Curriculum Map

Transcription

Curriculum Map

9th Grade Humanities 08-09
Nancy, Brittany, Maggie and Linas
Essential Questions:
Enduring Understandings:
Students will understand that…
1. What does it mean to be human?
2. What are ideas, and why are they
important?
1. What it means to be human has
changed dramatically over time in
terms of compassion and concepts of
equality.
2. An idea can be an opinion, belief,
principle, theme or plan that is a
product of mental activity, interaction,
experimentation and experience. Ideas
are important because of their potential
to cause change.
3. What happens when ideas clash?
3. Clashing ideas give rise to change and
shape society.
4. Why do some ideas take hold, spread
and last?
5. How might the environment affect the
way we think and act?
4. In some cases, ideas will last if they
continue to be useful and/or beneficial
to society. In other cases, ideas may be
forced upon society by absolute power
structures.
5. Human ideas influence the
environment, and the environment
influences human ideas.
9th Grade Habits of Mind:
1. Making Connections
2. Seeking Significance
3. Using Evidence
9th Grade “6 + 1” Emphasis:
1. Ideas
2. Organization
9th Grade Course Description:
3. Conventions
The theme of the 9th Grade Humanities curriculum is The Evolution of Human Ideas, and the course focuses on
how changing ideas impacted ancient civilizations and affect our society today. We will investigate Human
Origins, Ancient and Classical civilizations, World Religions, Medieval and early Renaissance periods as well
as analyze literature of each period. Students are assessed on participation, class work, homework and
exhibitions. An exhibition is a way for students to demonstrate what they have learned during a unit. Each
exhibition includes a written, visual and oral component.
9th Grade Humanities Portfolio
Required Pieces:
#:
Literary Analysis Essays
Historical Research
Papers
Visual Exhibitions
*Classwork
*Homework
*Reflection Piece
4
2
4
6
6
1
* Additional Requirements:
1. Classwork and Homework – these pieces must demonstrate your practice of and
growth in the Habits of Mind: 1) Making Connections, 2) Seeking Significance 3) Using
Evidence. Among others, look for assignments such as Connect-Extend-Challenge,
R.A.F.T.S. and Think Pieces. These are designed to help reveal your thinking, and would
therefore be ideal pieces to include in your 9th Grade Portfolio.
2. Reflection Piece – An expanded Think Piece that demonstrates your understanding of
what it has meant to be human throughout the different historical periods, cultures and
civilizations that we have studied this year.
9TH GRADE HUMANITIES CURRICULUM MAP 08-09
Nancy, Brittany, Maggie and Linas
Orientation
“Identity”
What does it mean to
be human?
What are values, and
why are they
important?
Mapping the
world/mapping
ourselves
Literature
Rite of Passage (main)
Memoirs
Poems
Pre Historic/River
Civs
Human Origins
Mesopotamia
Indus
Egypt
Huang He
Classical
World Religions
Middle Ages
Reflection Unit
Greek
Rome
Mayan
African
3 Abrahamic
Buddhism
Hinduism
Sikhism
Santeria
Feudal Europe/Japan
Crusades
What does it mean to
be human?
Why do some ideas
take hold, spread and
last?
Literature
Gilgamesh (main)
Creation Myths
Egyptian Myths
Literature
Antigone
Oedipus
Myths (African
Matriarchs)
The Iliad
The Odyssey
Hector/Achilles
Excerpt
Literature
Siddhartha
Arabian Nights
Shabanu
Haveli
The Bronze Bow
The Altar of My Soul
When the Spirits
Dance Mambo
Chango’s Fire
Literature
Canterbury Tales
La Morte de Artur
The Mists of Avalon
Lady of the Lake
Literature
Lord of the Flies
MUST HAVES FOR EACH UNIT/LESSON:
•
•
•
Lesson Plans and Exhibitions
Habits of Mind in the lessons
Thinking Routines in the lessons
CURRICULUM MAP 08-09
Teachers
MUST HAVES FOR EACH UNIT/LESSON:
Bill
Students will understand…
What is power?
Why do we want power?
How is power acquired, exercised
and abused?
How is power related to justice?
1. The quest for power has led to
prejudice, revolution, war and
genocide
2. The definition of power has
changed dramatically
throughout history
3. The need to feel powerful is a
universal part of human nature
and the nature of society
4. Power is often acquired through
force, deceit or the
manipulation of the masses
5. The exercise of power can
either seek to preserve or
challenge the status quo
6. The abuse of power can inspire
revolution or other dramatic
change
7. Those with power often use any
means necessary to retain that
power
8. With great power comes great
responsibility
2. Determining Significance
3. Using Evidence
4. Considering POV
1. Ideas
2. Organization
3. Voice
4. Word Choice
th
The prevailing themes of the 10 Grade Humanities curriculum are Imperialism, Genocide and Resistance. Our
course focuses on the root causes and psychology of human atrocities like the Holocaust, while highlighting
incidents of resistance, and exploring the notion of our own responsibility as acts of genocide continue to be
perpetrated. We will investigate: the Age of Exploration and clash of Old and New Worlds; Imperialism in
Africa at the turn of the century; World War I, II and the Holocaust, with emphasis on the resistance to Hitler’s
“final solution”; the spread of communism worldwide, and through the killing fields of Cambodia; and more
recently, the genocides in Rwanda and Darfur. We will approach these topics primarily through the lens of
literature. Students will be assessed on participation, class work, homework and on exhibitions. Exhibitions,
which comprise the largest percentage of each student’s grade, will include written, visual and oral components.
Required Pieces:
#:
Literary Analysis Essays 4
Historical Research
2
Papers
Visual Exhibitions
4
Other Written Pieces (Think 4
Pieces /Journal Entries /
Understanding Checks)
Cover Letter
1
Create PDF with GO2PDF for free, if you wish to remove this line, click here to buy Virtual PDF Printer
