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  1. 1. Shanghai American School , Pudong Presenters: Susannah Muench, Fay Leong September 21, 2007 Humanities 2007-2008 Education is not filling a bucket but lighting a fire William B. Yeats
  2. 2. What is Humanities? <ul><li>history </li></ul><ul><li>literature </li></ul><ul><li>philosophy and ethics </li></ul><ul><li>different cultures </li></ul><ul><li>linguistics </li></ul><ul><li>law </li></ul><ul><li>archaeology </li></ul><ul><li>comparative religion </li></ul><ul><li>the history, theory, and criticism of the arts </li></ul><ul><li>aspects of the social sciences (anthropology, sociology, psychology, political science, government, and economics) </li></ul>Definition used by the U.S. Congress when the National Endowment for the Humanities was established in 1964
  3. 3. Why is it important? <ul><li>It encourages students to discuss, explore and reflect upon the following in an inter-disciplinary manner: </li></ul><ul><li>The nature of basic values </li></ul><ul><li>Issues that confront us as citizens and as human beings in life and in society </li></ul>
  4. 4. Why is it important? <ul><li>The various policies and practices that are proposed to address these issues </li></ul><ul><li>The experiences and perceptions of others, </li></ul><ul><li>The ways in which time, place and culture affect attitudes and perceptions </li></ul>
  5. 5. 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
  6. 6. Why combine SS and LA ? <ul><li>The needs of a new generation of students and thinkers </li></ul><ul><li>The new requirements of the ever changing globalized workforce </li></ul><ul><li>Subject integration is a key component of life long learning </li></ul>
  7. 7. The creation of Humanities will develop and reinforce all 3 of these key elements
  8. 8. Overview of Grade 6 Curriculum <ul><li>Comprised of five themes that are linked together and reflect the learning process, a cycle of exploration, development, and growth. </li></ul><ul><li>The program culminates with a final challenge for students to see themselves not just in their specific time and place, but in a broader global context. </li></ul>
  9. 9. Theme 3: Foundations and Formations Theme 5: This is Who We Are/ Here We Are Now Theme 2: Stages of Development/ Rites of Passage Theme 1: Where Are We From/ Where Are We Now? Theme 4: Establishing Values, Beliefs and Traditions Grade 6 Humnities Curriculum Overview
  10. 10. Overview of Grade 7 Curriculum <ul><li>THEMES </li></ul><ul><li>The Development of Identity </li></ul><ul><li>The influence of religion on the development of cultures and society </li></ul><ul><li>Trade and its impact on human development </li></ul><ul><li>The connection between community and conflict and the role institutions play </li></ul>
  11. 11. 7 th Grade Texts <ul><li>“ Literature and Integrated Studies” by Scott Foresman </li></ul><ul><li>Dragon Keeper, Carole Wilkinson (novel study) </li></ul><ul><li>Catherine Called Birdy, (novel study) </li></ul><ul><li>The Merchant of Venice (f ilm as text) </li></ul><ul><li>Cry freedom (film as text) </li></ul><ul><li>The Outsiders, S.E. Hinton (novel study) </li></ul>
  12. 12. What will Humanities at SAS Pudong look like? Grade 8 Quarterly breakdown
  13. 13. <ul><li>Theme 1: What is Evidence (2 weeks) </li></ul><ul><li>Enduring Understandings: </li></ul><ul><li>Problem-solving requires a systematic approach </li></ul><ul><li>Information exists in a variety of forms </li></ul><ul><li>All evidence has limitations </li></ul><ul><li>Argument requires evidence </li></ul>Quarter 1 (9 weeks)
  14. 14. <ul><li>Students will be introduced and exposed to: </li></ul><ul><li>the definition, categories and limitations of evidence. </li></ul><ul><li>a variety of written and visual forms of evidence. </li></ul><ul><li>They will engage with evidence through: </li></ul><ul><li>a historical case study </li></ul><ul><li>a field trip investigation of the Shanghai streetscape. </li></ul>
  15. 15. Pi Day
