8th Grade Humanities
Course Description
2008-2009
"Humanities"
is the study of that which makes us human. The accomplishments, setbacks,
highlights and lowlights of humankind's existence on the planet we call Earth
are all within the domain of the Humanities discipline. The Seventh grade
curriculum was thus able to pick and choose topics that applied to humankind
from around the globe. But as Humanities replaces the social studies
requirement in the
Too often
history ranks high on the list of classes high school students find most
boring. The typical history class, unfortunately, is one in which the teacher imparts
massive amounts of irrelevant trivia through lectures to a captive audience. To
insure that the students have "mastered" the material (i.e. memorized
it), the teacher distributes worksheets or assigns check-up questions which are
placed strategically throughout the textbook. The culminating activity of these
exciting units is a chapter or unit test. No wonder history holds such low
esteem with students.
Obviously, I do
not intend to take this approach. As a history major, I attended plenty of
classes that functioned by the above description. However, I was able to go
beyond the poor educational techniques used in those classes to discover the
true joy of the subject. History is the study of human existence. As such, it
is an integral part of a Humanities curriculum. But what so many people,
students and teachers alike, miss is the idea that who did what is not as
important as why.
An important,
KEY, aspect of this course is the sharpening and honing of critical thinking
skills. What better place to do so than in a study of history? In this class,
we shall focus not so much on what happened in the course of
Thus, while you
can still expect an exciting and stimulating lecture from time to time, and
some worksheets will still be used to reinforce or guide your learning (after
all, you must know what happened before you can analyze it), the major focus of
this class will be student-driven. As you will see in the following pages, the
onus for learning will fall upon you, the student. Within topics you will
decide what to learn and, in many cases, how you will learn it. You will delve
in-depth on topics that, hopefully, are interesting and relevant to you. You
will experience a variety of techniques and strategies of learning including
debates, videos, art projects, computer presentations, and research
assignments. You will make extensive use of the resources our school and
community has to offer, including the media center, computers, field trips,
guest speakers, and community resources. You will work individually and
collectively, depending upon the task. Groupwork will be an important component
of the class. You will even have the opportunity to step into the role of
teacher. Also, your English classwork will tie in closely with this class. Mrs.
Nowlin and I will often work in tandem. The make up of the classes will change
periodically as we seek to ensure groups which will work efficiently. This dual
class approach will also help alleviate overlapping. For example, you may be
asked to read literature in English which ties directly to the subject matter
of the Humanities topic.
I hope that this
course will be enjoyable, I guarantee it will be challenging. You will have
much latitude in what you do, but I will be demanding in evaluating the quality
of how you do it. I firmly believe that what you get out of something is directly
related to what you put into it. Your presence in this class is indicative of
your ability to excel, I will expect you to utilize that ability.
A textbook will
be provided, but it will serve mainly as your primary resource, not as a curriculum.
Obviously, you will need writing materials daily. Do not come to class
unprepared to write. I will provide a box in which you may leave a folder if
you so desire, but I cannot guarantee its safety. I have no preference as to
the type of paper or writing utensil, but I would hope that you do not leave
the residue from wire-bound notebook paper on the classroom floor. I caution
you that any but standard sized paper may get lost when turned in. You should also purchase colored pencils or
markers, as there will be numerous times you may need to use them in this
class. I will provide some, but the selection and quality is limited.
Societies depend
upon laws to help people live together harmoniously. Our classroom is a
microcosm of society and, as such, has a few rules designed to ensure a sound
educational environment. The basic concept is respect for others. Do not
engage in actions that might be detrimental to the learning opportunities of
others. For those of you who need things spelled out, the following is a list
of basic classroom rules:
Be in your seat
and ready to work when class begins;
Do not disrupt a
speaker;
Keep your
belongings to yourself;
Food, gum, and
grooming aids are not allowed;
Follow
directions the first time.
As in society,
those who choose to violate the rules by default are also choosing to accept
the consequences. They are:
First violation
- name on the board or similar warning;
Second violation
- 10 minute lunch detention;
Third violation
– after-school detention and a call to parent;
Additional
violations - removal from class, referral to office, etc.
These
consequences are for normal rules violations. Obviously, more serious
violations, such as bodily harm to others, abusive language, etc. will result
in more immediate and forceful consequences. However, I am confident that this
entire section is merely a formality, but I do feel you should know upfront
what is expected of you.
8th grade
Humanities is a topical course with a focus on US History. It will tie in
directly with your English course as well. While history is the focal point of
the course, other disciplines will be covered including art, philosophy
(ethics), music, economics, political science, sociology, multicultural studies,
literature, ecology, and mass media. Rather than the traditional chronological
approach to US History, this course is divided into five "seminars",
each approximately a grading period in length. With the exception of the first
"seminar", each will revolve around an ideological topic. Each
seminar will contain group and/or individual projects, exams, and lesser
assignments. Within the seminar students will have some latitude as to content,
but connections must be maintained with the central topic and the overarching
theme of US History.
