justify opinions
iii.
identifies the origin and purpose of limited sources/data
iv.
identifies some different views.
The student:
34
i.
identifies some main points of ideas, events, visual representation or

arguments
ii.
justifies opinions with some information
iii.
identifies the origin and purpose of sources/data
iv.
identifies some different views and suggests some of their implications.
The student:
56
i.
identifies the main points of ideas, events, visual representation or

arguments
ii.
gives sufficient justification of opinions using information
iii.
identifies the origin and purpose of a range of sources/data
iv.
identifies different views and most of their implications.
The student:
78
32
i.
identifies in detail the main points of ideas, events, visual representation

or arguments
ii.
gives detailed justification of opinions using information
iii.
consistently identifies and analyses a range of sources/data in terms of

origin and purpose
iv.
consistently identifies different views and their implications
Assessed curriculum

Maximum: 8
i.
use a range of terminology in context
ii.
demonstrate knowledge and understanding of subject-specific content and concepts, through

Achievement level
0
Level descriptor
The student:
12
i.
makes limited use of terminology
ii.

concepts through limited descriptions and/or examples.
The student:
34
i.
uses some terminology accurately
ii.
demonstrates satisfactory knowledge and understanding of content and

concepts through simple descriptions, explanations and examples.
The student:
56
i.
uses considerable and relevant terminology accurately
ii.

concepts through descriptions, explanations and examples.
The student:
78
i.
consistently uses a range of terminology accurately
ii.

concepts through developed and accurate descriptions, explanations and
examples.
33
Maximum: 8
i.
formulate/choose a clear and focused research question, explaining its relevance
ii.
iii.
use methods to collect and record relevant information
iv.
evaluate the process and results of the investigation, with guidance.
Achievement level
0
Level descriptor
The student:
12
i.
identifies a research question that is clear, focused and relevant
ii.
formulates a limited action plan or does not follow a plan
iii.
collects and records limited or sometimes irrelevant information
iv.
with guidance, reflects on the research process and results in a limited

way.
The student:
34
i.
formulates/chooses a research question that is clear and focused and

describes its relevance
ii.
formulates and occasionally follows a partial action plan to investigate a

research question
iii.
uses a method(s) to collect and record some relevant information
iv.
with guidance, reflects on the research process and results.
The student:
56
i.
formulates/chooses a clear and focused research question and describes

its relevance in detail
ii.
formulates and mostly follows a sufficiently developed action plan to

investigate a research question
iii.
uses methods to collect and record appropriate relevant information
iv.
with guidance, evaluates on the research process and results.
The student:
i.
formulates/chooses a clear and focused research question and explains its

relevance
ii.
formulates and effectively follows a consistent action plan to investigate a

research question
iii.
uses methods to collect and record appropriate and varied relevant

information
iv.
with guidance, provides a detailed evaluation of the research process and

results.
78
34
Maximum: 8
i.
communicate information and ideas in a way that is appropriate for the audience and purpose
ii.
structure information and ideas according to the task instructions
iii.
create a reference list and cite sources of information.
Achievement level
0
Level descriptor
The student:
i.
communicates information and ideas in a way that is not always

appropriate to the audience and purpose
ii.
organizes information and ideas in a limited way
iii.
lists sources of information inconsistently.
12
The student:
i.
communicates information and ideas in a way that is somewhat

ii.
somewhat organizes information and ideas
iii.
creates an adequate reference list and sometimes cites sources.
34
The student:
i.
communicates information and ideas in a way that is mostly appropriate to

the audience and purpose
ii.
mostly structures information and ideas according to the task instructions
iii.
creates an adequate reference list and usually cites sources.
56
The student:
78
i.
communicates information and ideas in a way that is completely

ii.
structures information and ideas completely according to the task

instructions
iii.
creates a complete reference list and always cites sources.
35

Maximum: 8
i.
analyse concepts, issues, models, visual representation and/or theories
ii.
summarize information to make valid, well-supported arguments
iii.
analyse a range of sources/data in terms of origin and purpose, recognizing value and limitations
iv.
recognize different perspectives and explain their implications.
Achievement level
0
Level descriptor
The student:
12
i.
begins to analyse concepts, issues, models, visual representation and/or

