humanities curriculum

7/31/2019 Humanities Curriculum

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Title Social (in)Justice in AsiaPacing Fall Term (10 Weeks)

Summary Studying the geography and history of various countries in Asia, thestudents will gain an understanding of how unique and different the Asiancontinent is in comparison to the world.

Through the discussion and reading of various texts, the students will beginto understand the importance of social justice to a free and equal society.

The students will learn how some Asian countries are dealing with humanrights violations and how other Asian countries are pretending they have noproblems with which to deal.

Content Geography of Asia History of various countries in Asia Art & Music of Asia English Grammar Writing Reading Workshop

Essential Questions How and why is Asia different from and similar to other regions of theworld?

Why is social justice vital to modern civilization? Why do some Asian countries struggle with human rights violations?

Skills Critical Thinkingo The students will be able to analyze and synthesize various ideas,

issues, and problems regarding social justice.

Discussiono The students will be able to actively and appropriately participate

in various forms of class discussion: Socratic Circles, Round-Table,Think-Pair-Share.

Note-Takingo The students will be able to generate notes from oral and print

sources: Mind Mapping, Two-Column Notes.

Researchingo The students will be able to locate appropriate and useful online

resources.

Writingo The students will be able to craft unique and original expository,

narrative, descriptive, and persuasive pieces of prose.o The students will be able to craft unique and creative pieces of

prose.

Readingo The students will be able to appropriately and actively read and

comprehend various text forms: Historical Fiction, Literature,Biography, Poetry

Standards Civics:

SS:CV:6:3.1: Identify other countries in the world and their different formsof government.

SS:CV:6:4.1: Evaluate those characteristics that promote good citizenship.Geography:

SS:GE:6:1.3: Utilize maps, globes, graphs, charts, models, and databases toanalyze spatial distributions and patterns.

SS:GE:6:4.4: Analyze the spatial patterns of settlement.


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World History:

SS:WH:6:1.1: Describe different types of political systems created by people. SS:WH:6:1.2: Explore the use and abuse of power. SS:WH:6:4.1: Analyze the impact of the agricultural revolution on humans

using examples.

SS:WH:6:5.3: Explain the impact of ethnic and religious groups on thedevelopment and stability of empires and nation-states.

The Arts:

SS:HI:8:3.1: Explain how art, music and literature often reflect and/orinfluence major ideas, values and conflicts of particular time periods.

Research Process:

Core Standards:RH:6-8.7: Integrate visual information with otherinformation in print and digital texts.

Core Standards:RI:6.7: Integrate information presented in different media orformats as well as in words to develop a coherent understanding of a topicor issue.

Core Standards:WHST:6-8.8: Gather relevant information from multipleprint and digital sources, using search terms effectively; assess the credibilityand accuracy of each source; and quote or paraphrase the data andconclusion of others while avoiding plagiarism and following a standardformat for citation.

CMS:Organization:6.2: Develop note-taking skills utilizing mind mappingand two-column note-taking formats.

Core Standards:WHST:6-8.7: Conduct short research projects to answer aquestion drawing on several sources and generating additional related,focused questions that allow for multiple avenues of exploration.

Reading:

Core Standards:RL:6.10. By the end of the year, read and comprehendliterature, including stories, dramas, and poems, in the grades 68 text

complexity band proficiently, with scaffolding as needed at the high end ofthe range. Core Standards:RL:6.2. Determine a theme or central idea of a text and how

it is conveyed through particular details; provide a summary of the textdistinct from personal opinions or judgments.

Core Standards:RL:6.3. Describe how a particular storys or dramas plotunfolds in a series of episodes as well as how the characters respond orchange as the plot moves toward a resolution.

Core Standards:RI:6.2. Determine a central idea of a text and how it isconveyed through particular details; provide a summary of the text distinctfrom personal opinions or judgments.

Core Standards:RL:6.1. Cite textual evidence to support analysis of what thetext says explicitly as well as inferences drawn from the text.

CMS:English:6.1: Develop active reading skills by writing at least one noteor question in the margins of every page of an English reading assignment.

