Download ppt - Humanities 2007 2008

Shanghai American SchoolShanghai American School, Pudong, PudongPresenters: Susannah Muench, Fay LeongPresenters: Susannah Muench, Fay Leong

September 21, 2007September 21, 2007

Humanities Humanities 2007-20082007-2008

Education is not filling a bucket Education is not filling a bucket but lighting a firebut lighting a fireWilliam B. YeatsWilliam B. Yeats

What is Humanities?What is Humanities?

historyhistory literatureliterature philosophy and ethicsphilosophy and ethics different culturesdifferent cultures linguisticslinguistics lawlaw archaeologyarchaeology

comparative religioncomparative religion the history, theory, and the history, theory, and

criticism of the artscriticism of the arts aspects of the social aspects of the social

sciences sciences (anthropology, (anthropology, sociology, psychology, sociology, psychology, political science, political science, government, and government, and economics) economics) Definition used by the U.S. Congress when the National

Endowment for the Humanities was established in 1964

Why is it important?Why is it important?It encourages students to discuss, explore It encourages students to discuss, explore

and reflect upon the following in an inter-and reflect upon the following in an inter-disciplinary manner:disciplinary manner:

1.1. The nature of basic valuesThe nature of basic values

2.2. Issues that confront us as citizens and as Issues that confront us as citizens and as human beings in life and in society human beings in life and in society

Why is it important?Why is it important?

3.3. The various policies and practices that are The various policies and practices that are proposed to address these issuesproposed to address these issues

4.4. The experiences and perceptions of The experiences and perceptions of others, others,

5.5. The ways in which time, place and culture The ways in which time, place and culture affect attitudes and perceptionsaffect attitudes and perceptions

It is the core of humanIt is the core of humanvalues and experiencesvalues and experiences

Without it we have no context for Without it we have no context for understanding our past, present or understanding our past, present or future, as individuals or as nationsfuture, as individuals or as nations

Why combine SS and LAWhy combine SS and LA?? The needs of a new generation of students The needs of a new generation of students

and thinkersand thinkers

The new requirements of the ever changing The new requirements of the ever changing globalized workforceglobalized workforce

Subject integration is a key component of Subject integration is a key component of life long learninglife long learning

The creation of Humanities will The creation of Humanities will develop and reinforce all 3 of develop and reinforce all 3 of

these key elementsthese key elements

Overview of Grade 6 CurriculumOverview of Grade 6 Curriculum Comprised of five themes that are linked Comprised of five themes that are linked

together and reflect the learning process, a together and reflect the learning process, a cycle of exploration, development, and cycle of exploration, development, and growth. growth.

The program culminates with a final The program culminates with a final challenge for students to see themselves challenge for students to see themselves not just in their specific time and place, but not just in their specific time and place, but in a broader global context.in a broader global context.

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

Overview of Grade 7 CurriculumOverview of Grade 7 Curriculum

THEMESTHEMES The Development of IdentityThe Development of Identity The influence of religion on the development The influence of religion on the development

of cultures and societyof cultures and society Trade and its impact on human Trade and its impact on human

developmentdevelopment The connection between community and The connection between community and

conflict and the role institutions playconflict and the role institutions play

77thth Grade Texts Grade Texts

““ Literature and Integrated Studies” Literature and Integrated Studies” by Scott Foresmanby Scott Foresman

Dragon Keeper, Carole Wilkinson Dragon Keeper, Carole Wilkinson (novel study)(novel study)

Catherine Called Birdy, (novel study)Catherine Called Birdy, (novel study) The Merchant of Venice (fThe Merchant of Venice (film as text)ilm as text) Cry freedom (film as text)Cry freedom (film as text) The Outsiders, S.E. Hinton (novel The Outsiders, S.E. Hinton (novel

study)study)

What will Humanities at SAS What will Humanities at SAS Pudong look like?Pudong look like?

