MYP Year 3 (Grade 9) Unit Letter 2 Semester Subject ...

MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021

Unit 1

Subject : Languange and Literature Teacher : Dzuvia Mughniy Arsaningsih

Global Context

Unit title

Personal and Cultural Expression

Teks Narasi

Unit and time frame

Key Concept

Creativity

Statement of Inquiry Creativity can recognize purpose in various genres to make products. 1 (January-February 2021)

Related Concept Structure

Genres

ATL Skills

Social Skills

-Use social media networks appropriately to build and develop relationships

-Practice empathy, Manage and resolve conflict, and work collaboratively in teams

-Listen actively to other perspectives and ideas

-Exercise leadership and take on a variety of roles within groups

-Give and receive meaningful feedback

Research Skills

-Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of

sources and media (including digital social media and online networks).

-Make informed choices about personal viewing experiences.

-Communicate information and ideas effectively to multiple audiences using a variety of media

and formats.

-Compare, contrast and draw connections among (multi)media resources.

Objectives

Criteria Objective B: Organizing i. employ organizational structures that serve the context and intention ii. organize opinions and ideas in a coherent and logical manner iii. use referencing and formatting tools to create a presentation style suitable to the context and intention. Criteria Objective C: Producing text i. produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process ii. make stylistic choices in terms of linguistic, literary and visual devices iii. select relevant details and examples to develop ideas.

Week 1 Week 2 Week 3 Week 4 Week 5

Week 6

Telling short inspirational stories to students.

Factual— What does it take to make a good narrative essay?

Conceptual— How to apply creativity to writing a narrative essay?

Collect, organize, and analyze inspiring stories from various sources and see the similarities.

Summing up the contents of expressions of sympathy, caring, empathy, or personal feelings in the inspired story text that is read.

Discuss with the study group about the characteristics contained in the inspirational story text.

Present as a group a good and interesting inspirational story text.

Create a fictional inspirational story that contains sympathy and empathy.

Debatable— How can creativity serve the purpose of making narrative essays more interesting?

Resources Books Websites (Videos)

East, Mike. 2014. Language And Literature: A Practical Guide Student Book. Internatonal Baccaaureate Organzation: Wales. Kaiseriman, Zara. 2018. Language And Literature MYP By Concept 3. Hodder Education: London

http://www.ceritainspirasi.net/


Unit 1

Subject : Javanese Teacher : Sri Lestari

Global Context Unit title

Identities And Relationship

Nliti Teks Pidato

Unit and time frame

Key Concept

Communication

Statement of Inquiry Mengkomunikasikan isi dari sebuah teks pidato dilihat dari segi sudut pandang masing –

masing dan mengkomunikasikan dengan gaya masing – masing

1 (Januari 2021) Related Concept

Pont of View, Style

ATL Skills Communication

Organization Skill

Objectives

Kriteria C : Producing Text i. produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative

process ii. imake stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience iii. select relevant details and examples to develop ideas. Kriteria D : Using Language i. use appropriate and varied vocabulary, sentence structures and forms of expression ii. write and speak in an appropriate register and style iii. use correct grammar, syntax and punctuation

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Disajikan teks Pidhato, deskripsi kegiatan meneliti teks pidhato antara yang membacakan teks pidhato, mengidentifikasi struktur pidato, menemukan isi pokok pidato dan membuat teks serta mempraktekkannya

Teks pidato yang telah di identifikasi

strukturnya dipresentasikan, dilanjutkan

dengan membuat teks pidato dengan

tema yang telah ditentukan dan

dipraktekkan.


Widya Adi Basa Jawa 3, Sumarlam, Ersyani SitiSuryani. 2015. PT Tiga Serangkai Pustaka Mandiri Surakarta

https://www.youtube.com/watch?v=9WAsNW_q6mE

https://www.youtube.com/watch?v=9WAsNW_q6mE


Unit 2

Subject : Javanese Teacher : Sri Lestari

Global Context

Unit title


Memahami Sandiwara Tradisional Jawa

Unit and time frame

Key Concept

Communication

Statement of Inquiry Mendeskripsikan tokoh, lattar dan alur cerita sandiwara tradisional Jawa secara tertulis

sesuai dengan genre masing – masing sehingga mampu memahami character sesuai

dengan kreatifitas masing - masing

Unit 1 (January 6 – 25 2021) Related Concept Setting, Point of

View

ATL Skills

Sosial Skill : Collaboration Skill

Thinking Skill : Transfer

Objectives

Kriteria A : Analysing i. identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts ii. identify and explain the effects of the creator’s choices on an audience iii. justify opinions and ideas, using examples, explanations and terminology iv. interpret similarities and differences in features within and between genres and texts.