Writing:

Core Standards:WHST:6-8.2: Write informative/explanatory texts, includingthe narration of historical events, scientific procedures/experiments, ortechnical processes.


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Core Standards:W:6.3: Write narratives to develop real or imaginedexperiences or events using effective technique, relevant descriptive details,and well-structured event sequences.

Core Standards:WHST:6-8.2b: Develop the topic with relevant, well-chosenfacts, definitions, concrete details, quotations, or other information andexamples.

CMS:English:6.2: Use an inviting introduction, which draws the reader intothe piece, and a satisfying conclusion, which leaves the reader with a senseof closure, in written form.

Core Standards:WHST:6-8.2a: Introduce a topic clearly, previewing what isto follow; organize ideas, concepts, and information into broader categoriesas appropriate to achieving purpose; include formatting (e.g., headings),graphics (e.g., charts, tables), and multimedia when useful to aidingcomprehension.

Core Standards:WHST:6-8.4: Produce clear and coherent writing in whichthe development, organization, and style are appropriate to task, purpose,and audience.

NH:LA:2.2.3.4Use planning, note taking, brainstorming, or otherstrategies to organize their thoughts before writing.

Core Standards:W:6.3a: Engage and orient the reader by establishing acontext and introducing a narrator and/or characters; organize an eventsequence that unfolds naturally and logically.

Core Standards:W:6.3b: Use narrative techniques, such as dialogue, pacing,and description, to develop experiences, events, and/or characters.

Core Standards:WHST:6-8.2c: Use appropriate and varied transitions tocreate cohesion and clarify the relationships among ideas and concepts.

Core Standards:WHST:6-8.2d: Use precise language and domain-specificvocabulary to inform about or explain the topic.

DesCartes: Language Usage: Expressive and Informational Writing:Determine which details best support the topic after determining the topicof a paragraph.

DesCartes: Language Usage: Expressive and Informational Writing: Ordersentences logically and sequentially to form clear paragraphs.

Core Standards:WHST:6-8.5: With some guidance and support from peersand adults, develop and strengthen writing as needed by planning, revising,editing, rewriting, or trying a new approach, focusing on how well purposeand audience have been addressed.

DesCartes: Language Usage: Expressive and Informational WritingDescribe the characteristics of poems.

Grammar:

DesCartes: Language Usage: Structures of Language: Identify the subjectand predicate of a sentence.

DesCartes: Language Usage: Writing Conventions and Grammar: Identifynouns, pronouns, adjectives, and verbs, in written compositions.

Core Standards:L:6.1: Demonstrate command of the conventions ofstandard English grammar and usage when writing or speaking.

Core Standards:L:6.2: Demonstrate command of the conventions ofstandard English capitalization and punctuation when writing.

Vocabulary:

Core Standards:RH:6-8.4: Determine the meaning of words and phrases asthey are used in a text, including vocabulary specific to domains related tohistory/social studies.


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Core Standards:RL:6.4. Determine the meaning of words and phrases asthey are used in a text, including figurative and connotative meanings;analyze the impact of a specific word choice on meaning and tone.

Discussion:

Core Standards:SL:6.1a: Come to discussions prepared, having read orstudied required material; explicitly draw on that preparation by referring toevidence on the topic, text, or issue to probe and reflect on ideas underdiscussion.

Core Standards:SL:6.1b: Follow rules for collegial discussions, set specificgoals and deadlines, and define individual roles as needed.

Core Standards:SL:6.1c: Pose and respond to specific questions withelaboration and detail by making comments that contribute to the topic,text, or issue under discussion.

Core Standards:SL:6.4: Present claims and findings, sequencing ideaslogically and using pertinent descriptions, facts, and details to accentuatemain ideas or themes; use appropriate eye contact, adequate volume, andclear pronunciation.

Core Standards:SL:6.1: Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led) with diverse partnerson grade 6 topics, texts, and issues, building on others ideas and expressingtheir own clearly.

Core Standards:SL:6.5: Include multimedia components (e.g., graphics,images, music, sound) and visual displays in presentations to clarifyinformation.

Objectives The students will be able to:

Civics:

Compare and contrast how different countries in Asia tackle and manageissues regarding social justice.

