Humanities Presentation

The Long Path of UnderstandingThe Long Path of Understanding

What is this thing called HumanitiesWhat is this thing called Humanities

�� Delivery of Curriculum in a way that is Delivery of Curriculum in a way that is

authentic and in contextauthentic and in context

�� Sharing the responsibility of grammar, Sharing the responsibility of grammar,

writing, and reading through interdisciplinary writing, and reading through interdisciplinary

practicespractices

�� Proven best practice for schools similar to Proven best practice for schools similar to

Pudong in size Pudong in size

What we are doing with our time.What we are doing with our time.Humanities does not simply combine two Humanities does not simply combine two

classes to make one. Conversely, more time classes to make one. Conversely, more time does not mean double the instructiondoes not mean double the instruction

Offer more Exploratory classes to students Offer more Exploratory classes to students during the school daysduring the school days

Provide students with choices in their work Provide students with choices in their work

Integrate Reading, writing and grammar in Cores, Integrate Reading, writing and grammar in Cores, Specials and ElectivesSpecials and Electives

Student Led Conferencing and EAGLES Student Led Conferencing and EAGLES ReflectionsReflections

Humanities Humanities Humanities Humanities Humanities Humanities Humanities Humanities

20072007200720072007200720072007--------20082008200820082008200820082008

Education is not filling a bucket Education is not filling a bucket

but lighting a firebut lighting a fire

William 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 (anthropology, sciences (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 interand 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 others, The experiences and perceptions of 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 human

values and experiencesvalues and experiences

Without it we have no context for Without it we have no context for

understanding our past, present or future, understanding our past, present or future,

as individuals or as nationsas 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 these develop and reinforce all 3 of these

key elementskey elements

What will Humanities at SAS What will Humanities at SAS

Pudong look like?Pudong look like?

Overview of Grade 6 CurriculumOverview of Grade 6 Curriculum

�� Five themes linked together Five themes linked together

�� Reflect the learning process, a cycle of Reflect the learning process, a cycle of

exploration, development, and growth. exploration, development, and growth.

�� Final challenge Final challenge -- students see themselves students 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 TextsGrade Texts

�� ““Literature and Integrated StudiesLiterature and Integrated Studies”” by Scott by Scott ForesmanForesman

�� Dragon Keeper, Carole Wilkinson (novel Dragon Keeper, Carole Wilkinson (novel study)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 study)The Outsiders, S.E. Hinton (novel study)

Grade 8 HumanitiesGrade 8 Humanities

Quarterly BreakdownQuarterly Breakdown

Theme 1: What is Evidence Theme 1: What is Evidence

Enduring Understandings:Enduring Understandings:

�� ProblemProblem--solving requires a systematic 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 1

Students will be introduced and exposed Students will be introduced and exposed

to:to:

�� the definition, categories and limitations of the definition, categories and limitations of

evidence. evidence.

�� a variety of written and visual forms of a variety of written and visual forms of

evidence. evidence.

They will engage with evidence through:They will engage with evidence through:

�� a historical case study on The Lost Colony a historical case study on The Lost Colony

of Roanokeof Roanoke

�� a field trip investigation of the Shanghai a field trip investigation of the Shanghai

streetscape.streetscape.

88thth Grade RetreatGrade Retreat

Theme 2: Journeys Theme 2: Journeys

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

�� Our past shapes our present Our past shapes our present

�� Humans continually seek knowledgeHumans continually seek knowledge

Literature Study: Literature Study:

Short Stories from Language Arts TextbookShort Stories from Language Arts Textbook

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 literary devices the use of literary devices

�� 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 imperialism between 1500 -- 19001900

88thth Grade Recycling ProgramGrade Recycling Program

Quarter Quarter 2 2

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 multiA multi--disciplinary Unitdisciplinary 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

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 states.individuals, groups, institutions, and political 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 Street