Kriteria D : Using Language i. use appropriate and varied vocabulary, sentence structures and forms of expression ii. write and speak in an appropriate register and style iii. use correct grammar, syntax and punctuation iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy


Week 6

Disajikan teks sandiwara tradisonal (

kethoprak ) kemudian dianalisis

unsur instrinsiknya

Mempresentasikan hasil analisis isi

teks dengan menggunakan bahasa

sendiri . serta menanggapi nilai – nilai

yang dapat diambil dari cerita tersebut

Meeting 4 : Summative Assessment


Widya Adi Basa Jawa 3, Sumarlam, Ersyani SitiSuryani. 2015. PT Tiga Serangkai Pustaka Mandiri Surakarta

Purwadarminto. 1939. Bausastra Jawa. Tim Balai Bahasa Yogyakarta Pepak Basa Jawa

https://www.youtube.com/watch?v=nAIOOuLO2OA

https://www.youtube.com/watch?v=nAIOOuLO2OA

MYP Year 3 (Grade 9) Unit Letter 2nd Semester

School Year 2020/2021

Unit 1

Subject : English

Teacher : Danang Catur Satrianto



Reporting live

Unit and time frame

Key Concept

Creativity

Statement of Inquiry

A Report text can form a person's perspective that influences personal and creativity in a certain context.

Unit 1 ( January 27 – February 14, 2021)

Related Concept Form, context and point of

view

ATL Skills

Critical thinking Analysing and identifyng the facts or evidences about succesfull people’s story and take moral values.

Communication Reporting news to audiences

Objectives

Phase 3 Criterion D i, ii, iii


Week 6

Week 1 : Students learn about

reporting live

FQ : What do you usually do before delivering a story / news?

Week 2 : Students learn about news

and compose and paraphrase a report

text

CQ : How does a reporter prepare her/his performance?

DH : Why does a reporter must do good preparation before delivering news?

Summative assessment


Putcha Herbert, etc. 2016. English in Mind Second Edition (specisl edition student’s book 3). Malaysia : Cambridge University Press.

Castro, Ana de. 2016. English Language Acquisition (MYP by concept

4 & 5). UK : Hodder Education


Unit 1

Subject : Mathematics Teacher : Ayu Nur Afifah

Global Context

Unit title

Orientation in space and time

Probability

Unit and time frame

Key Concept

Relationship

Statement of Inquiry Pattern in the natural world can be represented as relationships and thus help in making model and predictions

1 (January 2021) Related Concept

Change and Model

ATL Skills

Informations literacy

Process data and report results

Critical thinking Formulate factual, topical, conceptual and debatable question

Objectives

D. Using mathematics in real life context (i, ii, iii, iv)


Week 6

Know and use words associated with

probability

Construct and use a probability scale

Calculate the probability of independent

and dependent combined events

Calculate probabilities using a sample

space diagram

calculate probabilities using a tree

diagram

calculate and interpret conditional

probabilities

Summative test


Couchman, Linda and Evans, Rebecca. 2015. Math Higher. Collins, London

-


Unit 1

Subject : Arabic Teacher : Rayinda Dwi Prayogi


الطبيعة جمال / Beautiful nature

Unit and time frame

Key Concept

Creativity

Statement of Inquiry The ways of sustainable living purpose need to communicate scientifically with context and meaningful to make audiences of empathy and realize the Natural resources and public goods.

4 weeks (8 hrs) Related Concept

Meaning, purpose, context, and emphaty

ATL Skills

Category Communication skill

Indicator- Give and receive meaningful feedback

Collaboration Skills

Indicator- Working effectively with others.