Seminar 1
US History: A Swift
Trip Through Time
Intended
Learning Outcomes:
Students will:
·
acquire in-depth knowledge of a particular
period in
·
evaluate this knowledge on "need to
know" criteria;
·
synthesize knowledge and techniques to
create lesson of instruction;
·
gain an appreciation of teacher-learner
process;
·
comprehend basic trends in US History;
·
become familiar with particular persons and
events in our nation's past,
·
evaluate reference
materials, especially web sites, for appropriateness and value.
Description
In order for the
other seminars to succeed, certain basic knowledge of US History is required.
The purpose of this seminar is to introduce the student to people and events in
American History that helped shape this nation. Rather than expect students to
read the entire textbook during this unit, students will work in teams to cover
in-depth one period in American History. Each team will then instruct the rest
of the class. Teams will be responsible for acquiring information, determining
how best to present the information to the class, evaluating students on the
basis of their knowledge, and evaluating their own instructional techniques. In addition, the class will
construct a timeline to which students can refer in later seminars.
Projects
US History
Timeline - class project
Teaching Unit -
group project
·
Study Guide
·
Visual aid
·
Presentation
·
Test Questions
Individual Accountability
Unit Test
created from questions designed by instructional groups;
Assignments
given by instructional groups;
Assignments
given by me;
Web site
evaluations;
Lesson plan
forms.
STUDENT TAUGHT UNIT
Procedure
The class will be
divided into groups of 3 to 4 students each for a total of seven groups. Each
group will have five days to research its assigned topic. Each group is
responsible for preparing a lesson designed to instruct the class about an
important or deliniating person, idea, or event
related to the group's topic. The group is responsible for the
preparation, dissemination, and evaluation of one
assignment designed to aid the class in mastering material related to the
topic. These assignments should probably be textbook based. In addition, each
group will create six to ten questions for possible inclusion on the
unit-ending test.
Step 1 - Determine, as a group, which sections of the text
are pertinent to your topic. Divide the reading accordingly.
Step 2 - After reading and compiling information from the
text relevant to your topic, expand your research. We will spend class time for
this purpose.
Step 3 - As a group, determine how you wish to present the
information to the class. Some suggested techniques are listed at the end of
this assignment.
Step 4 - Prepare, either individually or as a group, the
lesson plan form you will receive in class.
Step 5 - Create assignment for class which either aids
instruction or reinforces learning. Do not create meaningless or busy-work
assignments. Assignments which are either ridiculously easy or impossibly
difficult do not help the learning process.
Step 6 - As a group, write the required test questions. By
doing this before you teach the class you will be better able to focus your
instruction on what you'll expect the class to master.
Step 7 - Your group will have one class period in which to
instruct the class. During this time you will be in charge of the class. I will
serve to assist you and to keep order, if necessary, but the actual running of
the class will be the responsibility of your group. I will confer with you
prior to your actual teaching and lend suggestions as well as make available
what material I have that might assist you in your task.
Step 8 - Collect and grade all assignments given by the
group. Give the grades to me and return the graded assignments to the class. It
is a courtesy to your classmates that you be prompt in this matter.
Step 9 - As a group complete the Lesson Evaluation Form that
you will receive after you finish your teaching. This will help you determine
how well you did and what things you might do in the future to strengthen your
presentation skills. You will have opportunities later in the course topresent
to the class again. Take this opportunity to honestly evaluate your
performance. It will not detract from your grade.
Topics
·
Exploration and Colonization; Rebellion and Revolution
·
Birth and Growth of US Government,
·
The War Between the States: Root Causes to Reconstruction
·
Westward Expansion, Part II; Growth of US as World Power (1866-1918)
·
Ragtime, the Jazz Age, and Depression: US Politics & Economics
(1870-1941)
·
World War II and the Cold War
·
The
Instructional Techniques
·
Lecture - quick way to disseminate large amounts of information;
·
Worksheets - another way to give students information, also helpful in
determining if students have acquired information;
·
Groupwork - allows for creative or critical thinking; provides support
in difficult tasks;
·
Panel Discussion - allows for group to provide detailed information;
·
Role playing/simulations - students often retain information better when
made pertinent in this fashion;
·
Audio-visual presentation- also may aid students in retaining
information;
·
Other - perhaps you and your group will come up with a unique method of
instruction...