Grade 8 Quarterly breakdownGrade 8 Quarterly breakdown

Theme 1: What is Evidence (2 weeks)Theme 1: What is Evidence (2 weeks)

Enduring Understandings:Enduring Understandings:

Problem-solving requires a systematic Problem-solving requires a systematic approachapproach

Information exists in a variety of formsInformation exists in a variety of forms All evidence has limitationsAll evidence has limitations Argument requires evidenceArgument requires evidence

Quarter Quarter 1 (9 weeks)1 (9 weeks)

Students will be introduced and exposed to:Students will be introduced and exposed to: the definition, categories and limitations of the definition, categories and limitations of

evidence. evidence. a variety of written and visual forms of evidence. a variety of written and visual forms of evidence.

They will engage with evidence through:They will engage with evidence through: a historical case study a historical case study a field trip investigation of the Shanghai a field trip investigation of the Shanghai

streetscape.streetscape.

Pi DayPi Day

Theme 2: Journeys (7 weeks)Theme 2: Journeys (7 weeks)

Enduring Understandings: Enduring Understandings:

There are many types of journeysThere are many types of journeys Everything we do has an impact on Everything we do has an impact on

ourselves and on our environmentourselves and on our environment Systems within an environment are Systems within an environment are

interdependentinterdependent Humans continually seek knowledgeHumans continually seek knowledge

Literature Study: Literature Study: The Journal of Augustus Pelletier: The Lewis The Journal of Augustus Pelletier: The Lewis

and Clark Expedition and Clark Expedition by Kathryn Laskeyby Kathryn Laskey

Students will Students will investigate the concepts of journeys, investigate the concepts of journeys,

exploration, challenges and courage exploration, challenges and courage discuss the structural elements of plot and discuss the structural elements of plot and

the use of figurative language the use of figurative language be introduced to basic economic concepts be introduced to basic economic concepts

and systems through the study of and systems through the study of imperialism between 1500 - 1900imperialism between 1500 - 1900

88thth Grade Recycling Program Grade Recycling Program

Quarter Quarter 2 (8 weeks)2 (8 weeks)

Theme 3: The Environment and SocietyTheme 3: The Environment and Society

Enduring Understandings:Enduring Understandings:

Everything we do has an impact on ourselves Everything we do has an impact on ourselves and on our environmentand on our environment

Systems within an environment are Systems within an environment are interdependentinterdependent

Change is continualChange is continual Human needs depend upon available Human needs depend upon available

resourcesresources

A multi-disciplinary UnitA multi-disciplinary Unit

Students willStudents will explore the concepts of global issuesexplore the concepts of global issues consolidate research and writing skillsconsolidate research and writing skills develop areas of speech and debatedevelop areas of speech and debate be involved in real life connections between be involved in real life connections between

science, math, language arts and social science, math, language arts and social studies.studies.

Middle School PlayMiddle School Play

Quarter 3Quarter 3 (9 weeks) (9 weeks)

Theme 4: CultureTheme 4: Culture


Cultural Misconceptions are part of our past and Cultural Misconceptions are part of our past and presentpresent

Cultural values and beliefs affect relations among Cultural values and beliefs affect relations among individuals, groups, institutions, and political individuals, groups, institutions, and political states.states.

Cultural identity is determined by many factorsCultural identity is determined by many factors

Literature Study:Literature Study:Rabbit Proof FenceRabbit Proof Fence (Film as text) (Film as text)

House on Mango StreetHouse on Mango StreetStudents will Students will analyze the impact of contact on indigenous civilizanalyze the impact of contact on indigenous civiliz

ationsations investigate the themes investigate the themes of family, personal identity, of family, personal identity,

cultural identity and displacement cultural identity and displacement compare and contrast the effects of major compare and contrast the effects of major

colonizing movements across timecolonizing movements across time experience the reality of the ‘melting pot’ and experience the reality of the ‘melting pot’ and

investigate the meaning of investigate the meaning of E Pluribus UnumE Pluribus Unum (Out (Out of the Many, One).of the Many, One).