Objectives

Criteria B: Comprehending written and visual text i. identify basic facts, messages, main ideas and supporting details ii. recognize basic aspects of format and style, and author’s purpose for writing iii. engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text. Criterion C: Communicating in response to spoken, written and visual text i. respond appropriately to simple short phrases ii. interact in simple and rehearsed exchanges, using verbal and non-verbal language iii. use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics iv. communicate with a sense of audience.


Week 6

" عصف ذهني حول " يومياتنا في المدرسة

Brainstorming about " Natural

resources and public goods "

1. students look for common

vocabulary and simple sentences in

sports

نستوعب المخفوظات

(Students are given examples of simple

conversations to explore the

importance of the theme of " Natural

resources and public goods ")

2. students explore deep conversations

more specifically in a particular sport.

التمرين

(Review previous material with exercises)

3. students prepare text materials about

certain sports that they have chosen and

start working on summative assessment

يشاهد الطلاب مقاطع فيديو

(Students perform their work at Big Blue

Batton together)

Summative Assessment

4. Students present their work with

friends.

- -


( العالمين مناهج) الاول الدراس الفصل التاسع الصف الطالب كتاب العربية تعلم

XIV الوحدة الرابعة عشرة

https://www.youtube.com/watch?v=joFW8FeZqOA

https://www.youtube.com/watch?v=joFW8FeZqOA


Unit 1

Subject : Science-Physics Teacher : Fatima Istiqomah Djarod

Global Context

Unit title


Application of physic

Unit and time frame

Key Concept

Systems

Statement of Inquiry Technology designers creatively apply energy in order to develop and reinvent devices that biodegradable


Energy

Development

ATL Skills

Research skills: media literacy Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks)

Demonstrate awareness of media interpretations of events and ideas (including digital social media)

Communication skills: communication Share ideas with multiple audiences using a variety of digital environments and media

Objectives

Criterion A. Knowing and Understanding i. describe scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

iii. analyse information to make scientifically supported judgments.

Criterion D. Reflecting on the impact of science i. describe the ways in which science is applied and used to address a specific problem or issue ii. discuss and analyse the various implications of the use of science and its application in solving a specific problem or issue iii. apply scientific language effectively iv. document the work of others and sources of information used.


Week 6

Define electromagnetic waves, digital

technology and cellphones

Define between analogue and digital

signals

Define advantages of digital

technology

Summative Test: Student make video precentation about advantages of digital technology


Allort, A. and Mindorff, D. 2017. MYP Science : A Concept Based Approach Years 4&5. Oxford University Press, UK. Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill Science A Practical Guide Teacher Book. International Baccalaureate Organization, UK Morris, P. and Deo, P. 2016. Science MYP by Concept 1. Hodder Education, London. Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Science 2nd EditionBook B. Marshall Cavendish Education, Singapore

https://ophysics.com/w6.html


Unit 1

Subject : Individual and Societies - Geography Teacher : Shinta Khoiru N

Global Context

Unit title

Fairness and development

Country (Developed and Developing Country)

Unit and time frame

Key Concept

Global interactions

Statement of Inquiry Each country will continue to develop the power to become a developed country that has networks on the global scene by not ignoring fairness for the prosperity of its people.


Power, Networks

ATL Skills

Creative thinking: Apply existing knowledge to generate new ideas, products or processes

Affective skills : Managing state of mind

Practise focus and concentration

Practise analyzing and attributing causes for failure

Objectives

Criteria A : Knowing and Understanding i. Use a range of terminology in context Criteria B : Investigating i. Choose a clear and focused research question, explaining its relevance ii. Formulate and follow an action plan to investigate a research question

Criteria D : Critical thinking i. Analyse concepts, issues, models, visual representation and/or theories


Week 6

Content of learning topics: Developing country

Factual question:

What is developing country?

The students will get to know indicators of developing country

The students will analyze Indonesia as developing country

Content of learning topics: Developed country Factual question:

What is developed country? The students will get to know indicators of developed country

The students will choose one country to analyze why the country become a developed country

Content of learning topics: Indicators of developed and developing country Conceptual question: What makes a country become a developed country? The students will choose 2 countries to analyze and compare the different between 2. The students will observe why the country become developed country than the other one.

Content of learning topics: Indonesia become a developed country Debatable question: Will Indonesia become a developed country? The students will explore all about Indonesia then analyze what can make Indonesia become a developed country.

