Cultural Montage-Frozen

Great job with your cultural montages! Good fun!

Instead of a skit, we decided to do cultural montages. Students broke into self identified groups : Korean, Chinese, American and “Mixed” Culture groups of 4-5 students. Students created a A3 pictorial with 5 images that represent their culture. Students than selected ONE image to use as a basis for their frozen montage.

Stereotypes aside- it was good fun, and positioned the class for some interesting discussions about stereotypes, model minorities, generalizations and symbols.

 

Posted in Uncategorized | Leave a comment

Culture Unit Terms and Concepts

 

VOCAB TERM P.O.S.
Culture noun
Social adj
Organization noun
Structure noun
Family patterns Noun ph.
Nuclear family Noun ph.
Extended family Noun ph.
Social classes Noun ph.
Customs noun
Traditions noun
Beliefs noun
Values noun
Religion noun
Monotheism noun
Polytheism noun
Atheism noun
Language noun
Dialect noun
Arts noun
Literature noun
Government noun
Democracy noun
Republic noun
Dictatorship noun
Economy noun
Traditional economy Noun ph.
Market economy Noun ph.
Command economy Noun ph.
Mixed economy Noun ph.

 

Posted in Uncategorized | Leave a comment

‘7 Elements of Culture’ Collage and Speech Due Monday August 29th

Your first activity is to create a Cultural Identity Collage  (A3 size) that has a minimum of 7 images/symbols that represent your ” Seven Elements of Culture .” Include also your name and class section on your collage.

Day One: As a pre- activity you will be part of a 4 person group. In your small group you discuss your understanding of the 7 elements of culture.  (below) You can share how these concepts apply to your culture and compare and contrast cultures within your group. You will create and act out a quick 1-2 minute skit that represents the “cultures” of the four people in your group. (We did last week and expanded it to “self identified  same group” presentations. i.e., American, Korean, Chinese, etc. Each group made a presentation with a college containing 5 symbols.)

Day Two: Tuesday August 23rd: You have already completed your seven paragraph summaries of each element. Now you should start your Individual work on your Cultural Collage based on the 7 elements of culture. Included in your 7 images should be a picture of you and your family. Title your collage and included your name and maybe a short quote which represents one of the elements if you wish. But the focus of the college must be images: there should be no negative space on the collage and no words except your name, title and perhaps a small quote. Everything else is image, color, or form.

Day Three: Wednesday August 24th: Write a 2 minute (minimum) speech that explains your symbolic cultural choices for your collage.

Three days of editing.

Day 7: Monday August 29th: Presentation of your collage with accompanying  speech on your Cultural Identity.

THE SEVEN ELEMENTS OF CULTURE

SOCIAL ORGANIZATION

  • Creates social structure by organizing its members into small units to meet basic needs.
  • Family Patterns: family is the most important unit of social organization. Through the family children learn how they are expected to act and what to believe.
    • Nuclear family: pair of adults and their children. This is a typical family in an industrial society (US).
    • Extended family: Several generations living in one household, working and living together: grandparents, aunts and uncles, cousins. Respect for elders is strong.
  • Social classes: rank people in order of status, depending on what is important to the culture (money, job, education, ancestry, etc.)

CUSTOMS AND TRADITIONS

  • Rules of Behavior are enforced ideas of right and wrong. They can be customs, traditions, rules, or written laws.

BELIEFS/CORE VALUES

  • Answers basic questions about the meaning of life.
  • Supports values that groups of people feel are important.
  • Religion is often a source of conflict between cultures.
  • Monotheism is a belief in one god.
  • Polytheism is a belief in many gods.
  • Atheism is a belief in no gods.

LANGUAGE

  • Language is the cornerstone of culture.
  • All cultures have a spoken language (even if there are no developed forms of writing).
  • People who speak the same language often share the same culture.
  • Many societies include a large number of people who speak different languages.
  • Each language can have several different dialects.

ARTS AND LITERATURE

  • They are the products of the human imagination.
  • They help us pass on the culture’s basic beliefs.
  • Examples: art, music, literature, and folk tales

FORMS OF GOVERNMENT

  • People form governments to provide for their common needs, keep order within society, and protect their society from outside threats.
  • Definition of government:
    • Person/people who hold power in a society;
    • 2 Society’s laws and political institutions.
  • Different forms:
    • Democracy: people have supreme power, government acts by and with consent.
    • Republic: people choose leaders who represent them.
    • Dictatorship: ruler/group holds power by force usually relying on military support for power.