Model United NationsModel United Nations

Quarter 4 (Quarter 4 (9 weeks)9 weeks)

Theme 5: Human RightsTheme 5: Human Rights


Change is continualChange is continual Democracy is a processDemocracy is a process Democracy is not inherentDemocracy is not inherent

Literature Study: Literature Study: The GiverThe Giver

Diary of Anne FrankDiary of Anne Frank

Students willStudents will understand the rights of individualsunderstand the rights of individuals compare and contrast the power of compare and contrast the power of

government vs the responsibility of the government vs the responsibility of the individualindividual

Analyze responsibility versus indifference Analyze responsibility versus indifference and the impact of discrimination and the impact of discrimination

engage in a a journey of self discoveryengage in a a journey of self discovery

•Encourages connectionsEncourages connections•Allows for more authentic learningAllows for more authentic learning

•Can be designed to specifically meet the neeCan be designed to specifically meet the needs of our students, at this school, in this countds of our students, at this school, in this count

ryry

Why integrate?Why integrate?Integration allows a theme based curriculuIntegration allows a theme based curriculu

mm

ConnectionsConnections Fast connectionsFast connections::

– the mark of the ‘thinking’ learnerthe mark of the ‘thinking’ learner– Allow the learner to adapt and evolve within an every-Allow the learner to adapt and evolve within an every-

changing environmentchanging environment

““Increasing proper connections among the brain’s Increasing proper connections among the brain’s neurons results in a better functioning brain…neurons results in a better functioning brain…Without such connections, bits of information are Without such connections, bits of information are isolated from the prior knowledge and are isolated from the prior knowledge and are forgottenforgotten.” .”

Lowery, L. F., (2001)The biological basis for thinking. In Costa, A. L. (ed.) (2001). Lowery, L. F., (2001)The biological basis for thinking. In Costa, A. L. (ed.) (2001). Developing Minds: A Resource Book for ThinkingDeveloping Minds: A Resource Book for Thinking. Virginia: ASCD. (p. 179). Virginia: ASCD. (p. 179)

Connections: A new focus on Connections: A new focus on creative thinkingcreative thinking

““In any self-organizing system there is an absolute In any self-organizing system there is an absolute mathematical necessity for creativity……. mathematical necessity for creativity……. evidence suggests that the mind behaves as a evidence suggests that the mind behaves as a self-organizing neural networkself-organizing neural network””

De Bono, E (1994). De Bono, E (1994). Teach your child how to thinkTeach your child how to think. New York: Penguin. (p. 16). New York: Penguin. (p. 16)

Learning approaches need to focus on developing Learning approaches need to focus on developing activities that focus on creative thinking in order to activities that focus on creative thinking in order to improve the efficiency of that network improve the efficiency of that network

Increased connections = a more efficient learnerIncreased connections = a more efficient learner

Authentic learningAuthentic learning

The students of today need to be:The students of today need to be:

responsible global citizens responsible global citizens skilled in decision making, skilled in decision making, able to anticipate and find solutions for problemsable to anticipate and find solutions for problems adaptable in a continuously changing environmentadaptable in a continuously changing environment compassionate, compassionate, mindful of ethical considerations and service to the mindful of ethical considerations and service to the

community, and community, and self-directing. self-directing.

Authentic learning: How can we Authentic learning: How can we create create a learning communitya learning community??

Primary motivators:Primary motivators:

curiosity curiosity excitement of discovery excitement of discovery ownershipownership

The SAS Humanities design: The SAS Humanities design: Connecting to authentic learningConnecting to authentic learning

““The challenge for educators is to link what The challenge for educators is to link what we want to teach to what really matters to we want to teach to what really matters to studentsstudents””

Caine, G., Caine, R. N., & McClintic, C. (2002). Guiding the innate constructivist. Caine, G., Caine, R. N., & McClintic, C. (2002). Guiding the innate constructivist. Educational Educational LeadershipLeadership. . SeptemberSeptember, (p.73)., (p.73).