Summative Assesment: Task 1: Choose 2 country in Asia then analyze what indicators of developing and developed country that the countries have! Task 2 : Analize why Indonesia become a developing country then what you suggest to make Indonesia become a developed country



Unit 1

Subject : Islamic Studies Teacher : Mishriyah

Global Context

Unit title

Personal and cultural expression

Exploration: Belief systems

Unit and time frame

Key Concept

Systems

Statement of Inquiry A system of belief will be reflected in one's expression in carrying out a symbol that has become

a belief system.

Provisions For Slaughtering Animals Related Concept

Symbolism, Beliefs

ATL Skills

Self Management/ Organization skill

Plan short- and long-term assignments; meet deadlines,Create plans to prepare for summative

assessments (examinations and performances), Keep and use a weekly planner for

assignments,Set goals that are challenging and realistic.

Self Management/ / Affective skill Practice focus and concentration, Practice strategies to develop mental focus, Practice strategies to overcome distractions, Practice being aware of body–mind connections

Objectives

Criterion 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.

Criterion D: Thinking critically

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 values and limitations

iv. recognize different perspectives and explain their implications.


Week 6

Week 1 : Provisions for Aqiqah and

Qurban,

Factual Question (FQ) : What is the

difference between Qurban and

Aqiqah?

- Students seek information from literacy from various sources to find provisions of qurban and aqiqah,

Week 2 : Distribution of Qurban

Meat and Aqiqah

Conceptual Question (CQ): How is the distribution of qurban and aqiqah animals?

- Students make a mind mapping of

the implementation of qurban and aqiqah individually, discussing in groups the wisdom of qurban and aqiqah

Week 3 : Lessons for the Implementation

of Sacrifice and Aqiqah

Debatable Question (DQ): What is the wisdom of implementing qurban and aqiqah? - Practicing the implementation of

qurban and aqiqah

- - -

Understand the contents of the naqli argument from al-Qura'n and Al Hadith


- Abu Muhammad Ibnu Shalih bin Hasbullah, Panduan Praktis Aqiqah, Berdasarkan al Qur’an dan as Sunnah.

- Muhammad Abduh Tuasikal, Fiqih qurban dan aqiqah, Pustaka Muslim

https://www.youtube.com/watch?v=PS7gRGd-osg, Menyayangi Binatang Dalam Syariat Penyembelihan (Ketentuan Aqiqah dan Kurban) SMP KELAS IX https://www.youtube.com/watch?v=p8YEq4nyZQE, Umur Berapakah Kambing yang Sah Untuk Kurban dan Aqiqah?

https://www.youtube.com/watch?v=PS7gRGd-osg

https://www.youtube.com/watch?v=p8YEq4nyZQE


Unit 1

Subject : Design Teacher : Fatima Istiqomah Djarod

Global Context

Unit title

Context : Orientation in space and time

Unit : Processing foodstuffs originating from fisheries

Unit and time frame

Key Concept

Communication

Statement of Inquiry A innovative product can be diffused into a global market through successful and targeted communication


Innovation, markets and trends

ATL Skills

Category Research skills (Cluster Information literacy):

Indicator - Access information to be informed and inform others, make connections between various sources of information, present information in a variety of formats and platforms, collect and analyze data to identify solutions and make informed decisions

Category Thinking skills (Cluster Creative thinking): Indicator - Adapting existing knowledge to generate new products

Objectives

Criterion B: Developing ideas I. develop a design specification which outlines the success criteria for the design of a solution based on the data collected ii. present a range of feasible design ideas, which can be correctly interpreted by others iii. present the chosen design and outline the reasons for its selection iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution. Criterion C : Creating the solution I. develop a design specification, which outlines the success criteria for the design of a solution based on the data collected ii. present a range of feasible design ideas, which can be correctly interpreted by others iii. present the chosen design and outline the reasons for its selection iii. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution


Week 6

Students see a prescription source

from the Internet. Then discuss with

friends to modify a fisheries -based

recipe so that it can be accepted

globally.

Students prepare the necessary

tools and materials to make

fisheries -based cuisine in the

home

Students are plating the results of

dishes that have been made then

upload video cooking tutorials

Students make reports on the

making of fisheries -based cuisine.

