Humanities 8 Course Outline

“Civilization is a movement and not a condition, a voyage and not a harbor.” -Arnold Toynbee

M. Logan chezlogan.weebly.com

September 2019-June 2020

What is Humanities? Grade 8 students in the French Immersion program at École Duchess Park are required to take Social Studies 8 and French Language Arts 8. Humanities combines these two courses into one year-long course.

French Language Arts

Big Ideas

The choice of

verbal and

non-verbal

language

conveys the

speaker’s

intentions.

Becoming

aware of the

values

conveyed in

texts helps us

to better

understand

their cultural

content.

Deepening our

understanding of

a text requires

discovering the

implicit and

explicit

information in it.

The communicator,

by organizing his or

her ideas and

relying on various

sources, defends his

or her point of view

and influences the

audience.

Literature,

when viewed

in its context,

helps to

expand our

perception of

a society.

Rationale British Columbia’s French Immersion Language Arts (FRAL) curriculum is at the core of the immersion program. Its objective is to place students in learning situations in a Francophone context. Through these situations, students acquire the competencies, knowledge, and strategies needed to effectively and confidently communicate and interact in French. Students are guided to develop their French-language competencies and discover the richness and diversity of Francophone cultures and French-language writings. Throughout the program, students follow a continuous-progress approach, a continuum that enables them to benefit from the learning acquired in previous years.

Goals

The French Immersion Language Arts (FRAL) curriculum aims to ensure that students are able to:

communicate effectively and independently, both orally and in writing

develop linguistic competencies through observation, inquiry, critical and creative thinking, and problem solving

understand and appreciate a variety of French-language texts that reflect Francophone and First Peoples perspectives

understand and appreciate Francophone cultures as well as their own culture and those of others

acquire an openness toward interculturality, by belonging to a minority community in a multicultural context

deepen their knowledge of themselves and others in a changing world

forge their identity as Francophiles and integrate French into their personal and work life

Social Studies

Big Ideas

Contact and conflict

between peoples

stimulated significant

cultural, social, and

political change.

Human and

environmental

factors shape

changes

in population and

living standards.

Exploration,

expansion,

and colonization

had varying

consequences for

different groups.

Changing ideas about the

world created tension

between people wanting to

adopt new ideas and those

wanting to

preserve established

traditions.

Rationale

Through the Social Studies curriculum, students will have opportunities to explore and better understand their own identity, perspectives, and values as well as develop the competencies that encourage active, informed citizenship. They will develop the ability to think critically, consider different perspectives and ideas with an open mind, and disagree respectfully with those who have different opinions or points of view. They will be empowered to stay informed about public policy and take action on issues important to them.

Goals

The BC Social Studies curriculum contributes to students’ development as educated citizens through the achievement of the following goals.

Students are expected to:

develop the competencies needed for participation in a democratic society: considering multiple perspectives, respecting different values and points of view, gathering and critically analyzing information, making informed decisions, and effectively communicating their views

develop an understanding of the connections between the past, present, and future and the people, events, and trends that have shaped the development and evolution of societies, especially our own. A complete understanding of Canada’s past and present includes developing an understanding of the history and culture of Canada’s Indigenous peoples.

develop an understanding of the interaction between humans and the environment, the impact of the physical environment on the development of human societies and cultures, and the impact of humans on the environment — understanding these interactions involves developing spatial awareness about geophysical features and human impacts

develop an understanding of the rights and responsibilities of citizenship and the democratic system of government, including how decisions are made at the individual, group, local, provincial, and national levels, and how to get involved in the political process and express their opinions effectively

develop an understanding of how economic systems work and their place in an interconnected global economy so they are aware of the interactions between political, environmental, and economic decisions, and the trade-offs involved in balancing different interests.