““Nobody works harder at learning than a Nobody works harder at learning than a

curious kidcurious kid” ” Friedman, T. L. (2006). Friedman, T. L. (2006). The world is flat: The globalized world in the twenty-first The world is flat: The globalized world in the twenty-first

centurycentury. London: Penguin (p.304).. London: Penguin (p.304).

The SAS Humanities design: The SAS Humanities design: tailored to meet student needstailored to meet student needs

Relevant curriculum allows:Relevant curriculum allows:

students to pursue answers to questions they students to pursue answers to questions they have about themselves, content, and the world. have about themselves, content, and the world.

recognition of the holistic nature of all knowledge recognition of the holistic nature of all knowledge through the connections between subjects through the connections between subjects

National Middle School Association. (2003)National Middle School Association. (2003). This we believe: Successful schools for young . This we believe: Successful schools for young adolescents. Westerville, Ohio: NMSAadolescents. Westerville, Ohio: NMSA (p. 20) (p. 20)

So why integrate?So why integrate?

Without personal Without personal meaning, effective meaning, effective learning cannot take learning cannot take placeplace

An integrated theme- An integrated theme- based approach based approach enhances connections enhances connections and personal meaningand personal meaning

The Big QuestionThe Big Question

Will my child have less of a foundation in SS and Will my child have less of a foundation in SS and LA because of the integration of these LA because of the integration of these

disciplines?disciplines? Reading lists – an example of an ancillary Reading lists – an example of an ancillary

reading listreading list Writing across the curriculumWriting across the curriculum Reading across the curriculumReading across the curriculum Literacy blockLiteracy block

Reading List Reading List (an example from Theme 1)(an example from Theme 1)

The Woman in White, The Woman in White, Wilkie CollinsWilkie Collins The Fall of the House of Usher, The Fall of the House of Usher, Edgar Allan Poe Edgar Allan Poe The Game of Sunken Places, The Game of Sunken Places, M.T. Anderson M.T. Anderson The Ghost in the Tokaido Inn, The Ghost in the Tokaido Inn, Dorothy Hoobler Dorothy Hoobler The Hound of the Baskervilles, The Hound of the Baskervilles, Sir Arthur Conan Doyle Sir Arthur Conan Doyle I Know What You Did Last Summer, I Know What You Did Last Summer, Lois Duncan Lois Duncan Paint by Magic: A time travel mystery, Paint by Magic: A time travel mystery, Kathryn Reiss Kathryn Reiss A Murder is Announced, A Murder is Announced, Agatha Christie Agatha Christie Search for the Shadowman, Search for the Shadowman, Joan Lowery Nixon Joan Lowery Nixon The Square Root of Murder, The Square Root of Murder, Paul Zindel Paul Zindel A Study in ScarletA Study in Scarlet (Sherlock Holmes), Sir Arthur Conan (Sherlock Holmes), Sir Arthur Conan

DoyleDoyle

Writing across the curriculumWriting across the curriculum

The writing processThe writing process Common rubrics based on the 6+1 TraitsCommon rubrics based on the 6+1 Traits ReflectionsReflections Research papersResearch papers Essays Essays

Reading across the curriculumReading across the curriculum

Exposure to:Exposure to: Literature across the globeLiterature across the globe JournalsJournals Print media (newspapers, magazines)Print media (newspapers, magazines) Critical analysisCritical analysis Reading methods (scanning, skimming)Reading methods (scanning, skimming)

Literacy block (Advisory Program)Literacy block (Advisory Program)

1 day out of the 4 in the Advisory rotation 1 day out of the 4 in the Advisory rotation schedule:schedule:

The D.E.A.R (drop everything and read) The D.E.A.R (drop everything and read) programprogram

The Individual Project (grade 8)The Individual Project (grade 8) Written reflectionsWritten reflections

The great aim of education The great aim of education is not knowledge, but is not knowledge, but

action.action. Herbert SpencerHerbert Spencer