Then make a presentation of results

in PowerPoint and presented to his

friends


Allort, A. and Mindorff, D. 2017. MYP Design : A Concept Based Approach Years 4&5. Oxford University Press, UK. Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill DesignA Practical Guide Teacher Book. International Baccalaureate Organization, UK Morris, P. and Deo, P. 2016. Design MYP by Concept 1. Hodder Education, London. Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Design 2nd EditionBook B. Marshall Cavendish Education, Singapore

-


Unit 1

Subject : ARTS Teacher : Wira Widi Sadewa

Global Context

Unit title

Scientific and Technical Innovation

Unit and time frame

Key Concept

Aesthetic

Statement of Inquiry Creating innovations products by creating aesthetic miniatures of objects, with

unique, interesting, and creative interpretations and styles

4 weeks Related Concept

Interpretation and

Style

ATL Skills

Category Research Skills (Cluster Media literacy)

Indicator- Locate, organize, analyze, evaluate, synthesize and ethically use

information from a variety of sources and media (including digital social media and

online networks) Demonstrate awareness of media interpretations of events and ideas

(including digital social media)

Category Thinking skills (Cluster Transfer)

Indicator- Combine knowledge, understanding and skills to create products or

solutions

Objectives

Criterion A: Knowing and understanding

I. demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language

II. demonstrate knowledge of the role of the art form in original or displaced contexts

III. use acquired knowledge to inform their artwork.

Criterion C: Thinking Creatively

I. outline a clear and feasible artistic intention

II. outline alternatives, perspectives, and imaginative solutions

III. demonstrate the exploration of ideas through the developmental process to a point of realization.


Week 6

Students look for references on the

internet regarding miniatures, and

each of them is required to share

references with classmates in order

to generate as many references as

possible.

Students discuss with classmates to

determine their respective ideas in

making miniatures

Students bring tools and materials to

make miniatures at school

Students make reports on making

miniatures. Then they share on social

media about their work in order to add

references to the general public


Allort, A. and Mindorff, D. 2017. MYP ARTS : A Concept Based Approach

Years 4&5. Oxford University Press, UK.

Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill ARTS A

Practical Guide Teacher Book. International Baccalaureate Organization,

UK

Morris, P. and Deo, P. 2016. ARTS MYP by Concept 1. Hodder

Education, London.

Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Design

2nd EditionBook B. Marshall Cavendish Education, Singapore

https://www.youtube.com/watch?v=DllDKK-768A (How to make miniature)

https://www.youtube.com/watch?v=tjKDpQMSQsM (How to make miniature)

https://www.youtube.com/watch?v=DLKSVdAZDZU (How to make miniature)

https://www.youtube.com/watch?v=DllDKK-768A

https://www.youtube.com/watch?v=tjKDpQMSQsM

https://www.youtube.com/watch?v=DLKSVdAZDZU


Unit 1

Subject : PHE Teacher : Saryana

Global Context

Unit title

2. Team Sport/ Vollyball

Unit and time frame

Key Concept

Communication

Statement of Inquiry movement and space during game For playing vollyball effectively, a team member needs

creativity in constructing play.

1 (January) Related Concept

System Interaction

ATL Skills Communication Skills : Use a variety of media to communicate with a range of audiences

II. Collaboration Skills : Listen actively to other perspectives and ideas

Objectives

Criterion C: Applying and Performing

I. develop a design specification which outlines the success criteria for the design of a solution based on the data collected

ii. present a range of feasible design ideas, which can be correctly interpreted by others

iii. present the chosen design and outline the reasons for its selection

iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution.

Criterion D : Reflecting and improving performance

I.develop a design specification, which outlines

the success criteria for the design of a solution based on the data collected

ii. present a range of feasible design ideas, which can be correctly interpreted by others

iii. present the chosen design and outline the reasons for its selection

iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution


Week 6

Siswa belajar tentang dasar-dasar bermain volly ball dengan melihat tampilkan video

Siswa mempraktekan dasar-dasar bola

volly( pasing bawah,pasing atas,servis)

Siswa belajar bermain bola volly setelah menguasai teknik dasar bermain

Siswa belajar dengan strategi dan taktik

bermain bola volly

Siswa membuat product video

tentang bermain bola volly


Allort, A. and Mindorff, D. 2017. MYP Physical and Health Education: A

Concept Based Approach Years 4&5. Oxford University Press, UK.

Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill Physical and

Health Education A Practical Guide Teacher Book. International Baccalaureate

Organization, UK

Morris, P. and Deo, P. 2016. Physical and Health Education MYP by Concept

1. Hodder Education, London.

Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Physical and Health Education 2nd EditionBook B. Marshall Cavendish Education, Singapore


Unit 1

Subject : PPKn Teacher : Alkaf Asari

Global Context: :

Unit title :

Orientasi dalam ruang dan waktu

Bela Negara dalam Konteks Negara Kesatua

Republik Indonesia

Unit and time frame

Key Concept :

Perubahan

Statement of Inquiry Perubahan sosial adalah titik balik dalam sejarah manusia, ketika kondisi menyebabkan orang bangkit dan mencari perubahan mendasar dalam masyarakat

3 / 24 Related Concept Causality,

Cultur and Conflik

ATL Skills

Organisasi, Berfikir Kritis dan Media Literasi

Objectives

Tujuan:

Investigasi Perubahan Sosial

A2 → Menunjukkan pemahaman Anda tentang penyebabnya Perubahan Sosial

B → Investigasi proses Perubahan sosial dengan tepat keterampilan penelitian.

C → Mengkomunikasikan ide-ide dengan jelas dengan benar format surat kabar, dengan daftar pustaka yang tepat.

D1 → Berpikir kritis tentang kondisi itu menyebabkan manusia ingin melakukan perubahan sosial..


Week 6

Makna Bela Negara Ancaman, Tantangan,

Hambatan, dan Gangguan

terhadap NKRI

Semangat dan Komitmen

Persatun dan Kesatuan

Nasional dalam Mengisi dan

Mempertahankan NKRI

Materi Persiapan USBN dari buku detik-detik.

Latihan Soal-soal USBN dari buku detik-detik.

Latihan Soal-soal USBN dari buku detik-detik


Buku Paket Belajar Memahami PPKn untuk kelas IX SMP dan MTS, Penerbit PT Tiga Serangkai Buku Detik-detik USBN PPKn Kelas 9

Sumber yang tersedia di perpustakaan sekolah


Unit 2

Subject : Civil Education Teacher : Alkaf Asari

Global Context: :

Unit title :

Orientasi dalam ruang dan waktu

Bela Negara dalam Konteks Negara Kesatua Republik Indonesia

Unit and time frame

Key Concept :

Perubahan

Statement of Inquiry Perubahan sosial adalah titik balik dalam sejarah manusia, ketika kondisi menyebabkan orang bangkit dan mencari perubahan mendasar dalam masyarakat

3 / 24 Related Concept

Causality, Cultur and Conflik

ATL Skills

Organisasi, Berfikir Kritis dan Media Literasi

Objectives

Tujuan:

Investigasi Perubahan Sosial

A2 → Menunjukkan pemahaman Anda tentang penyebabnya Perubahan Sosial

B → Investigasi proses Perubahan sosial dengan tepat keterampilan penelitian.

C → Mengkomunikasikan ide-ide dengan jelas dengan benar format surat kabar, dengan daftar pustaka yang tepat.

D1 → Berpikir kritis tentang kondisi itu menyebabkan manusia ingin melakukan perubahan sosial..


Week 6

Makna Bela Negara Ancaman, Tantangan, Hambatan, dan

Gangguan terhadap NKRI

Semangat dan Komitmen Persatun dan

Kesatuan Nasional dalam Mengisi dan

Mempertahankan NKRI

Materi Persiapan USBN dari buku detik-detik.

Latihan Soal-soal USBN dari buku detik-detik.

Latihan Soal-soal USBN dari buku detik-detik


Buku Paket Belajar Memahami PPKn untuk kelas IX SMP dan MTS, Penerbit PT Tiga Serangkai Buku Detik-detik USBN PPKn Kelas 9

Sumber yang tersedia di perpustakaan sekolah

MYP Year 3 (Grade 9) Unit Letter 2 Semester Subject ...

Documents