Individuals & Societies

Students take three years of a non-tracked Individuals and Societies/Humanities course. Individuals and Societies are taught in a language other than English for those students taking a language at an advanced level. The curriculum emphasizes the interaction between human beings and their environments (geography) as well as human beings and their fellow human beings (governments, systems, and politics). A connection between past and present is made through civics, public speaking, and current events. Students develop knowledge, understanding, and appreciation of the history of mankind; reflect on the development of human beings, their societies, and their cultures in relation to one another; and seek to understand the relations between cultures and societies. Thinking skills such as drawing conclusions, inferring, making connections, and understanding cause and consequence through the use of primary and secondary source documents, maps and graphs, and current event articles. Research and communication skills, oral as well as written, through reading, writing, presentations, restating facts, understanding arguments, and formulating and supporting opinions. 

Learner Profile

This course encourages students to take risks when giving and supporting opinions and show an open mind, be curious and respectful when participating in class discussions and working in groups. Students become knowledgeable thinkers when discussing, communicating, and supporting opinions. They are inspired to display an inquiring mind when seeking and learning about different cultures and perspectives on the world. 

Aims and objectives 

• Develop skills necessary for the effective study of Individuals and Societies: research, communication, critical thinking Respect, and understanding of others’ perspectives, values, and attitudes. 
• Develop awareness of human cultures, interactions, and events in a variety of places at different times.
• Understanding of interactions and interdependence of individuals, societies, and their environments.
• Understanding of the causes and consequences of change through physical changes as well as through human actions and processes 
• A sense of internationalism with a desire to be an informed, proactive, and responsible global citizen. 

They will learn how to: 

• Develop and acquire knowledge and understanding of specific terminology and concepts related to the study of history, geography, political systems, and the foundation of economic systems. 
• Understand and appreciate the history of mankind; reflect on the development of human beings, their societies, and their cultures in relation to one another; seek to understand the relations between cultures and societies in a variety of settings from regional to global interaction 
• Improve research and communication skills, oral as well as written, through reading, writing, presentations, restating facts, understanding arguments, formulating and supporting opinions 
• Investigate: ask questions, design a plan, identify, evaluate, and cite sources and resources, explore methods, and communicate processes and results in a variety of fashions. 
• Communicate their understanding, questions, and evaluations through a diversity of methods: in writing, presentations, interactions, debates, and speeches. 
• Demonstrate critical thinking; develop thinking skills such as drawing conclusions, inferring, making connections, understanding cause and consequence through the use of primary and secondary source documents, maps and graphs, and current event articles, interpreting different perspectives and their implications, and synthesizing information to make valid arguments.

Methodology: Class discussions; expressing opinions and respecting others’ opinions; understanding and analysis of primary and secondary sources; reading historical documents with a purpose; reading and understanding maps, charts, and graphs; conducting research and evaluating sources; creating presentations; writing essays, responding to study questions; summarizing. 

Assessment: 

French International School of Oregon teachers commit to a variety of summative assessment tasks tied to learning objectives, skills, and criteria. Before an assessment or along with it, teachers will hand out clearly described tasks and a rubric with criteria for assessment. All units of work include formative assessments leading to the summative piece. 

Scope and sequence

Grade 6: Settlements and development of humans, World History

• Human origins and culture 
• River Civilizations: Mesopotamia and Egypt
• Rules, values, and Beliefs: China, Hebrews, India
• Expansions and Relationships: Greece and Rome

Grade 7: Systems, innovations, ideas, and interactions within an expanded world, World History

• Changing Empires: Medieval Europe and  the Byzantine empire
• Ideas and Beliefs: Roots and the spread and legacy of Islam
• Systems of Power: Feudalism in Europe and Japan
• Resources and Sustainability: Equity and Disparity in Africa
• Innovations and Interactions: Early Cultures of the Americas
• Transformations: Beginning of a changing world, rebirth of ideas and innovations
• The Renaissance

Grade 8: Crisis, reforms, revolutions and changes, European and American History

• Expansions and Empires: Fundamental shifts in society allow a people to leave their world: Spanish and Portuguese Empires
• Changes and Revolution: Freedom gives you power, choice and obligations: Colonies, Pilgrims, and Puritans. Philosophers and the Enlightenment
• Nation and Power: Building and administering power and empowerment: constitution, independence
• Union and Globalization: Gaining power and getting larger: Union and disunion, federation, confederates yesterday and today