LESSON PLAN WORKSHEET
GROUP MEMBERS:
___________________________
___________________________
___________________________
___________________________
INSTRUCTIONAL
OBJECTIVES:
(What students will learn)
STUDENTS WILL:
PROCEDURE:
EVALUATION METHOD:
(What will measure student learning)
MATERIALS TO BE
USED:
(What you need to present this lesson)
Seminar 2
Rights and Responsibility
in a
Students will:
·
Analyze the Constitution with respect to the branches of government and
separation of powers;
·
Relate Constitutional issues to current events;
·
Formulate and defend a position regarding a contemporary Constitutional
issue;
·
Recognize the conditions which led to the creation of the Constitution
and evaluate the effectiveness of that document in dealing with those
conditions;
·
Evaluate the role Constitutional issues played in the Civil War;
·
Judge the ethical implications of violence as a resolution of
Constitutional crisis;
·
Create a persona which summarizes a position on the states' rights issue;
·
Evaluate the effects the Civil War's outcome had on the Constitutional
state;
·
Collect data on current views regarding Constitutional issues and predict
future government actions;
·
Analyze the Judicial System through participation in a mock trial.
Description
In many ways a continuation of the 7th grade beliefs unit,
this unit focuses on the document that is the basis of both our government and our system of
justice. Students will examine the
historical circumstances that brought about the Constitution as well as the foremost crisis
in its history, the American
Civil War. In addition, the concept of the Constitution as a "living
document" will be analyzed. Current issues pertinent to the Constitution
will be debated and will be the basis
for predictions as to the future of the Constitution.
·
Debate on current Constitutional issues - Group
·
Position paper on states' rights issue
(circa 1860) - Individual
·
Mock trial
- Class
Individual accountability
·
Various assignments related to the aspects of the Constitution;
·
Participation in debate;
·
Participation in mock trial;
·
Position
paper;
·
Unit test.
Seminar 3
"
National Identity & Cultural Diversity
Intended
Learning Outcomes:
Students will:
·
Gain an appreciation for the diverse
cultural milieu of American society;
·
Understand the varied origins of Americans;
·
Relate factors which led to colonization
with those that contributed to the surge of immigration in the late 19th
century;
·
Acquire and hone skills in historical and
cultural research;
·
Develop
rudimentary genealogical skills;
·
Create a project which focuses on the
history, culture, and contributions of a particular ethnic group;
·
Formulate a hypothesis as to what is an
American.
Description
In this seminar students will focus on the concept of
Americanism. Factors which led to colonization and immigration will be examined
and compared. Students will trace their
own heritage and also examine a particular American ethnic group. Finally, the unique factors which contribute
to the American identity will be
analyzed.
·
Multimedia computer presentation, webpage, or other computer related
presentation
·
Geneology
Individual Accountability
·
Geneology (optional)
·
Multimedia computer presentations (PowerPoint)
·
Various assignments
Seminar 4
Different Drummers
Protest & Dissent in
Intended
Learning Outcomes:
Students will:
·
acquire knowledge about particular protest movements
in American history;
·
evaluate the effectiveness of these
movements as agents of change;
·
analyze common threads that may exist within various movements over a number of years;
·
contrast movements which failed with those
which succeeded;
·
hone their presentation skills;
·
become familiar with the meaning of terms
such as radical, reactionary, conservative, liberal, mainstream,
fundamentalism, etc.
Description
Protest and dissent have long been staples of the American
political and social scene. In fact, our very nation was founded by those who
desired to change the status quo. Yet change has always been resisted. This
seminar will focus on three particular areas of protest and dissent in American
history: Civil Rights, Pacifism, and
Fundamentalism. Each of these areas have been the source for numerous
movements. Students will examine different historic movements within these
areas, from abolition to "pro-life", evaluate their effectiveness,
and share their findings with their classmates.
Projects
Three stage examination of an historic protest movement - Group
written
report using computers in media center
study guide
for class highlighting important facts
class
presentation analyzing and evaluating effects of movement
Individual
Accountability:
·
Contributions to group project;
·
Various in class assignments;
·
Test covering all group presentations.
You will also begin to work on the culminating project of the
year, a video which focuses on Popular Culture. This will be a dual class (social
studies & English) project. Students from Mass Communications class may do
the technical work, Humanities students will be responsible for the creative
and performing aspects.
Seminar 5
Mirrors of
Popular Culture in Society
Intended Learning Outcomes
Students will:
·
Analyze the contributions of the Industrial and Technological Revolutions;
·
Evaluate the impact of film and
television on American society;
·
Gain a greater appreciation of American artists;
·
Examine the importance of music in
American society and analyze American
music forms;
·
Relate folk, jazz, blues, and country music to the social , economic, and
political factors which contributed to their development;
·
Create a video utilizing concepts from the course.
Description
How Americans view themselves, as opposed to how others view
them, is often reflected in popular culture.
By examining the art, music, stories, and films of a particular time,
students gain a better understanding
of what type of people Americans thought
themselves to be. And in recent years, popular culture has become a
political issue as well, with controversies ranging from record
labeling, government endowments for
"obscene" art, and the questioning of "family values" in
television programs. In this final seminar, students will examine the role
played by both the Industrial and Technological in increasing leisure time in
Class video - Group
Individual Accountability
·
Various assignments relating to Industrial and Technological Revolutions