theories in a limited way
ii.
begins to identify connections between information to make simple

arguments
iii.
recognizes the origin and purpose of few sources/data as well as nominal

value and limitations of sources/data
iv.
identifies different perspectives.
The student:
34
i.
completes a simple analysis of concepts, issues, models, visual

representation and/or theories
ii.
summarizes information to make some adequate arguments
iii.
analyses sources/data in terms of origin and purpose, recognizing some

value and limitations
iv.
recognizes different perspectives and suggests some of their implications.
The student:
56
i.
completes a suitable analysis of concepts, issues, models, visual

ii.
summarizes information in order to make usually valid arguments
iii.
analyses sources/data in terms of origin and purpose, usually recognizing

value and limitations
iv.
clearly recognizes different perspectives and describes most of their

implications.
The student:
78
36
i.
completes a detailed analysis of concepts, issues, models, visual

ii.
summarizes information to make consistent, well-supported arguments
iii.
effectively analyses a range of sources/data in terms of origin and

purpose, consistently recognizing value and limitations
iv.
clearly recognizes different perspectives and consistently explains their

implications.
Assessed curriculum

Maximum: 8
i.
use a wide range of terminology in context
ii.
demonstrate knowledge and understanding of subject-specific content and concepts through

developed descriptions, explanations and examples.
Achievement level
0
Level descriptor
The student:
12
i.
uses limited relevant terminology
ii.

concepts with minimal descriptions and/or examples.
The student:
34
i.
uses some terminology accurately and appropriately
ii.
demonstrates adequate knowledge and understanding of content and

concepts through satisfactory descriptions, explanations and examples.
The student:
56
i.
uses a range of terminology accurately and appropriately
ii.

concepts through accurate descriptions, explanations and examples.
The student:
78
i.
consistently uses a wide range of terminology effectively
ii.

concepts through thorough, accurate descriptions, explanations and
examples.
37
Maximum: 8
i.
formulate a clear and focused research question and justify its relevance
ii.
iii.
use research methods to collect and record appropriate, varied and relevant information
iv.
evaluate the process and results of the investigation.
Achievement level
0
Level descriptor
The student:
12
i.
formulates a research question that is clear or focused and describes its

relevance
ii.
formulates a limited action plan to investigate a research question or does

not follow a plan
iii.
collects and records limited information, not always consistent with the
research question
iv.
makes a limited evaluation of the process and results of the investigation.
The student:
34
i.
formulates a research question that is clear and focused and describes its
relevance in detail
ii.
formulates and somewhat follows a partial action plan to investigate a

research question
iii.
uses a research method(s) to collect and record mostly relevant

information
iv.
evaluates some aspects of the process and results of the investigation.
The student:
56
i.
formulates a clear and focused research question and explains its

relevance
ii.
formulates and follows a substantial action plan to investigate a research

question
iii.
uses research method(s) to collect and record appropriate, relevant

information
iv.
evaluates the process and results of the investigation.
The student:
78
38
i.
formulates a clear and focused research question and justifies its

relevance
ii.
formulates and effectively follows a comprehensive action plan to

investigate a research question
iii.
uses research methods to collect and record appropriate, varied and

relevant information
iv.
thoroughly evaluates the investigation process and results.
Maximum: 8
i.
communicate information and ideas effectively using an appropriate style for the audience and
purpose
ii.
structure information and ideas in a way that is appropriate to the specified format
iii.
document sources of information using a recognized convention.
Achievement level
0
Level descriptor
The student:
12
i.
communicates information and ideas in a limited way, using a style that is

limited in its appropriateness to the audience and purpose
ii.
structures information and ideas according to the specified format in a

limited way
iii.
documents sources of information in a limited way.
The student:
34
i.
communicates information and ideas satisfactorily by using a style that is

somewhat appropriate to the audience and purpose
ii.
structures information and ideas in a way that is somewhat appropriate to

the specified format
iii.
sometimes documents sources of information using a recognized

convention.
The student:
56
i.
communicates information and ideas accurately by using a style that is

mostly appropriate to the audience and purpose
ii.
structures information and ideas in a way that is mostly appropriate to the

specified format
iii.
often documents sources of information using a recognized convention.
The student:
78
i.
communicates information and ideas effectively and accurately by using