Explain social justice and describe its impact on Asian countries.Geography:

Extrapolate data from maps of Asia to explain major events in Asian historythrough the creation of unique hand-drawn maps.

Justify and explain why and how major civilizations were created inparticular regions of Asia.

World History:

Interpret how different political systems in Asia have created environmentswhere social justice or lack thereof is prevalent.

Identify and describe the effect the agricultural revolution had on variouscountries in Asia.

Describe and explain how ethnic and religious groups impacted thedevelopment of various countries in Asia.

The Arts

Extract data and information from visual, literary, and musical sources todescribe and explain major cultural traditions in various countries.

Research Process:

Identify, gather, summarize main ideas, and appropriately utilize relevantsources for various research projects.

Construct mind mapping and two-column note-taking formats whileresearching various topics and issues.


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Synthesize research gathered to appropriately answer self-created questionsin their own words.

Reading:

Independently choose reading materials that are appropriate to their readinglevel and for the task at hand such as reading for enjoyment, to complete an

assignment, or to carry out a project. Identify and describe the sequence of major plot events, setting, conflict,

theme, and characters in a literary text.

Utilize active reading strategies by writing at least one note, comment, orquestion in the margin of every page of an assigned text.

Answer questions relating to the assigned reading and citing evidence tosupport their analysis.

Writing:

Utilize the expository, narrative, persuasive, descriptive, and fiction forms ofwriting for a given topic and purpose.

Construct a piece of writing, which includes an appropriate introduction andconclusion.

Develop and organize various ideas or topics in order to achieve a specificpurpose in written form. Utilize various brainstorming techniques prior to writing. Construct a piece of writing which highlights their ability to develop plot,

setting, and characters.

Utilize and format dialogue in written form. Construct a piece of writing, which includes a variety of transitional words

and phrases and appropriate vocabulary related to the topic.

Create a unique and complete paragraph, which includes an indent,appropriate topic and closing sentences, logical sequence of sentences, and aclear main idea with at least three quality, supporting details.

Participate in the editing process. The students will be able to describe the characteristics of poetry.

Grammar:

Identify the subject and predicate in various types of sentences. Define and identify, in written compositions, nouns, pronouns, adjectives,

and verbs.

Utilize appropriate verb tense, subject-verb agreement, and articles inwritten form.

Utilize capitalization, commas, quotations marks, question marks,apostrophes, and exclamation points in written compositions.

Vocabulary:

Utilize context clues, word parts, synonyms, and antonyms to determine themeaning of unknown words in various passages.

Discussion:

Participate effectively in various forms of discussion. Utilize various multimedia components in presentations. Convey information through an oral presentation, utilizing various

multimedia components.21st Century Skills Global Awareness

Civic Literacy Creativity and Innovation


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Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy Information, Communications, and Technology Literacy Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability

Assessments Formative Assessments:

Various class discussions Readers Notebook Weekly Reading Workshop Individual Conferences Margin Notes Checks Writing Journal

Summative Assessments:

Context Clue Assessments Various Research Projects Various Writing Assignments Reading Response Paragraphs Parts of Speech Assessment Subjects and Predicates Assessment Two-Column Notes Final Drafts Internet Search Assessment

Resources Write Source 2000Schoolhouse RockBoys Without Namesby Kashmira ShethPower Reading Workshop By Laura CandlersDifferentiating Reading InstructionBy Laura Robb

Notebook Connections: Strategies for the Readers Notebook By Aimee BucknerAsia for Educators: http://afe.easia.columbia.edu/

National Archives:http://www.archives.gov/education/


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Title Solving Europes ProblemsPacing Winter Term (10 Weeks)

Summary Studying the geography and history of various countries in Europe, thestudents will gain an understanding of why and how early civilizations beganin Europe.

Through the discussion and reading of various texts, the students will beginto understand how Europe solved its many problems to become a worldleader.

The students will learn about the evolution of problems plaguing Europefrom ancient times to modern day.