Course Overview (subject to change)

Unit 1: Grammar, Part I

review of nouns, adjectives, verbs, adverbs

simple and complex sentence structure (including relative subordinate clauses)

Review of passé compose and imparfait Unit 2: The Rise and Fall of Rome Unit 3: Comparative Religions (Buddhism, Judaism, Early Christianity) Unit 4: Informative Texts (including revision strategies) Unit 5: Basics of Cartography and the High Middle Ages Unit 6: Legends Unit 7: The Middle East and the Rise of the Islamic Empire Unit 8: Novel Study: TBD Unit 9: The Late Middle Ages (including the Black Death) Unit 10: Grammar, Part II

le présent conditionnel

le futur simple At the completion of Unit 10, there will be a midterm exam worth 20% of the overall grade that will consist of material covered in Units 1 and 10. Unit 11: The Renaissance and the Age of Exploration Unit 12: The Play Unit 13: Novel Study: Le Petit Prince Unit 14: Persuasive Texts (including revision strategies) FINAL PROJECT: Independent Novel Study Classroom practices that will be ongoing during the year include:

dictées

vocabulary development

reading comprehension quizzes

oral comprehension quizzes

sustained silent reading

viewing, reflecting on, and responding to movies and other content in French

Assessment Overview

This course uses a standards-based approach to assessment. Standards-based assessment measures your student’s mastery of the essential standards for a class, or how well your student understands the material in class. At the beginning of every unit, the teacher will break down the standards for the unit into smaller objectives and criteria using a detailed rubric. During the unit, the student is assessed to see if they truly know the material using a variety of assessments, such as traditional pencil-and-paper tests, projects, discussions, or reports. The class grade will be based on all of the evidence the teacher collects demonstrating mastery of the essential standards. The following scale will be used to assess course standards.

Emerging May be able to demonstrate what he/she knows or understands with

direct support

Work may not be at grade level expectations

Requires ongoing support

“I am starting my learning with ongoing help”

Beginning Starting to understand, but still confused

Can do this with help or an example

Evidence of progress toward relevant learning standards

Needs help in some areas

“I am practicing my learning with help”

Developing Can do without help but still confused in some areas

Work may be inconsistent, but meets grade level expectations

“I can show I got it with minimal help”

Applying Able to do independently

Can do it on their own and show they understand

Work meets grade level expectations

Evidence that relevant learning outcomes have been met

“I demonstrate in-depth learning with minimal help”

Extending Able to teach someone else; able to use in other contexts

Able to confidently explain their understanding

Work exceeds grade level expectations

Shows curiosity and takes learning risks when demonstrating their

learning

“I lead/model in-depth learning with minimal to no help”

The 5-point scale will be converted to a letter grade using the grade score below.

Emerging 1-50%

Beginning 50-60%

Developing 60-73%

Applying 73-95%

Extending 95% +

Please refer to the École Duchess Park Student Handbook for the distribution of letter grades, which follows the Ministry of Education guidelines. “MI” stands for “missing” This score is used by the teacher when the student has not completed the necessary assessments to be given a grade for a standard due to absences or other factors. An MI is calculated as a zero in the student’s grade to show the effect of not completing the assessment, but this score will be replaced by the student’s numerical score once the student completes the necessary assessments. Any MI’s left in a student’s grades two weeks after the assignment due date will become zeros (NHI = Not Handed In = permanent grade of zero). Students’ final grades will be determined on the following basis: Final Grade: Term Grade: Term 1 = 30% Assignments (class work, presentations, projects, oral French, Term 2 = 30% observations) 50% Midterm Exam = 20% Unit Tests 30% Final Project = 20% Quizzes 20%

The criteria categories for this course are as follows:

French Language Arts

Engaging and Questioning

Listen and respond

Evaluate and synthesize information from multiple sources for purpose

Make connections and use background knowledge to show understanding

Question, speculate, and problem solve to extend thinking

Processing Use strategies to access text and expand knowledge

Understand that authors choose a format (linear, circular, and/or iterative) through which to tell their stories

Analyzing Make connections with self, text, and world

Use multiple strategies to assess ideas that are relevant to purpose

Synthesize ideas and information from a variety of sources to build understanding

Recognizing Identity and Voice

Recognize how language and personal, social, and cultural identity are connected

Understand and appreciate multiple contexts, values, and perspectives

Adjust format of communication for purpose and audience

Exchange ideas and perspectives to extend thinking beyond self and community

Constructing and Creating

Plan and refine original text to increase engagement, clarity, and impact

Express reactions and opinions and provide evidence to support them

Share a story using effective oral communication skills

Use elements of text to create meaning

Choose particular formats (linear, circular, and iterative) in the creation of story/text

