Course: Eighth Grade Humanities

UpperMorelandSchool District

Planned Course for Literacy/Humanities

Course: Eighth Grade Humanities

PA Common Core

RL Reading Standards for Literature

RI Reading Standards for Informational Text

W Writing Standards

SL Speaking and Listening

L Language Standards

Standards:

PA Literacy Standards: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

PA History: 8.1, 8.3, 8.4

PA Civics: 5.1, 5.2, 5.3, 5.4

PA Arts and Humanities: 9.1, 9.2, 9.3, 9.4

Course Description

Humanities is most often associated with the study of the arts, but in essence it is a quest of self-knowledge and an effort to understand how other people have sought to express the meaning of life. This course is not only a study of the artistic and intellectual history, but also an examination of themes relevant to people in all times and places (themes like: love, death, war, peace, interdependence, freedom and truth, individual vs. society). Humanity is humankind’s responses to fundamental questions about the human condition: Who are we? What does it mean to be a “human being”? How did we get to be this way? Where are we headed? What should the value of the individual be? What can we learn from uncovering the truths of the past? What responsibilities do we have toward other human beings, the environment, and the future? How can we live more humanely with each other?

Specific and measurable objectives directly related to the academic standards to be achieved by students:

Specific objectives for this course are stated as concepts and competencies for the standards in the Eighth Grade Scope and Sequence document.

Content to be used to reach objectives:

In order to offer a comprehensive 21st century literacy approach, a variety of print and electronic materials are utilized.

Materials:

Holt Rinehart and Winston’s Elements of Literature, Second Course (2005)
Junior Great Books
Local and National Newspapers
Various Trade Books
Technology: Interactive Whiteboards, visualizers, computers

Instructional Activities:

A comprehensive literacy program demands use of a variety of activities to stimulate creativity and critical thinking. Below is a list of these various activities:

6-12 Literacy CommitteeNovember 2011

Big 6 Inquiry Process
Modeled Reading
Guided Reading
Independent Reading
Critical Reading Strategies
Metacognitive Reading Strategies
Emphasizing Theme and Genre
Vocabulary Instruction
Differentiation
Reading Workshop
Oral Communication Skills
21st Century Skills

6-12 Literacy CommitteeNovember 2011

Estimated instructional time to be devoted to achieving objectives: approximately 48 minutes/day

Procedure for measurement of student progress on the objective:

Teachers use an assortment of assessments to determine student progress. These may include:

Formative/Summative Assessments
Written Response
Participation
Verbal Response
Collaboration
Rubrics
Electronic Student Response System

Explanation of how student grades will be determined:

Students will be evaluated in the areas of classwork, homework, class participation, projects, essays, tests, quizzes and presentations. Various rubrics will be used according to assignment objectives and parameters. Grades will be determined by at least five assignments.

6-12 Literacy CommitteeNovember 2011