a style that is completely appropriate to the audience and purpose
ii.
structures information and ideas in a way that is completely appropriate to

the specified format
iii.
consistently documents sources of information using a recognized

convention.
39

Maximum: 8
i.
discuss concepts, issues, models, visual representation and theories
ii.
synthesize information to make valid, well-supported arguments
iii.
analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and
limitations
iv.
interpret different perspectives and their implications.
Achievement level
0
Level descriptor
The student:
12
i.
analyses concepts, issues, models, visual representation and theories to a

limited extent
ii.
summarizes information to a limited extent to make arguments
iii.
describes a limited number of sources/data in terms of origin and

purpose and recognizes nominal value and limitations
iv.
identifies different perspectives and minimal implications.
The student:
34
i.
analyses concepts, issues, models, visual representation and theories
ii.
summarizes information to make arguments
iii.
analyses and/or evaluates sources/data in terms of origin and purpose,

recognizing some value and limitations
iv.
interprets different perspectives and some of their implications.
The student:
56
i.
discusses concepts, issues, models, visual representation and theories
ii.
synthesizes information to make valid arguments
iii.
effectively analyses and evaluates a range of sources/data in terms of

origin and purpose, usually recognizing value and limitations
iv.
interprets different perspectives and their implications.
The student:
78
40
i.
completes a detailed discussion of concepts, issues, models, visual

representation and theories
ii.
synthesizes information to make valid, well-supported arguments
iii.
effectively analyses and evaluates a range of sources/data in terms of

origin and purpose, consistently recognizing value and limitations
iv.
thoroughly interprets a range of different perspectives and their

implications.
Assessed curriculum
eAssessment
Students seeking IB MYP course results for MYP individuals and societies courses complete an on-screen
examination in which they can demonstrate their achievement of subject group objectives. Successful
results can contribute to students attainment of the IB MYP certificate.
This verification of learning assures accurate and consistently applied standards, as set forth in the Guide to
MYP eAssessment.
41
Appendices
Economics
Related concept
Definition
Choice
Choice involves making a decision between at least two alternatives, knowing

that in selecting one item, we will have to go without the other (for example if
we buy a camera, we cannot also buy a phone with the same money). Because
of scarcity (unlimited needs and wants being met by limited resources) we must
make choices about which needs and wants to meet with the resources we have.
We break economic choice down into three more specific questions:

What products should we make and how much of each product should we
produce?
How should we make our products (that is how should we combine our
resources to produce goods)?
Who should get the products we make (that is based on which criteria, for
example wealth or fairness, should products be distributed)?
Consumption
Consumption is the use of products to satisfy immediate needs and wants.

Products that we use to directly meet our needs and wants are called consumer
goods (for example, a television meets the desire for entertainment). Alternatives
to consumption include investment and conservation. In investment, products are
produced and can then be used to make other goods and services, rather than
being immediately consumed. In conservation, production is avoided in order to
preserve resources. Both investment and conservation allow for the possibility
of higher consumption in the future. The proper combination of consumption,
investment and conservation is a question for debate.
Equity
Equity involves concerns about fairness and justice. A major issue of equity is
that of distribution of an economys products. Those who have more income and
wealth are able to consume more products, and if differences in consumption are
large enough, extremes of inequity or unfairness may result. What constitutes a fair
or equitable distribution of consumption is a question for debate.
Globalization
As a related concept, globalization encompasses local, national and global

repercussions and expectations for our shrinking world.
Economic globalization is the increasing integration of national economies so that
resources, products and information flow more freely across borders. Globalization
is an ongoing process that can accelerate, slow down, or even be reversed.
Currently, many arrangements exist between countries that increase economic
integration to varying degrees (that is various types of trading blocs). Globalization
can be slowed or reversed when governments or other groups take actions to
limit the movement of resources, products or information across borders. This can
happen for many reasons, including but not limited to: war, a desire to protect
domestic industries or a desire to collect taxes on imports.
42
Economics
Related concept
Definition
Growth
Growth is an increase in the value of all goods and services produced in an economy.
It can occur as a result of an increase in the quantity of a societys resources or from
more efficient use of existing resources. Whether or not economic growth leads to
development (increased well-being for all persons in the economy) depends on
what products are produced and how they are distributed.
Model
Models are simplified simulations of certain aspects of the economy. Models are
necessary because the complexity of a real economy makes it difficult to control
the necessary variables in order to run experiments. When we construct economic
models, we face the challenges of accounting for the complexity of the real
economy and the fact that the behaviour of human beings can be unpredictable.
Poverty
Poverty is a situation in which people are unable to consume at an adequate level.

