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Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
Humanities Presentation
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Humanities Presentation

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  • 1. The Long Path of Understanding
  • 2. What is this thing called Humanities Delivery of Curriculum in a way that is authentic and in context Sharing the responsibility of grammar, writing, and reading through interdisciplinary practices Proven best practice for schools similar to Pudong in size
  • 3. What we are doing with our time. Humanities does not simply combine two classes to make one. Conversely, more time does not mean double the instruction Offer more Exploratory classes to students during the school days Provide students with choices in their work Integrate Reading, writing and grammar in Cores, Specials and Electives Student Led Conferencing and EAGLES Reflections
  • 4. Humanities 2007-2008 Education is not filling a bucket but lighting a fire William B. Yeats
  • 5. What is Humanities? history comparative religion literature the history, theory, and philosophy and ethics criticism of the arts different cultures aspects of the social linguistics sciences (anthropology, sociology, psychology, law political science, archaeology government, and economics) Definition used by the U.S. Congress when the National Endowment for the Humanities was established in 1964
  • 6. Why is it important? It encourages students to discuss, explore and reflect upon the following in an inter- disciplinary manner: 1. The nature of basic values 2. Issues that confront us as citizens and as human beings in life and in society
  • 7. Why is it important? 3. The various policies and practices that are proposed to address these issues 4. The experiences and perceptions of others, 5. The ways in which time, place and culture affect attitudes and perceptions
  • 8. It is the core of human values and experiences Without it we have no context for understanding our past, present or future, as individuals or as nations
  • 9. Why combine SS and LA? The needs of a new generation of students and thinkers The new requirements of the ever changing globalized workforce Subject integration is a key component of life long learning
  • 10. The creation of Humanities will develop and reinforce all 3 of these key elements
  • 11. What will Humanities at SAS Pudong look like?
  • 12. Overview of Grade 6 Curriculum Five themes linked together Reflect the learning process, a cycle of exploration, development, and growth. Final challenge - students see themselves not just in their specific time and place, but in a broader global context.
  • 13. Grade 6 Humnities Curriculum Overview Theme 1: Where Are We From/ Where Are We Now? Theme 5: This is Who We Are/ Here We Are Now Theme 4: Establishing Values, Beliefs Theme 2: and Traditions Stages of Development/ Rites of Passage Theme 3: Foundations and Formations
  • 14. Overview of Grade 7 Curriculum THEMES The Development of Identity The influence of religion on the development of cultures and society Trade and its impact on human development The connection between community and conflict and the role institutions play
  • 15. 7th Grade Texts “Literature and Integrated Studies” by Scott Foresman Dragon Keeper, Carole Wilkinson (novel study) Catherine Called Birdy, (novel study) The Merchant of Venice (film as text) Cry freedom (film as text) The Outsiders, S.E. Hinton (novel study)
  • 16. Grade 8 Humanities Quarterly Breakdown
  • 17. Quarter 1 Theme 1: What is Evidence Enduring Understandings: Problem-solving requires a systematic approach Information exists in a variety of forms All evidence has limitations Argument requires evidence
  • 18. Students will be introduced and exposed to: the definition, categories and limitations of evidence. a variety of written and visual forms of evidence. They will engage with evidence through: a historical case study on The Lost Colony of Roanoke a field trip investigation of the Shanghai streetscape.
  • 19. 8th Grade Retreat
  • 20. Theme 2: Journeys Enduring Understandings: There are many types of journeys Everything we do has an impact on ourselves and on our environment Our past shapes our present Humans continually seek knowledge
  • 21. Literature Study: Short Stories from Language Arts Textbook Students will investigate the concepts of journeys, exploration, challenges and courage discuss the structural elements of plot and the use of literary devices be introduced to basic economic concepts and systems through the study of imperialism between 1500 - 1900
  • 22. 8th Grade Recycling Program
  • 23. Quarter 2 Theme 3: The Environment and Society Enduring Understandings: Everything we do has an impact on ourselves and on our environment Systems within an environment are interdependent Change is continual Human needs depend upon available resources
  • 24. A multi-disciplinary Unit Students will explore the concepts of global issues consolidate research and writing skills develop areas of speech and debate be involved in real life connections between science, math, language arts and social studies.