Mark, Seary & Jo-Ann
Identity
What does it mean to be an American? To….
Authority
What is the relationship between the
individual and institutions of authority in
American life?
Activism
How has group and individual action caused
America to evolve?
Historical events have shaped an American
national identity
Individual and group action has caused
America to evolve
Authority, in America, is derived from the
consent of the people
The people have the power to question
authority and hold institutions accountable
Our identity in society carry with them certain
perceptions of implied power or lack of power
1. Using Evidence
2. Considering Viewpoint
3. Asking What If?
1. Ideas
2. Word Choice
3. Voice
Our focus this year is the Story of America. Learning this story will involve taking an in-depth look at the
individuals, events and literature of our country from its settlement in the 1600s through the conflict that almost
ended America, the Civil War in the 1860s. We will explore how the Story of America is not just a look at
"ancient history," but a look at ideas that connect with all of our lives today.
Required Pieces:
#:
Cover Letter
Literary Analysis
Research Paper
Revised Paper
Journal Entries
Thinking Routines
Reflective Letter
1
3
2
1
2
2
1
Bill
• Students will understand how
and why race has been a barrier
to full membership in American
society
1)
What is race?
2)
Why does race matter?
3)
4)
• Students will learn that by
understanding the historical
legacy of racism in America
they will be able to think
critically about the world they
live in today
How has race affected
American Identity?
How should America move
forward in order to live up to
ideals of “liberty, equality and
justice for all”?
• Students will understand that
they can choose to be agents for
change in their own world to
fight for American ideals for
all.
4. Considering Viewpoints
5. Being Metacognitive
3. Using Evidence
6. Asking, “what if?”
1. Ideas
4. Word Choice
2. Organization
5. Sentence Fluency
3. Voice
This year in humanities we will be looking at America’s complex past through the lens of race and
membership in the 20th century. The African American Experience from Reconstruction to the present
will be the major focus for the fall term. The story of Immigration in America will be explored in the
spring. This class will wrestle with the challenges of human behavior by looking inward at our own
prejudices and bias in order to understand how people have been separated into “in” and “out” groups
throughout American history. Our goal will be to recognize that understanding the past and will allow
us to make meaningful choices about changing the world we live in today.
Required
#:
Historical Research
Paper
Other Analysis (Logs,
Journals, Thinking
Routines, Visuals, Think
Pieces, Understanding
Checks)
12th Grade Humanities
Presentation
5
1
4
1
l2th Grade Humanities 08-09
Josh
EssentialQuestions:
Enduring Understandings
:
Studentswill understandthat...
l. DoesRaceMatter?
o Studentswill understandhow
and why racehasbeena barrier
to full membershipin American
societv
2.
Studentswill learn that by
understandingthe historical
legacyof racismin America
critically aboutthe world they
live in today
Studentswill understandthat
they can chooseto be agentsfor
changein their
12thGrade Habits of Mind:
1. MakineConnections
2. SeekineSignificance
4. ConsiderineViewpoints
5. BeineMetacosnitive
3. UsinsEvidence
6. Askine."whatif?"
mpnasls;
9'h Grade $6 + lr) Emphasi
1. Ideas
2. Orsanization
3. Voice
4. World Choice
l2th Grade CourseDescription:
This yearin humanitieswe will be looking at America'scomplexpastthroughthe lensof raceand
in ajourneymodeledby theorganization
membership
in the20thcentury.We will be participating
of humanbehaviorby
This classwill wrestlewith the challenges
FacingHistoryand Ourselves.
how peoplehavebeenseparated
looking inward at our own prejudicesandbiasin orderto understand
goal
groups
history.
will
be to recognizethat
throughoutAmerican
Our
into "in" and"out"
understanding
the pastandwill allow us to makemeaningfulchoicesaboutchangingthe world we live
in today.
lzth Grade Humanities Portfolio
Required
#z
LiteraryAnalvsisEssavs 5
HistoricalResearch
I
Paper
HistoricalDocuments 4
l2'" GradeHumanities I
Presentation
Bill
 Students will understand how
and why race has been a barrier
to full membership in American
society
1)
What is race?
2)
Why does race matter?
3)
How has race affected
American Identity?
4)
How should America move
forward in order to live up to
ideals of “liberty, equality and
justice for all”?
 Students will learn that by
understanding the historical
legacy of racism in America
critically about the world they
live in today
 Students will understand that
they can choose to be agents for
change in their own world to
fight for American ideals for
all.
4. Considering Viewpoints
5. Being Metacognitive
3. Using Evidence
6. Asking, “what if?”
1. Ideas
4. Word Choice
2. Organization
5. Sentence Fluency
3. Voice
This year in humanities we will be looking at America’s complex past through the lens of race and
membership in the 20th century. The African American Experience from Reconstruction to the present
will be the major focus for the fall term. The story of Immigration in America will be explored in the
spring. This class will wrestle with the challenges of human behavior by looking inward at our own
prejudices and bias in order to understand how people have been separated into “in” and “out” groups
throughout American history. Our goal will be to recognize that understanding the past and will allow
us to make meaningful choices about changing the world we live in today.
Required
#:
Historical Research
Paper
Other Analysis (Logs,
Journals, Thinking
Routines, Visuals, Think
Pieces, Understanding
Checks)
12th Grade Humanities
Presentation
5
1
4
1

Curriculum Map

Transcription

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