When people cannot meet their basic needs for survival, such as clothing, food
and shelter, they are living in poverty. However, some argue that an adequate level
of consumption goes beyond basic necessities, and includes things like education
and health care. Therefore, the level of consumption below which poverty occurs
is a question for debate.
Power
Power of individuals and of groups can be defined as a capacity to make things

happen.
In economics, power is the ability to make choices about what to produce, how
to produce it, and who gets the goods that are produced. Power can be more
centralized, as in a command economy where economic choices are made by the
government, or monopoly/oligopoly situations where economic choices are made
by a few large firms. Power can also be decentralized, as in a free market economy
where many firms and consumers share power.
Resources
Resources are the things we use to make the products that meet our needs and
wants. Economists also call them factors of production and place them in four
general categories: land, labour, capital and entrepreneurship/management.
Entrepreneurs combine land, labour and capital in different ways in order to
produce different goods and services. For example, the owner (entrepreneur) of a
fruit and vegetable store combines fruits and vegetables (natural resources/land)
with the building in which the store is located (capital) and his or her work and
that of his or her employees (labour) to provide a product to consumers (fruit and
vegetables available in a convenient location).
Scarcity
A good is scarce when the demand for it is greater than the supply at a price of
zero. Charging prices for goods helps us address the problem of scarcity. Scarcity
arises from the fact that our needs and wants are unlimited, while the resources
available to meet those needs and wants are limited. This forces us to choose
which wants and needs to satisfy and which not to satisfy. The wants and needs we
do not satisfy represent the costs for those that we do. For example, if we choose
to use our resources to make televisions rather than books, then the cost of the
televisions is the books we could not make after having used our resources on
televisions. This economic understanding of cost is often called opportunity cost.
43
Economics
Related concept
Definition
Sustainability
The concept of sustainability implies the notion of living within our means and it is
central to an understanding of the nature of interactions between environmental
systems and societies.
Sustainability is a state in which we meet our current needs and wants without
hurting the ability of future generations to meet theirs. Sustainability can be
enhanced by conserving resources (that is not using them to produce goods),
finding ways to produce products more efficiently (that is using fewer resources in
production), or discovering new resources. Increased consumption in the present
may undermine sustainability unless it occurs through more efficient production
that uses fewer resources to produce the same products (for example, the energy
needed to heat a home requires large quantities of wood but relatively small
quantities of natural gas, making natural gas a more sustainable resource choice
for this purpose).
Trade
44
Trade is the exchange of goods and services between the various participants in
an economy. When people are allowed to trade freely, including across national
borders, overall wealth usually grows. However, the gains from this increase in
wealth may not be distributed equally. Trade can be limited by various factors
including, but not limited to: war and terrorism, natural disasters, government
regulations and taxes, control of markets by monopoly firms, and actions by
workers such as strikes.
Geography
Related concept
Definition
Causality
(cause and
consequence)
Causality is the relationship between cause and effect and the internal and
external factors that influence this relationship.
Culture
Culture helps shape, define and guide civilizations and individuals and it influences
the relationship between them and the environment. Cultures are constituted
by learned behaviours and values shared by groups and transmitted through
socialization. Geographers study cultural traits of places in terms of language,
customs, beliefs, dress, images, music, food and technology. Units that explore
the related concept of culture could include issues of cultural diffusion, cultural
contestation, and the process of consumerism.
Disparity and
equity
Equity involves concerns about fairness and justice. Disparity is the uneven
distribution of a given quality, indicator or resource and it can be opposed to the
concept of equity. Geography is often the study of the condition or fact of being
unequalrecognizing that the world around us has inequality, disproportionate
opportunity and discrepancy, which, creates disparity. What causes the gap
between those that have and those that have not? What does it mean to have
and to have not? What is the perception of a disparity? As a related concept,
disparity should have a degree ofscaleand harness the essential drivers of
disparity: economics, opportunity, access to resources, choices, values and
freedom. Inequality might be based on gender, ethnicity, age, location, citizenship
and income, among other variables.
Diversity
The point or aspect by which things differ is critical to the study of geography
both in the human and physical senses. Both the human and physical world have
differences that intrinsically mesh to create a planet of diversity and a unique
world. Places, environments and peoples are diverse. Diversity can be investigated
over time and space. The focus could be on physical or cultural diversity.
Geographers understand that behind every geographical phenomenonbe it