  • 25. Middle School Play
  • 26. Quarter 3 Theme 4: Culture Enduring Understandings: Cultural Misconceptions are part of our past and present Cultural values and beliefs affect relations among individuals, groups, institutions, and political states. Cultural identity is determined by many factors
  • 27. Literature Study: Rabbit Proof Fence (Film as text) House on Mango Street Students will analyze the impact of contact on indigenous civilizations investigate the themes of family, personal identity, cultural identity and displacement compare and contrast the effects of major colonizing movements across time experience the reality of the ‘melting pot’ and investigate the meaning of E Pluribus Unum (Out of the Many, One).
  • 28. Model United Nations
  • 29. Quarter 4 Theme 5: Human Rights Enduring Understandings: Change is continual Democracy is a process Democracy is not inherent
  • 30. Literature Circles: The Giver To Kill A Mockingbird Diary of Anne Frank Students will understand the rights of individuals compare and contrast the power of government vs the responsibility of the individual Analyze responsibility versus indifference and the impact of discrimination engage in a a journey of self discovery
  • 31. Why integrate? Integration allows a theme based curriculum •Encourages connections •Allows for more authentic learning •Can be designed to specifically meet the needs of our students, at this school, in this country
  • 32. Connections Fast connections: – the mark of the ‘thinking’ learner – Allow the learner to adapt and evolve within an every-changing environment
  • 33. “Increasing proper connections among the brain’s neurons results in a better functioning brain…Without such connections, bits of information are isolated from the prior knowledge and are forgotten.” Lowery, L. F., (2001)The biological basis for thinking. In Costa, A. L. (ed.) (2001). Developing Minds: A Resource Book for Thinking. Virginia: ASCD. (p. 179)
  • 34. Connections: A new focus on creative thinking Learning approaches need to focus on developing activities that focus on creative thinking in order to improve the efficiency of that network Increased connections = a more efficient learner
  • 35. Authentic learning The students of today need to be: responsible global citizens skilled in decision making, able to anticipate and find solutions for problems adaptable in a continuously changing environment compassionate, mindful of ethical considerations and service to the community, and self-directing.
  • 36. Authentic learning: How can we create a learning community? Primary motivators: curiosity excitement of discovery ownership
  • 37. The SAS Humanities design: Connecting to authentic learning “The challenge for educators is to link what we want to teach to what really matters to students” Caine, G., Caine, R. N., & McClintic, C. (2002). Guiding the innate constructivist. Educational Leadership. September, (p.73). “Nobody works harder at learning than a curious kid” Friedman, T. L. (2006). The world is flat: The globalized world in the twenty-first century. London: Penguin (p.304).
  • 38. The SAS Humanities design: tailored to meet student needs Relevant curriculum allows: students to pursue answers to questions they have about themselves, content, and the world. recognition of the holistic nature of all knowledge through the connections between subjects National Middle School Association. (2003). This we believe: Successful schools for young adolescents. Westerville, Ohio: NMSA (p. 20)
  • 39. Building a Community
  • 40. The Big Question Will my child have less of a foundation in SS and LA because of the integration of these disciplines? Reading lists – an example of an ancillary reading list Writing across the curriculum Reading across the curriculum Literacy block
  • 41. Reading List (an example from Theme 1) The Woman in White, Wilkie Collins The Fall of the House of Usher, Edgar Allan Poe The Game of Sunken Places, M.T. Anderson The Ghost in the Tokaido Inn, Dorothy Hoobler The Hound of the Baskervilles, Sir Arthur Conan Doyle I Know What You Did Last Summer, Lois Duncan Paint by Magic: A time travel mystery, Kathryn Reiss A Murder is Announced, Agatha Christie Search for the Shadowman, Joan Lowery Nixon The Square Root of Murder, Paul Zindel A Study in Scarlet (Sherlock Holmes), Sir Arthur Conan Doyle
  • 42. Writing across the curriculum The writing process Common rubrics based on the 6+1 Traits Reflections Research papers Essays
  • 43. Reading across the curriculum Exposure to: Literature across the globe Journals Print media (newspapers, magazines) Critical analysis Reading methods (scanning, skimming)
  • 44. Literacy block (Advisory Program) 1 day out of the 3 in the Advisory rotation schedule: The D.E.A.R (drop everything and read) program The Individual Project (grade 8) Written reflections Reading Logs/Blogs
  • 45. The great aim of education is not knowledge, but action. Herbert Spencer
  • 46. Classrooms Without Walls The humanities philosophy supports student choice in activity The modern middle must escape the “disciplinary straight jackets” of teaching fragment curriculum (Paul George)

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