ECONOMIC SYSTEMS

  • How people use limited resources to satisfy their wants and needs.
  • Answers the basic questions: what to produce, how to produce it, and for whom.
  • Types of economic systems
    • Traditional Economy: people produce most of what they need to survive (hunting, gathering, farming, herding cattle, make own clothes/tools).
    • Market Economy: buying and selling goods and services
    • Command Economy: Government controls what/how goods are produced and what they cost.   Individuals have little economic power
    • Mixed Economy: Individuals make some economic decisions and the government makes others.

Taken from http://www.ocs.cnyric.org/webpages/phyland/global_10.cfm?subpage=19595

 

Posted in Uncategorized | Leave a comment

Welcome Humanities Class of 2016-2017

It is always great to start a new year.!

This year we will be exploring the concept of global citizenship through the readings, writings and discussion sin our Grade 8 Humanities Class. Our Units of study are 1. Culture; 2. Global Issues; 3. Governance; 4. Human Rights; and 5. Journeys.

Posted in Uncategorized | Leave a comment

Poetry Portfolio due Monday May 16th, 2016

This week students  are working on their Poetry Portfolios. The final draft of all poems is due on Monday May 16th. Students can print the Portfolios off during Humanities Class on Monday. They have the rubric for this Portfolio. They must attach this rubric to the front of the Poetry Portfolio.

Students must have  a minimum of five modern free verse poems in their Poetry Portfolio. These include : 1. Rewrite of  Sylvia Plath’s ‘Mirror’, 2. Rewrite of  William Carlos Williams “The Red Wheelbarrow.”; 3. IB Art Poem; 4. Original Poem; 5. Original Poem

One poem must have an illustration/picture with it. Most students will select their IB Art Poem for the Illustrated Poem as they already have this picture from the IB Art Exhibit.

IB Art Poem and Original Poems must be a minimum of 10 lines, use sensory imagery, metaphors and display thoughtful and original use of vocabulary and word choice.

Students are reminded that poetry strives to capture or describe the small moments, not “Big Ideas”. In addition lines of poetry should endeavor to show (describe using sensory imagery) not tell the reader how to feel or think.

Posted in Uncategorized | Leave a comment

Poetry 180: Tuesday May 3rd.

One of our main sources for poems (but certainly not all poems) will be Poetry 180 a website dedicated to poetry by Billy Collins

http://www.loc.gov/poetry/180/

Students should select 5 poems from this site and identity 5 poetic devices in each poem. They should also write a brief 4-5 sentence reflection on what elements attracted you to the poem and why you think you were drawn to it.

Posted in Uncategorized | Leave a comment

Journeys: Poetry

Our final unit of the year in Grade 8 Humanities is Journeys, our poetry unit.

Mr. Parker will be here to do a poetry workshop with you and talk to you about the creative process. Everyone will write a 6 word poem that expresses their life story.

Following this activity we will read Sylvia Plath’s poem “Mirror”

Mirror

I am silver and exact. I have no preconceptions.
Whatever I see I swallow immediately
Just as it is, unmisted by love or dislike.
I am not cruel, only truthful ‚
The eye of a little god, four-cornered.
Most of the time I meditate on the opposite wall.
It is pink, with speckles. I have looked at it so long
I think it is part of my heart. But it flickers.
Faces and darkness separate us over and over.

Now I am a lake. A woman bends over me,
Searching my reaches for what she really is.
Then she turns to those liars, the candles or the moon.
I see her back, and reflect it faithfully.
She rewards me with tears and an agitation of hands.
I am important to her. She comes and goes.
Each morning it is her face that replaces the darkness.
In me she has drowned a young girl, and in me an old woman
Rises toward her day after day, like a terrible fish.

Over the next few days we will

  1. Read the poem three times. Discuss full class how to read a poem.
  2. Paraphrase each sentence (literal meaning)
  3.  Analyze the “speakers” in the poem and also the linked metaphors.
  4. Discuss possible storylines or interpretations of the poem.
  5. Identify the different parts of speech used in the poem
  6. Select two “linked” metaphors to act as your “speakers”.
  7. Construct a poem that “mirrors” the techniques and parts of speech used by Plath.

The first draft of this poem is due by Friday April 29th.

2nd draft is due Tuesday May 3rd.

3rd draft is due Wednesday May 4th.

 

 

 

Posted in Uncategorized | Leave a comment

Journeys Unit : Poetry and Microcampus assignment

Microcampus Humanities Essentials

  1. Poetry

While you are away, we will be working on poetry as part of our Journeys

unit. You will need to complete two poems during your time at Microcampus.

 

  • The overarching theme will be journeys – this should be inspired by
  • your experiences over the year, personal or social change, and your current experiences in Xizhou.
  • The poems must each be
  • at least 10 lines
  • Each poem must include at least 3 poetic devices
  • (this could even be deliberate use of punctuation, repetition, metaphor, simile, hyperbole, imagery, personification, etc.)
  • You must have at least two peers give you feedback in a visible manner

– editing and revision needs to occur.