physical or humanthere is an outlying cause which leads to an effect; the
consequence(s) of which can either be known or unknown. Causes can be direct
or intervening, and they can be internal and external. Geographers study causality
not only as fixed and end points of geographical phenomena, but also in the
events and actions that occur in between these points. An example of which is
the causality of plate tectonics; geographers analyse the cause and effects of plate
tectonics, but also plate tectonic sub-themes such as disaster management and
P and S waves. Causality in geography is inherently linked with the key concept
of change and can exist across a wide spectrum of times, places and spaces,
another of the individuals and societies key concepts.
45
Geography
Related concept
Definition
Globalization
As a related concept, globalization encompasses local, national and global

repercussions and expectations for our shrinking world. It has been characterized
by some geographers as a process of timeplace convergence and it is
characterized by an increasing interdependence among peoples and nations. The
cultural, political and economic interconnectedness of the global economy is an
undeniable trend that has been amplified by rapid improvements in technology
and communication systems. Globalization can be simultaneously positive and
negative for people and the natural environment depending on the range of
changes that result and the perspective of the analyst. Globalization as a concept
has also been questioned by some who have preferred to speak of processes of
westernization, glocalization or mundialization.
Management and
intervention
Management can be defined as the human intervention in both natural and

human contexts to achieve desired ends. MYP geography courses should consider
the ways in which humans respond to the challenges of managing quantity and
quality of resources, as well as the consequences of management. Often we see
these as ways of solving problems through finding ways to preserve unique
components of our lithosphere (land/waste management), hydrosphere (coastal/
water management), biosphere (conservation and animal/plant/agricultural
management) and atmosphere (clean air management). Management can be
embedded into political geography as a related concept by looking at governance
through laws or education to enable better choices. Decision-making and
management are dependent on the differences in the balance of power held by
different stakeholders (see related concept of power).
Networks
Networks are interconnected groups or systems. Networks are usually composed

of nodes or parts that depend upon each other; when one of these nodes or parts
changes it usually affects the other parts. These individual parts of a network
usually exist within a measurable hierarchical scale. In geography, the concept
of networks can be explored in a vast array of sizes and level of complexity.
A network can range from the populations of herbivores within a national park to
all of the lakes, aquifers, rivers and streams in the Amazon Basin. Also, networks can
be explored at the world systems level with the interaction between the core and
the periphery. Geographers understand that most of the processes they study are
not isolated phenomena but rather interconnected pieces of a greater network.
Networks are intrinsically linked to the key concept of systems and they exist
across a wide spectrum of times, places and spaces, another of our key concepts.
Patterns and
trends
Patterns are regular arrangements of something in a study area (space or place)

and trends are regular arrangements of something over time. Patterns and trends
can be established at different levels of analysis or at different scales, from the
local to the national and regional, to the global. Patterns and trends can also be
used as important tools to help predict and anticipate geographic processes in
both human and natural contexts. Patterns and trends in geography are inherently
linked to the concept of systems and they exist across a wide spectrum of times,
places and spaces, another of our key concepts.
46
Geography
Related concept
Definition
Power
Power of individuals and of groups can be defined as a capacity to make things

happen.
Within geography, the balance of power can be considered in terms of physical
processes, such as the power of erosion versus deposition. The balance of power
is also significant in terms of human development and interactionthe relative
power of government, transnational corporations, multilevel government
organizations, civil society organizations and the rights of individual communities
and citizens. MYP geography courses should seek to understand not only how
people and environments are interlinked with and within themselves but also how
power underpins those relationships.
The concept of power raises the issue of equity and the rights of different groups,
including gender groups, and the rights of indigenous peoples in the competition
over resources. Competition in geography is the struggle among conflicting
interests. Competition over resources (land, food, timber, water, oil and other
energy sources) is central to the study of modern-day geography and it raises the
question of the rights to resources and power over them.
Processes
Processes are measured movements in the physical, human or cultural world to