French Language Competencies

respond to questions to demonstrate comprehension of texts (written, oral, visual)

spelling conventions

grammar conventions

Social Studies 8

Inquiry and Questioning

Share ideas in a guided, structured, or independent inquiry

Ask questions

Identify a problem or issue and develop an inquiry plan, with support

Search for information from a variety of sources

Evidence and Interpretation

Assess the credibility of sources by examining the origin, content, and purpose of a variety of sources

Assess whether evidence supports conclusions

Describe how people’s perspectives are influenced by the context in which they live

Consider the context in which a source was created

Analysis Compare perspectives

Assess the impacts of consequences

Assess the relative influences of causes

Identify turning points

Characterize a time period in history

Apply criteria to determine significance and identify what other people have determined is significant

Argue why something should be considered significant, using criteria

Ethics and Decision-Making

Recognize the role of ethics in decisions made by others

Make ethical judgments about events, decisions, or actions

Assess the limitations of drawing lessons from the past

Assess the significance of something or someone

Assess the credibility of sources

Assess whether evidence supports conclusions

Core Competencies

The core competencies along with literacy and numeracy foundations and essential content and concepts are at the centre of the redesign of curriculum and assessment. Core competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning. Through provincial consultation, three core competencies were identified. Communication -The communication competency encompasses the set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media.

For this course, our focus for the Communication core competency will be explaining/ recounting and reflecting on experiences and accomplishments. Students will tell about their experiences—especially their learning experiences—and reflect, and share what they learned. Examples include presentations of learning, self-assessment, and receiving/offering feedback. Thinking - The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into a new understanding. Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness. For this course, our focus for the Thinking core competency will be developing ideas. After students get creative ideas, they evaluate them, decide which ones to develop, refine them, and work to realize them in some way. This process of developing ideas may require building the necessary skills, sustaining perseverance, and using failure productively over time. It may also require generating additional creative ideas to come up with solutions to problems along the way. We will also focus on questioning and investigating. Students learn to engage in an inquiry and investigation where they identify and explore questions or challenges related to key issues or problematic situations in their studies, their lives, their communities, and the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and draw reasoned conclusions. Some critical thinking activities focus on one part of the process, such as questioning, while others may involve a complex inquiry into a local or global issue. Personal and Social - Personal and social competency is the set of abilities that relate to students' identity in the world, both as individuals and as members of their community and society. Personal and social competency encompasses the abilities students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world. For this course, our focus for the Personal and Social core competency will be self-regulation. Students who are personally aware and responsible take responsibility for their own choices and actions. They set goals, monitor progress, and understand and regulate their emotions. They are aware that learning involves patience and time. They are able to persevere in difficult situations, and to understand how their actions affect themselves and others.

Classroom Policies Students are expected to arrive to class prepared to learn. Students are expected to bring the following materials to every class:

binder with loose leaf paper

pen or pencil

Bescherelle and French/English Dictionary

assigned materials (handouts, novels, etc.)

pencil crayons Cell phones and other electronic devices are not permitted in class. Students have the option to leave their electronic devices in their lockers, keep them hidden away in their backpacks/ pockets, or place them in the holder provided by the teacher on the back of the classroom door. Any students in violation of this policy will have their devices confiscated and the teacher will take them to the office at his or her earliest convenience, where they will remain for the rest of the school day. Any students who have their devices confiscated three or more times will require a parent to pick them up from the office. Students and staff must work together to ensure that the classroom is a fun and safe learning environment for everyone. To this end, students are expected to show respect to all members of the classroom community at all times. Any students who violate this policy will be asked to leave the classroom and will only be able to return when they can demonstrate that they are capable of showing respect to their peers and school staff. A word on plagiarism The Oxford English Dictionary defines plagiarism as “The practice of taking someone else's work or ideas and passing them off as one's own.” In my classroom, I consider copying and pasting from Google Translate or other such translators as fitting this definition. While it is acceptable to use such programs to search specific words or short phrases, any student found plagiarising will receive at best a temporary grade of zero until they redo the assignment. Consequences will range up to receiving a permanent grade of zero with no chance to redo the assignment depending on the severity of the infraction.