  • Poem drafts should be completed by May 6.
  • Poems for submission to your teacher should be completed by May 13.

 

  1. Reading

Complete your T3 independent reading requirement – this means a total

of four books by May 18. You should check in with your Humanities teacher before leaving to set an individual reading calendar, choose books to bring, and review your Goodreads account. You will be writing a Goodreads review on ONE book of your choosing by

May 18.

  • Complete T3 readings: May 16
  • Write review, peer edit before publishing: May 17
  • Post Goodreads review and notify teacher: May 18

 

Posted in Uncategorized | Leave a comment

Microcampus Humanities Essentials

Microcampus Humanities Essentials

  1. Poetry

While you are away, we will be working on poetry as part of our Journeys

unit. You will need to complete two poems during your time at Microcampus.

 

  • The overarching theme will be journeys – this should be inspired by
  • your experiences over the year, personal or social change, and your current experiences in Xizhou.
  • The poems must each be
  • at least 10 lines
  • Each poem must include at least 3 poetic devices
  • (this could even be deliberate use of punctuation, repetition, metaphor, simile, hyperbole, imagery, personification, etc.)
  • You must have at least two peers give you feedback in a visible manner

– editing and revision needs to occur.

  • Poem drafts should be completed by May 6.
  • Poems for submission to your teacher should be completed by May 13.

 

  1. Reading

Complete your T3 independent reading requirement – this means a total

of four books by May 18. You should check in with your Humanities teacher before leaving to set an individual reading calendar, choose books to bring, and review your Goodreads account. You will be writing a Goodreads review on ONE book of your choosing by

May 18.

  • Complete T3 readings: May 16
  • Write review, peer edit before publishing: May 17
  • Post Goodreads review and notify teacher: May 18

 

Posted in Uncategorized | Leave a comment

Speaking and Listening Summative in To Kill A Mockingbird Literature Circles

Name:                                                                     

Humanities 8                                        Unit: Human Rights Unit

 

Summative Task: To Kill a Mockingbird

 

   Literature Circles: Students daily discuss in small groups the assigned chapters in To Kill A Mockingbird.

Each day each group (3 to 4 students) discusses a total of 9 -12 passage (3 each) from the novel that furthers their understanding of one literary element (theme, character development, writing style such as figurative language, imagery, or tone), a passage that has a historical connection with the novel. ( for example the Great Depression, Jim Crow Laws, Rights for Women in the 1930’s) and a third passage that has current day connection to novel (such as its central theme of civil rights violations and discriminatory practices in current day USA or the world.) Students will need to come to class prepared (this requires nightly preparation of research, reading and writing ) to discuss these various topics.

At the end of each day of class one student (The “Representative” of the group which changes each day) from each group summarizes and shares with the full class the main ideas discussed on these three topics (literary, historical and current event connections). Students in full class will ask questions and the “speaker” will answer the questions.

 

Standard to be assessed

 

Beginning

 

Approaching

 

Meeting

 

Excelling

 

SL.8.1.A ­ Speaking andListening

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

 

­Was not prepared for the discussion OR continued to draw the discussion in a direction that was not relevant.

 

­

 

 

 

 

Was somewhat prepared for discussions. Referred to the materials. Asked relevant questions and provided relevant thoughts on the ideas during the discussion.

 

­

 

Was prepared for discussions. Referred to evidence in the materials. Asked questions and provided thoughts on the ideas during the discussion.

 

­

 

 

Was very well prepared for discussions. Referred to specific evidence in the materials. Asked questions and provided thoughts that built upon others’ ideas during the discussion.

 

SL.8.1.C ­ Speaking and

Listening

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

 

­Did not participate in the discussion OR made comments and asked questions that were not relevant to the topic.

 

­Asked and responded to questions. Made comments that related to the topic, text, or issue under discussion.

 

­Asked questions that connect the ideas of several speakers and responded to others’ questions and comments with relevant evidence, observations, and ideas.

 

­Asked questions that connect the ideas of several speakers and responded to others’ questions and comments with relevant evidence, observations, and ideas. Helped the discussion back on topic as needed.

 

SL.8.1.D ­ Speaking and

Listening

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of

the evidence presented.

 

­Did not acknowledge ideas expressed by others.

 

­Reviewed key ideas expressed by others.

 

­Acknowledged new information expressed by others. Qualified or justified his or her own views when needed.

 

­Responded thoughtfully to diverse perspectives. Acknowledged new information expressed by others. Changed own views when it made sense.

 

 

 

 

 

 

 

Posted in Uncategorized | Leave a comment