  16. 16. <ul><li>Theme 2: Journeys (7 weeks) </li></ul><ul><li>Enduring Understandings: </li></ul><ul><li>There are many types of journeys </li></ul><ul><li>Everything we do has an impact on ourselves and on our environment </li></ul><ul><li>Systems within an environment are interdependent </li></ul><ul><li>Humans continually seek knowledge </li></ul>
  17. 17. Literature Study: The Journal of Augustus Pelletier: The Lewis and Clark Expedition by Kathryn Laskey <ul><li>Students will </li></ul><ul><li>investigate the concepts of journeys, exploration, challenges and courage </li></ul><ul><li>discuss the structural elements of plot and the use of figurative language </li></ul><ul><li>be introduced to basic economic concepts and systems through the study of imperialism between 1500 - 1900 </li></ul>
  18. 18. 8 th Grade Recycling Program
  19. 19. Quarter 2 (8 weeks) <ul><li>Theme 3: The Environment and Society </li></ul><ul><li>Enduring Understandings: </li></ul><ul><li>Everything we do has an impact on ourselves and on our environment </li></ul><ul><li>Systems within an environment are interdependent </li></ul><ul><li>Change is continual </li></ul><ul><li>Human needs depend upon available resources </li></ul>
  20. 20. A multi-disciplinary Unit <ul><li>Students will </li></ul><ul><li>explore the concepts of global issues </li></ul><ul><li>consolidate research and writing skills </li></ul><ul><li>develop areas of speech and debate </li></ul><ul><li>be involved in real life connections between science, math, language arts and social studies. </li></ul>
  21. 21. Middle School Play
  22. 22. Quarter 3 (9 weeks) <ul><li>Theme 4: Culture </li></ul><ul><li>Enduring Understandings: </li></ul><ul><li>Cultural Misconceptions are part of our past and present </li></ul><ul><li>Cultural values and beliefs affect relations among individuals, groups, institutions, and political states. </li></ul><ul><li>Cultural identity is determined by many factors </li></ul>
  23. 23. Literature Study: Rabbit Proof Fence (Film as text) House on Mango Street <ul><li>Students will </li></ul><ul><li>analyze the impact of contact on indigenous civilizations </li></ul><ul><li>investigate the themes of family, personal identity, cultural identity and displacement </li></ul><ul><li>compare and contrast the effects of major colonizing movements across time </li></ul><ul><li>experience the reality of the ‘melting pot’ and investigate the meaning of E Pluribus Unum (Out of the Many, One). </li></ul>
  24. 24. Model United Nations
  25. 25. Quarter 4 ( 9 weeks) <ul><li>Theme 5: Human Rights </li></ul><ul><li>Enduring Understandings: </li></ul><ul><li>Change is continual </li></ul><ul><li>Democracy is a process </li></ul><ul><li>Democracy is not inherent </li></ul>
  26. 26. Literature Study: The Giver Diary of Anne Frank <ul><li>Students will </li></ul><ul><li>understand the rights of individuals </li></ul><ul><li>compare and contrast the power of government vs the responsibility of the individual </li></ul><ul><li>Analyze responsibility versus indifference and the impact of discrimination </li></ul><ul><li>engage in a a journey of self discovery </li></ul>
  27. 27. <ul><li>Encourages connections </li></ul><ul><li>Allows for more authentic learning </li></ul><ul><li>Can be designed to specifically meet the needs of our students, at this school, in this country </li></ul>Why integrate? Integration allows a theme based curriculum
  28. 28. Connections <ul><li>Fast connections : </li></ul><ul><ul><li>the mark of the ‘thinking’ learner </li></ul></ul><ul><ul><li>Allow the learner to adapt and evolve within an every-changing environment </li></ul></ul><ul><li>“ 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 .” </li></ul><ul><li>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) </li></ul>
  29. 29. Connections: A new focus on creative thinking <ul><li>“ In any self-organizing system there is an absolute mathematical necessity for creativity……. evidence suggests that the mind behaves as a self-organizing neural network ” </li></ul><ul><li>De Bono, E (1994). Teach your child how to think . New York: Penguin. (p. 16) </li></ul><ul><li>Learning approaches need to focus on developing activities that focus on creative thinking in order to improve the efficiency of that network </li></ul><ul><li>Increased connections = a more efficient learner </li></ul>