reach particular results or consequences, marking gradual changes in geography.
These can have expected or unintended outcomes. This as a related concept
is widely applicable across all areas of geography. A process that is particularly
important for geographers is that of development. Even though the definition of
development is subject to much debate (especially regarding its indicators), it can
be understood as a social, economic and political process that enables the rise in
the standards of living of the population.
Scale
Scale represents the proportional relationship between a certain distance on

a map and a certain distance on the Earths surface. Scale as a related concept
looks at the local, regional, national and international/global framework that the
subject specific content is applicable to. Use of this related concept emphasizes
that challenges, problems and ideas can be analysed at one of these scales and/or
the interrelation among them. There should be recognition that they do not only
happen in situ but also have an effect on each other.
47
Geography
Related concept
Definition
Sustainability
The concept of sustainability implies the notion of living within our means and it is
central to an understanding of the nature of interactions between environmental
systems and societies. It can be defined as the use of global resources at a rate
that allows natural regeneration and minimizes damage to the environment (DP
Environmental systems and societies guide [January 2008]).
The use of resources (physical, human, cultural) in geography is the foundation
for many topics relating to depletion or damage (both temporal and permanent)
of the resource and its carrying capacity. Concepts such as carrying capacity,
ecological footprint and natural capital are enmeshed in the related concept of
sustainability.
Following the DP Environmental systems and societies guide (January 2008):
Carrying capacity can be defined as the maximum number of a species or load
that can be sustainably supported by a given environment.
Ecological footprint can be defined as the area of land and water required to
support a defined human population at a given standard of living.
Natural capital can be defined as a term sometimes used by economists for
natural resources that, if appropriately managed, can produce a natural income of
goods and services.
48
History
Related concept
Definition
Causality
(cause and
consequence)
Causality is the relationship between cause and effect and the internal and
external factors that influence this relationship.
Civilization
Civilization is a concept used to describe forms of social organization that are

usually large, complex and have achieved a certain level of urbanization and
cultural development. To become a civilization, a society usually undergoes a
series of change processes, which lead to social development and organization in
the society. Even though the concept of civilization was originally associated with
a greater degree of advancement or development of a social organization, this
relationship has been questioned by some historians for containing an overt value
judgment.
Conflict
Conflict can develop from inequalities in distribution of power and may manifest
itself in many forms: protracted disagreements or arguments; prolonged armed
struggles; clashes of opposing feelings or needs; serious incompatibilities between
two or more opinions, principles, or interests. Historians study conflict between
individuals and societies over time and across place and space, and they also
examine how conflicts can be sources of continuity and catalysts for change.
Cooperation
Cooperation is the action or process of individuals or societies working together

towards the same end. Historians examine the cooperation between societies,
individuals, and environments in order to determine the positive, negative, shortterm, and long-term factors that define/derive a historical event or process.
Cooperation can be a catalyst for change or continuity. Cooperation between
actors implies certain levels of responsibility.
Culture
Culture encompasses a range of unique experiences, behaviours, customs and

ways of knowing within human communities throughout history. Culture is usually
transmitted from generation to generation and it affects the way people perceive
their world and the way they behave. Culture can be dynamic or static and is often
examined by historians in relation to the time, place and space of historical events,
processes or developments. Historians often examine changes in culture in order
to make comparisons between the past and the present. Culture is a system.
In history, a cause is something that gives rise to an action, event, phenomenon,

or condition. A consequence is a result or an effect of an action, phenomenon or
condition. Causes and consequences are often examined together in relation to
a specific event, phenomenon or time period, particularly over the short term
and long term. The problem of multiple causality has also been central to
historiography.
49
History
Related concept
Definition
Governance
Governance refers to mechanisms and processes that regulate authority in a given