Content Geography of Europe History of various countries in Europe Art & Music of Europe Writing Reading Workshop

Essential Questions How and why did early civilizations begin in Europe? How did Europe overcome adversity to become a world powerhouse? How did the problems affecting Europe change through its evolution as a

continent?Skills Critical Thinking

o The students will be able to analyze and synthesize various ideas,issues, and problems regarding problem solving and Europeshistory.




sources: Note Cards and Outline Notes.


and print resources.

Writingo The students will be able to craft unique and original expository,

narrative, descriptive, and persuasive pieces of prose.o The students will be able to craft unique and creative pieces of

prose and poetry.


comprehend various text forms: Science Fiction, Mystery, Fantasy,and Poetry.

Standards Civics:

SS:CV:6:1.4: Differentiate among the major forms of limited and unlimitedgovernments.

SS:HI:6:1.1: Explain how and why people have developed forms of self-government.

Geography:


SS:GE:6:2.1: Describe the ways in which regions change. SS:GE:6:4.3: Understand the effects of movement on the characteristics of

places.


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SS:GE:6:4.4: Analyze the spatial patterns of settlement.World History:

SS:HI:8:4.1: Explore how economic interactions have occurred on anincreasingly global scale.

SS:CV:6:3.2: Describe ways in which countries interact with each otherculturally, economically, diplomatically, or militarily.

SS:CV:6:3.3: Discuss the reasons for conflicts between and among countriesand peoples.

SS:WH:8:1.2: Analyze the influence of religious groups on political systems SS:WH:6:2.1: Describe the impact of land and water routes on trade. SS:WH:8:2.1: Analyze the demographic impact of diseases and their

treatment.

SS:WH:6:2.4: Examine how military encounters have led to culturalexchange.

The Arts:


Research Process:




CMS:Organization:6.2: Develop note-taking skills utilizing note card andoutline note-taking formats.

Core Standards:WHST:6-8.7: Conduct short research projects to answer aquestion drawing on several sources and generating additional related,focused questions that allow for multiple avenues of exploration.

Reading:

Core Standards:RL:6.10. By the end of the year, read and comprehendliterature, including stories, dramas, and poems, in the grades 68 textcomplexity band proficiently, with scaffolding as needed at the high end ofthe range.

Core Standards:RL:6.2. Determine a theme or central idea of a text and howit is conveyed through particular details; provide a summary of the textdistinct from personal opinions or judgments.

Core Standards:RL:6.3. Describe how a particular storys or dramas plotunfolds in a series of episodes as well as how the characters respond orchange as the plot moves toward a resolution.




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Writing:

Core Standards:WHST:6-8.2: Write informative/explanatory texts, includingthe narration of historical events, scientific procedures/experiments, or

technical processes. Core Standards:W:6.3: Write narratives to develop real or imaginedexperiences or events using effective technique, relevant descriptive details,and well-structured event sequences.



Core Standards:WHST:6-8.2a: Introduce a topic clearly, previewing what isto follow; organize ideas, concepts, and information into broader categoriesas appropriate to achieving purpose; include formatting (e.g., headings),

graphics (e.g., charts, tables), and multimedia when useful to aidingcomprehension.










DesCartes: Language Usage: Expressive and Informational Writing:Describe the characteristics of poems.

Grammar:

Core Standards:L:6.1: Demonstrate command of the conventions ofstandard English grammar and usage when writing or speaking.



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Vocabulary:


Core Standards:RL:6.4. Determine the meaning of words and phrases asthey are used in a text, including figurative and connotative meanings;

analyze the impact of a specific word choice on meaning and tone.

Discussion:








Civics:

Assess why various forms of government utilized by countries in Europewere successful.Geography:

Extrapolate data from maps of Europe to explain major events in Europeanhistory through the creation of unique hand-drawn maps.

Justify and explain why and how major civilizations were created inparticular regions of Europe.

Evaluate the reasons why regions or countries in Europe developed orchanged throughout history.

World History:

Argue how and why countries and regions in Europe interacted with eachother and the world throughout history.

Explain the outcome of major interactions and encounters in Europeshistory.

Describe and explain how ethnic and religious groups impacted the historyof various countries or regions in Europe.

Debate the impact trade between different parts of the world had on thedevelopment of various countries or regions in Europe.

Explain how the bubonic plague effected Europes development.


