humanities 2007 2008
DESCRIPTION
A presentation given to parents at Shanghai American School, Pudong campus as an introduction to the new Humanities program, an integrated approach to learningTRANSCRIPT
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
Enduring Understandings: Enduring Understandings:
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
Enduring Understandings: Enduring Understandings:
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