Humanities 2007 2008

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A presentation given to parents at Shanghai American School, Pudong campus as an introduction to the new Humanities program, an integrated approach to learning

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<ul><li> 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 </li> <li> 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 </li> <li> 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></li> <li> 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></li> <li> 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 </li> <li> 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></li> <li> 7. The creation of Humanities will develop and reinforce all 3 of these key elements </li> <li> 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></li> <li> 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 </li> <li> 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></li> <li> 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></li> <li> 12. What will Humanities at SAS Pudong look like? Grade 8 Quarterly breakdown </li> <li> 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) </li> <li> 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></li> <li> 15. Pi Day </li> <li> 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></li> <li> 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></li> <li> 18. 8 th Grade Recycling Program </li> <li> 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></li> <li> 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></li> <li> 21. Middle School Play </li> <li> 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></li> <li> 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></li> <li> 24. Model United Nations </li> <li> 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></li> <li> 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></li> <li> 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 </li> <li> 28. Connections <ul><li>Fast connections : </li></ul><ul><li><ul><li>the mark of the thinking learner </li></ul></li></ul><ul><li><ul><li>Allow the learner to adapt and evolve within an every-changing environment </li></ul></li></ul><ul><li> Increasing proper connections among the brains neurons results in a better functioning brainWithout 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></li> <li> 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></li> <li> 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></li> <li> 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></li> <li> 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., &amp; 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></li> <li> 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></li> <li> 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></li> <li> 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></li> <li> 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></li> <li> 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></li> <li> 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></li> <li> 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></li> <li> 40. <ul><li>The great aim of education is not knowledge, but action. </li></ul><ul><li>Herbert Spencer </li></ul></li> </ul>