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The Arts


Research Process:


Construct outline and note card note-taking formats while researchingvarious topics and issues. Synthesize research gathered to appropriately answer self-created questions

in their own words.

Reading:

Independently choose reading materials that are appropriate to their readinglevel and for the task at hand such as reading for enjoyment, to complete anassignment, or to carry out a project.

Identify and describe the sequence of major plot events, setting, conflict,theme, and characters in a literary text.


Answer questions relating to the assigned reading and citing evidence tosupport their analysis.Writing:



Develop and organize various ideas or topics in order to achieve a specificpurpose in written form.

Utilize various brainstorming techniques prior to writing. Construct a piece of writing which highlights their ability to develop plot,

setting, and characters.

Utilize and format dialogue in written form. Construct a piece of writing, which includes a variety of transitional words



Participate in the editing process. The students will be able to describe the characteristics of poetry. The students will be able to craft a unique poem, which correctly utilizes

figurative language and at least one metaphor or simile.

The students will be able to craft a unique poem, which correctly utilizes aspecific form.

Grammar: Utilize appropriate verb tense, subject-verb agreement, and articles in

written form.


Vocabulary:



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Discussion:



Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy Information, Communications, and Technology Literacy Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability




Context Clue Assessments Various Research Projects Various Writing Assignments Reading Response Paragraphs Outline Notes Final Drafts

Resources Write Source 2000The Ravenmasters SecretBy Elvira Woodruff

Explorers Who Got LostBy Diane Sansevere-DreherPower Reading Workshop By Laura CandlersDifferentiating Reading InstructionBy Laura Robb

Notebook Connections: Strategies for the Readers Notebook By Aimee BucknerBBC History:http://www.bbc.co.uk/history/

National Geographic Education:http://education.nationalgeographic.com/educationBBC Schools:http://www.bbc.co.uk/schools/

National Archives:http://www.archives.gov/education/


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Title Acceptance in the United States of AmericaPacing Spring Term (10 Weeks)

Summary Studying the geography and history of the United States of America, thestudents will gain an understanding of how the physical geography played arole in shaping Americas short history.

Through the discussion and reading of various texts, the students will beginto understand how Americans overcame adversity, worked throughprejudices, and moved onto accepting and weaving citizens from all races,creeds, and ethnicities into the American fabric.

The students will learn about the evolution of America as a diverse crucible.Content Geography of the United States of America

History of the United States of America Art & Music of the United States of America Writing Reading Workshop

Essential Questions How and why did the unique physical geography of the United States ofAmerica shape its history?

How did the United States of America become an ethnic, racial, andreligious crucible of unified and accepting people?

Skills Critical Thinkingo The students will be able to analyze and synthesize various ideas,

issues, and problems regarding acceptance and the history of theUnited States of America.




sources: Outline and two-column notes.


and print resources. Writing

o The students will be able to craft unique and original expository,narrative, descriptive, and persuasive pieces of prose.

o The students will be able to craft unique and creative pieces ofprose.


comprehend various text forms: Historical fiction, biography,fiction, and literature.

Standards Civics:

SS:CV:6:2.1: Illustrate ways in which government in the United States isfounded on the conviction that Americans are united by the principles they

share. SS:CV:6:2.2: Identify and illustrate the heritage that early settlers brought to

the development and establishment of American democracy.

SS:CV:6:4.1: Evaluate those characteristics that promote good citizenship. SS:HI:6:1.2: Explain how the foundations of American democracy are

rooted in European, Native American and colonial traditions, experiencesand institutions.

SS:HI:6:5.1: Explain the impact ethnic and religious groups have had on thedevelopment of the United States.


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SS:HI:6:5.3: Examine changes in the roles and lives of women and theirimpact on society.

Geography:


SS:GE:6:2.1: Describe the ways in which regions change. SS:GE:6:4.2: Know the types and historical patterns of human migration. SS:GE:6:4.3: Understand the effects of movement on the characteristics of

places.

SS:GE:6:4.4: Analyze the spatial patterns of settlement. SS:WH:6:2.3: Describe major migrations.

World History:

SS:HI:6:5.4: Describe similarities and differences in the immigrantexperience for various ethnic groups.