organization. It can apply to state and non-state institutions. Throughout time,
people have organized governments in order to meet the needs of communities
and individuals. Groups have created institutions and processes that have many
forms and functions. Monarchies, republics, tribes, parliaments, presidents,
dictators: these and other patterns of rule express a range of human values and
reflect varied understandings of history and culture. At the heart of governance
are questions about the distribution of resources, the making of laws, and the
balance of power between individuals and the communities in which they live.
Democratic governments are accountable to the people who choose them.
Identity
Identity is the combination of the values, beliefs and experiences that define,
shape and inform who we are, our perspectives and how we behave as individuals,
communities, societies and cultures. Identity shapes historical processes and
interpretations. Identity is shaped by external and internal influences and it is
relational (the notion of we as opposed to them). This concept refers to how
both individual and group perceptions of the self, form, evolve and are expressed.
From a historical perspective, identity can be examined as a cause or consequence
of an event, idea or process.Additionally, the notion of citizenship appears as a
politically and historically relevant form of identification on the part of peoples.
Ideology
An ideology is a system of ideas and ideals, which can form the basis of political or
economic theories, policies and actions. Ideologies usually encompass systematic
arrangements of premises and assertions that are used to interpret the world and
make normative assertions about how it should be organized. Ideologies can
evolve and change over time in order to meet the needs of a group of people or
a society. Ideologies can be derived from the place and space in which a group
of people or a society is located. Ideologies can evolve into political, economic
or social systems and these systems can impact humans in a variety of ways. For
example, through the definition of certain rights andresponsibilities.
Innovation and
revolution
Innovation incorporates the understanding of processes that drive change and

invention.
In history, this concept looks at the process of generating new ideas, events,
movements, products or solutions through the alteration, transformation,
reorganization, restructuring, rearrangement, or renovation of existing ideas,
events, movements, products or solutions. Innovation involves individuals and
societies because they use their capacity to create, contrive and initiate a capacity
that can lead to both positive and negative consequences in the short term and
the long term.
50
History
Related concept
Definition
Interdependence
Interdependence is the state of two or more individuals, groups or societies being

reliant on each other. This mutual dependence is often derived from a need
for individuals, groups or societies to grow, develop, change and/or advance.
Interdependence can lead to a variety of results, both positive and negative. These
results can be the same or different for the parties involved in the interdependent
relationship. As well, these results can change depending on the time period
and location in which the individuals, groups and/or societies exist. Relations of
interdependence are not necessarily horizontal. Historiography can also study
processes of dependency, domination and power between peoples or nations.
Perspective
Perspective is a concept of a different nature as it is more clearly related to the

craft of the discipline. Perspective is the way someone looks at something taking
into consideration all of the things that have happened with that thing in the past
and the relationship between the viewer and the thing in the past being viewed.
For historians, perspective implies a need for understanding different sides of an
event.
Significance
Significance is a concept of a different nature as it is more clearly related to the

craft of the discipline. It refers to the quality of having great value taking into
account the historical context.Historical context is the political, social, cultural,
and economic setting for a particular idea or event. In order to better understand
something from history, we must look at its contextthose things that surround
it in time and place and that give it its meaning or value. In this way, we can gain,
among other things, a sense of how unique or ordinary an event or idea seems to
be in comparison to other events and ideas.
51
Appendices
Individuals and societies glossary
Term
Definition
Action plan
Steps and information that the student defines in order to complete the
investigation. The plan might include stages such as: identifying sub-questions;
defining methods to be used in the investigation; defining sources of information;
a plan for the main stages for the investigation that can summarize the above
information. There is flexibility in the process, and students can revise their plans
depending on their findings during the investigation.
Bibliography
A list of the important sources used to undertake a task.
Exemplify
Represent with an example.
Module
A component in an individuals and societies course that contributes to the

complete course for the academic year. Several modules make up an individuals
and societies course. A module may include one or more unit of work.
Recognize
Identify through patterns or features.
Reflect
Think about deeply; consider.
Research
methods
The series of systematic steps necessary to search for pertinent information on a

specific topic. Research methods to collect information will vary according to the
individuals and societies discipline being studied. Research methods include, but
are not limited to: selection of sources (type and range); questionnaires; surveys;
interviews; observation; experiments; measurement; collection and analysis of
quantitative data; formulation of questions.
Research
question
The methodological point of departure of an investigation, guiding the scope and