Students will Students will

�� analyze the impact of contact on indigenous analyze the impact of contact on indigenous civilizationscivilizations

�� 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 experience the reality of the ‘‘melting potmelting pot’’ and 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

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 Circles: Literature Circles:

The GiverThe Giver

To Kill A MockingbirdTo Kill A Mockingbird

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 Can be designed to specifically meet the

needs of our students, at this school, in this needs of our students, at this school, in this

countrycountry

Why integrate?Why integrate?Integration allows a theme based curriculumIntegration allows a theme based curriculum

ConnectionsConnections

�� Fast connectionsFast connections::

–– the mark of the the mark of the ‘‘thinkingthinking’’ learnerlearner

–– Allow the learner to adapt and evolve Allow the learner to adapt and evolve

within an everywithin an every--changing environmentchanging environment

““Increasing proper connections among Increasing proper connections among

the brainthe brain’’s neurons results in a better s neurons results in a better

functioning brainfunctioning brain……Without such Without such

connections, bits of information are connections, bits of information are

isolated from the prior knowledge and isolated from the prior knowledge and

are forgottenare forgotten..””

Lowery, L. F., (2001)The biological basis for thinking. In Lowery, L. F., (2001)The biological basis for thinking. In

Costa, A. L. (ed.) (2001). Costa, A. L. (ed.) (2001). Developing Minds: A Resource Developing Minds: A Resource

Book for ThinkingBook for Thinking. Virginia: ASCD. (p. 179). Virginia: ASCD. (p. 179)

Connections: A new focus on Connections: A new focus on

creative thinkingcreative thinking

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

Increased connections = a more efficient Increased connections = a more efficient learnerlearner

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

�� selfself--directing. 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 innCaine, G., Caine, R. N., & McClintic, C. (2002). Guiding the innate constructivist. ate 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 twentyThe world is flat: The globalized world in the twenty--first 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)

Building a CommunityBuilding a Community

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 Reading lists –– an example of an ancillary 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. AndersonM.T. Anderson

�� The Ghost in the Tokaido Inn, The Ghost in the Tokaido Inn, Dorothy HooblerDorothy Hoobler

�� The Hound of the Baskervilles, The Hound of the Baskervilles, Sir Arthur Conan DoyleSir Arthur Conan Doyle

�� I Know What You Did Last Summer, I Know What You Did Last Summer, Lois DuncanLois Duncan

�� Paint by Magic: A time travel mystery, Paint by Magic: A time travel mystery, Kathryn ReissKathryn Reiss

�� A Murder is Announced, A Murder is Announced, Agatha ChristieAgatha Christie

�� Search for the Shadowman, Search for the Shadowman, Joan Lowery NixonJoan Lowery Nixon

�� The Square Root of Murder, The Square Root of Murder, Paul ZindelPaul 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 Common rubrics

based on the 6+1 based on the 6+1

TraitsTraits

�� ReflectionsReflections

�� Research papersResearch papers

�� Essays Essays

Reading across the curriculumReading across the curriculum

Exposure to:Exposure to:

�� Literature across the Literature across the

globeglobe

�� JournalsJournals

�� Print media Print media

(newspapers, (newspapers,

magazines)magazines)

�� Critical analysisCritical analysis

�� Reading methods Reading methods

(scanning, skimming)(scanning, skimming)

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

1 day out of the 3 in the Advisory rotation 1 day out of the 3 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

�� Reading Logs/BlogsReading Logs/Blogs

The great aim of education The great aim of education

is not knowledge, but is not knowledge, but

action.action.

Herbert SpencerHerbert Spencer

Classrooms Without WallsClassrooms Without Walls

�� The humanities The humanities philosophy supports philosophy supports student choice in student choice in activityactivity

�� The modern middle The modern middle must escape the must escape the ““disciplinary straight disciplinary straight jacketsjackets”” of teaching of teaching fragment curriculum fragment curriculum (Paul George)(Paul George)