The Arts:


Research Process:




CMS:Organization:6.2: Develop note-taking skills utilizing two-columnnotes and outline note-taking formats. Core Standards:WHST:6-8.7: Conduct short research projects to answer a

question drawing on several sources and generating additional related,focused questions that allow for multiple avenues of exploration.

Reading:

Core Standards:RL:6.10. By the end of the year, read and comprehendliterature, including stories, dramas, and poems, in the grades 68 textcomplexity band proficiently, with scaffolding as needed at the high end ofthe range.

Core Standards:RL:6.2. Determine a theme or central idea of a text and howit is conveyed through particular details; provide a summary of the text

distinct from personal opinions or judgments. Core Standards:RL:6.3. Describe how a particular storys or dramas plot

unfolds in a series of episodes as well as how the characters respond orchange as the plot moves toward a resolution.




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Writing:

Core Standards:WHST:6-8.2: Write informative/explanatory texts, includingthe narration of historical events, scientific procedures/experiments, or

technical processes. Core Standards:W:6.3: Write narratives to develop real or imaginedexperiences or events using effective technique, relevant descriptive details,and well-structured event sequences.



Core Standards:WHST:6-8.2a: Introduce a topic clearly, previewing what isto follow; organize ideas, concepts, and information into broader categoriesas appropriate to achieving purpose; include formatting (e.g., headings),

graphics (e.g., charts, tables), and multimedia when useful to aidingcomprehension.










Grammar: Core Standards:L:6.1: Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.



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Vocabulary:


Core Standards:RL:6.4. Determine the meaning of words and phrases asthey are used in a text, including figurative and connotative meanings;

analyze the impact of a specific word choice on meaning and tone.

Discussion:








Civics:

Explain how the structure of the American government reflects the sharedbeliefs of its citizens. Examine how Americas evolving cultural, ethnic, and religious traditions

have changed and influenced American democracy since its inception.

Argue the suggestion that America is a crucible of accepting and diversepeople.

Explain and describe womens impact on the development of the Americansociety.

Geography:

Extrapolate data from maps of the United States of America to explainmajor events in American history through the creation of unique hand-drawn maps.

Label and correctly identify the 50 states and their capitals. Explain and describe the migration patterns of people in the United States

of America throughout the countrys history.

Evaluate the reasons why regions or states in the United States of Americahave developed or changed throughout the countrys history.

World History:

Compare and contrast the experiences of various ethnic groups thatimmigrated into the United States of America.


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The Arts


Research Process:


Construct outline and two-column notes note-taking formats whileresearching various topics and issues.

Synthesize research gathered to appropriately answer self-created questionsin their own words.

Reading:

Independently choose reading materials that are appropriate to their readinglevel and for the task at hand such as reading for enjoyment, to complete anassignment, or to carry out a project.

Identify and describe the sequence of major plot events, setting, conflict,theme, and characters in a literary text.


Answer questions relating to the assigned reading and citing evidence tosupport their analysis.

Writing:



Develop and organize various ideas or topics in order to achieve a specificpurpose in written form.

Utilize various brainstorming techniques prior to writing. Construct a piece of writing which highlights their ability to develop plot,

setting, and characters. Utilize and format dialogue in written form. Construct a piece of writing, which includes a variety of transitional words



Participate in the editing process.Grammar:

Utilize appropriate verb tense, subject-verb agreement, and articles inwritten form.


Vocabulary:



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Discussion:



Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy Information, Communications, and Technology Literacy Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability




Context Clue Assessments Various Research Projects Various Writing Assignments Reading Response Paragraphs Outline Notes Final Drafts Two-Column Notes Final Drafts

Resources Write Source 2000Twelve Angry MenBy Reginald RosePower Reading Workshop By Laura CandlersDifferentiating Reading InstructionBy Laura Robb

Notebook Connections: Strategies for the Readers Notebook By Aimee BucknerLibrary of Congress:http://www.loc.gov/index.htmlDocs Teach:http://docsteach.org/History Explorer:http://historyexplorer.americanhistory.si.edu/home/Teaching History:http://www.teachinghistory.org

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