nature of the research. Clear and focused research questions consider: relevance;
manageability; originality; ability to be assessed; availability of resources; level of
student interest; and connection with the discipline or subject group. Research
questions can be formulated as general statements or as distinct lines of inquiry.
52
Appendices
MYP command terms for individuals and societies
Command term
Definition
Analyse
Break down in order to bring out the essential elements or structure. (To identify
parts and relationships, and to interpret information to reach conclusions.)
Demonstrate
Make clear by reasoning or evidence, illustrating with examples or practical

application.
Describe
Give a detailed account or picture of a situation, event, pattern or process.
Discuss
Offer a considered and balanced review that includes a range of arguments,

factors or hypotheses. Opinions or conclusions should be presented clearly and
supported by appropriate evidence.
Document
Credit sources of information used by referencing (or citing) following a recognized

referencing system. References should be included in the text and also at the end
of the piece of work in a reference list or bibliography.
Evaluate
Make an appraisal by weighing up the strengths and limitations.
Explain
Give a detailed account including reasons or causes (see also Justify).
Explore
Undertake a systematic process of discovery.
Formulate
Express precisely and systematically the relevant concept(s) or argument(s).
Identify
Provide an answer from a number of possibilities. Recognize and state briefly a

distinguishing fact or feature.
Interpret
Use knowledge and understanding to recognize trends and draw conclusions from
given information.
Investigate
Observe, study or make a detailed and systematic examination, in order to

establish facts and reach new conclusions.
Justify
Give valid reasons or evidence to support an answer or conclusion (see also

Explain).
List
Give a sequence of brief answers with no explanation.
Summarize
Abstract a general theme or major point(s).
Synthesize
Combine different ideas in order to create new understanding.
Use
Apply knowledge or rules to put theory into practice.
53
Appendices
Selected reading
Clifford, N, Holloway, S, Rice, S and Valentine, G, (eds). 2009. Key Concepts in Geography. (Second Edition).
London, UK. SAGE Publications Ltd.
Donovan, MS and Bransford, JD, (eds). 2005. How Students Learn: History, Mathematics, and Science in the
Classroom. (Authoring organizations: Committee on How People Learn: A Targeted Report for Teachers;
Center for Studies on Behavior and Development; National Research Council). WashingtonDC, USA.
The National Academies Press.
Geographical Association. 2010. Curriculum Making with Geography: A Professional Glossary. http://www.
geography.org.uk/cpdevents/curriculummaking/glossary/ (accessed 10June 2013).
Geographical Association. 2009. A Different View: A Manifesto from the Geographical Association. http://www.
geography.org.uk/adifferentview (accessed 18May2011).
Giddens, A. 1984.The Constitution of Society: Outline of the Theory of Structuration. Cambridge, UK.
Polity Press.
Lambert, D and Morgan, J. 2010. Teaching Geography 1118: A Conceptual Approach. Maidenhead, UK.
Open University Press.
Mazlish, B. 2006. The New Global History. New York, New York, USA. Routledge.
Morin, E. 1999. Seven Complex Lessons in Education for the Future. Paris, France. UNESCO.
National Council for the Social Studies (NCSS). 2010. Chapter 2The Themes of Social Studies in National
Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment. http://www.
socialstudies.org/standards/strands (accessed 18May2011).
Oxfam. 2006. Education for Global Citizenship: A Guide for Schools. http://www.oxfam.org.uk/education/gc/
(accessed 18May2011).
Programme de formation de lcole qubcoise. 2007. Domaine de lunivers social: Monde contemporain.
Quebc, Canada. Ministre de lducation, du Loisir et du Sport. http://www.mels.gouv.qc.ca/sections/
programmeformation/secondaire2/index.asp?page=social (accessed 18May2011).
Radford, C. 1966. KnowledgeBy Examples.Analysis. Vol27. Pp 111.
Tosh, J. 2010. The Pursuit of History: Aims, Methods and New Directions in the Study of Modern History. (Fifth
Edition). Harlow, UK. Pearson Education Limited.
Wineburg, S. 2001. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past.
Philadelphia, Pennsylvania, USA. Temple University Press.
54

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