The complete MYP Individuals & Societies objectives and supplementary C3 inquiry dimensions catalogue for grades 6–10, each mapped to the MYP Individuals & Societies Criteria A–D it best assesses.
Use terminology and demonstrate factual and conceptual knowledge through developed descriptions, explanations and examples
25 lessons · 10 MYP I&S + C3 standards
Develop focused questions and action plans, use appropriate research methods, and evaluate processes and results
25 lessons · 10 MYP I&S + C3 standards
Communicate effectively for audience and purpose, structure ideas for the format, and document sources
35 lessons · 10 MYP I&S + C3 standards
Discuss concepts, synthesize arguments, evaluate sources and interpret perspectives
25 lessons · 20 MYP I&S + C3 standards
Use concepts and tools from history, geography, economics and civics to explain human systems. By Grade 6, students work with increasing independence, source complexity and disciplinary precision.
Build evidence-based explanations and arguments for a defined audience and cite sources consistently. By Grade 6, students work with increasing independence, source complexity and disciplinary precision.
Construct compelling and supporting questions, then plan an inquiry appropriate to the grade. By Grade 6, students work with increasing independence, source complexity and disciplinary precision.
Gather evidence from varied sources and evaluate relevance, origin, purpose, value and limitations. By Grade 6, students work with increasing independence, source complexity and disciplinary precision.
Use inquiry findings to compare options and propose responsible, context-sensitive action. By Grade 6, students work with increasing independence, source complexity and disciplinary precision.
Use concepts and tools from history, geography, economics and civics to explain human systems. By Grade 7, students work with increasing independence, source complexity and disciplinary precision.
Build evidence-based explanations and arguments for a defined audience and cite sources consistently. By Grade 7, students work with increasing independence, source complexity and disciplinary precision.
Construct compelling and supporting questions, then plan an inquiry appropriate to the grade. By Grade 7, students work with increasing independence, source complexity and disciplinary precision.
Gather evidence from varied sources and evaluate relevance, origin, purpose, value and limitations. By Grade 7, students work with increasing independence, source complexity and disciplinary precision.
Use inquiry findings to compare options and propose responsible, context-sensitive action. By Grade 7, students work with increasing independence, source complexity and disciplinary precision.
Use concepts and tools from history, geography, economics and civics to explain human systems. By Grade 8, students work with increasing independence, source complexity and disciplinary precision.
Build evidence-based explanations and arguments for a defined audience and cite sources consistently. By Grade 8, students work with increasing independence, source complexity and disciplinary precision.
Construct compelling and supporting questions, then plan an inquiry appropriate to the grade. By Grade 8, students work with increasing independence, source complexity and disciplinary precision.
Gather evidence from varied sources and evaluate relevance, origin, purpose, value and limitations. By Grade 8, students work with increasing independence, source complexity and disciplinary precision.
Use inquiry findings to compare options and propose responsible, context-sensitive action. By Grade 8, students work with increasing independence, source complexity and disciplinary precision.
Use concepts and tools from history, geography, economics and civics to explain human systems. By Grade 9, students work with increasing independence, source complexity and disciplinary precision.
Build evidence-based explanations and arguments for a defined audience and cite sources consistently. By Grade 9, students work with increasing independence, source complexity and disciplinary precision.
Construct compelling and supporting questions, then plan an inquiry appropriate to the grade. By Grade 9, students work with increasing independence, source complexity and disciplinary precision.
Gather evidence from varied sources and evaluate relevance, origin, purpose, value and limitations. By Grade 9, students work with increasing independence, source complexity and disciplinary precision.
Use inquiry findings to compare options and propose responsible, context-sensitive action. By Grade 9, students work with increasing independence, source complexity and disciplinary precision.
Use concepts and tools from history, geography, economics and civics to explain human systems. By Grade 10, students work with increasing independence, source complexity and disciplinary precision.
Build evidence-based explanations and arguments for a defined audience and cite sources consistently. By Grade 10, students work with increasing independence, source complexity and disciplinary precision.
Construct compelling and supporting questions, then plan an inquiry appropriate to the grade. By Grade 10, students work with increasing independence, source complexity and disciplinary precision.
Gather evidence from varied sources and evaluate relevance, origin, purpose, value and limitations. By Grade 10, students work with increasing independence, source complexity and disciplinary precision.
Use inquiry findings to compare options and propose responsible, context-sensitive action. By Grade 10, students work with increasing independence, source complexity and disciplinary precision.