  30. 30. Authentic learning <ul><li>The students of today need to be: </li></ul><ul><li>responsible global citizens </li></ul><ul><li>skilled in decision making, </li></ul><ul><li>able to anticipate and find solutions for problems </li></ul><ul><li>adaptable in a continuously changing environment </li></ul><ul><li>compassionate, </li></ul><ul><li>mindful of ethical considerations and service to the community, and </li></ul><ul><li>self-directing. </li></ul>
  31. 31. Authentic learning: How can we create a learning community ? <ul><li>Primary motivators: </li></ul><ul><li>curiosity </li></ul><ul><li>excitement of discovery </li></ul><ul><li>ownership </li></ul>
  32. 32. The SAS Humanities design: Connecting to authentic learning <ul><li>“ The challenge for educators is to link what we want to teach to what really matters to students ” </li></ul><ul><li>Caine, G., Caine, R. N., & McClintic, C. (2002). Guiding the innate constructivist. Educational Leadership . September , (p.73). </li></ul><ul><li>“ Nobody works harder at learning than a curious kid ” </li></ul><ul><li>Friedman, T. L. (2006). The world is flat: The globalized world in the twenty-first century . London: Penguin (p.304). </li></ul>
  33. 33. The SAS Humanities design: tailored to meet student needs <ul><li>Relevant curriculum allows: </li></ul><ul><li>students to pursue answers to questions they have about themselves, content, and the world. </li></ul><ul><li>recognition of the holistic nature of all knowledge through the connections between subjects </li></ul><ul><li>National Middle School Association. (2003) . This we believe: Successful schools for young adolescents. Westerville, Ohio: NMSA (p. 20) </li></ul>
  34. 34. So why integrate? <ul><li>Without personal meaning, effective learning cannot take place </li></ul><ul><li>An integrated theme- based approach enhances connections and personal meaning </li></ul>
  35. 35. The Big Question <ul><li>Will my child have less of a foundation in SS and LA because of the integration of these disciplines? </li></ul><ul><li>Reading lists – an example of an ancillary reading list </li></ul><ul><li>Writing across the curriculum </li></ul><ul><li>Reading across the curriculum </li></ul><ul><li>Literacy block </li></ul>
  36. 36. Reading List (an example from Theme 1) <ul><li>The Woman in White, Wilkie Collins </li></ul><ul><li>The Fall of the House of Usher, Edgar Allan Poe </li></ul><ul><li>The Game of Sunken Places, M.T. Anderson </li></ul><ul><li>The Ghost in the Tokaido Inn, Dorothy Hoobler </li></ul><ul><li>The Hound of the Baskervilles, Sir Arthur Conan Doyle </li></ul><ul><li>I Know What You Did Last Summer, Lois Duncan </li></ul><ul><li>Paint by Magic: A time travel mystery, Kathryn Reiss </li></ul><ul><li>A Murder is Announced, Agatha Christie </li></ul><ul><li>Search for the Shadowman, Joan Lowery Nixon </li></ul><ul><li>The Square Root of Murder, Paul Zindel </li></ul><ul><li>A Study in Scarlet (Sherlock Holmes), Sir Arthur Conan Doyle </li></ul>
  37. 37. Writing across the curriculum <ul><li>The writing process </li></ul><ul><li>Common rubrics based on the 6+1 Traits </li></ul><ul><li>Reflections </li></ul><ul><li>Research papers </li></ul><ul><li>Essays </li></ul>
  38. 38. Reading across the curriculum <ul><li>Exposure to: </li></ul><ul><li>Literature across the globe </li></ul><ul><li>Journals </li></ul><ul><li>Print media (newspapers, magazines) </li></ul><ul><li>Critical analysis </li></ul><ul><li>Reading methods (scanning, skimming) </li></ul>
  39. 39. Literacy block (Advisory Program) <ul><li>1 day out of the 4 in the Advisory rotation schedule: </li></ul><ul><li>The D.E.A.R (drop everything and read) program </li></ul><ul><li>The Individual Project (grade 8) </li></ul><ul><li>Written reflections </li></ul>
  40. 40. <ul><li>The great aim of education is not knowledge, but action. </li></ul><ul><li>Herbert Spencer </li></ul>