7th & 8th Grade Humanities 2 Why Humanities? Students will: - PowerPoint PPT Presentation

7th & 8th Grade Humanities

2 Why Humanities? Students will: • Make connections between human events and literature • Think both logically and creatively • Develop a sense of empathy • Become informed and critical citizens • Consider all sides of an argument and weigh evidence critically • Recognize causes and effects related to history

3 Why “Milbert” Works Mrs. Anne Gilbert Mrs. Jennifer Miller Masters of Education: Leadership in Master of Arts with a focus on Government ● ● Administration and Law Certification Areas : Principal, K-8 Certification Areas : K-8 Elementary ● ● Elementary Education, General Special Education, Secondary English Education, Education, Emotional and Behavioral Secondary Social Studies Education Disabilities Years of Experience as an Educator : 11 Years of Experience as an Educator : 25 ● ● Team Leader for Grade 7 Team Leader for Grade 8 ● ●

4 How Does this Class work? Groupings • Locations for each group are posted daily outside classroom doors Learning Targets/Daily Plan • Each day, students review the learning target for the day, which outlines the goal for the lesson • The Daily Plan is an outline of the activities in each lesson Small Group Instruction • Students ofuen work together in small groups in order to promote collaborative skills, and to model various problem solving skills to achieve a goal Whole Group Instruction • At times, the whole group will receive instruction together, in a seminar style lesson. This is ofuen paired with short activities to complete in groups

5 How Does this Class work? (Continued) Discussion Based Approach • Ofuen, the students are given a question and must determine the answer using various types of text, prior knowledge, and information learned in class. Students are encouraged to discuss the question with each other, and use all their collective knowledge to address the question. Personalized Learning Implementation • Instruction usually centers around a time period or a theme, with a culminating project tying all information together.

6 New Hampshire Supreme Court Field Trip 7th Grade Humanities Partnered with the NH Institute for Civic Engagement. Students worked with a former federal prosecutor to create original arguments in the landmark case, Tinker vs. Des Moines.

7 Students received advice and feedback from law clerks

8 Students represented both tinker and the school district

9 Oral Arguments from the attorneys

10 Participation from the Gallery

11 Questions with Justice Donovan

12 ela/social studies standards addressed Students identify and produce evidence for each ELA/SS standard addressed afuer every unit.

13 Social Studies Standards addressed with Court Project D2.Civ.4.6-8. Explain the powers and limits of the three branches D2.Civ.10.6-8. Explain the relevance of personal interests and of government, public officials, and bureaucracies at different levels perspectives, civic virtues, and democratic principles when people in the United States and in other countries. address issues and problems in government and civil society. D2.Civ.5.6-8. Explain the origins, functions, and structure of D2.Civ.11.6-8. Differentiate among procedures for making decisions government with reference to the U.S. Constitution, state in the classroom, school, civil society, and local, state, and national constitutions, and selected other systems of government government in terms of how civic purposes are intended. D2.Civ.7.6-8. Apply civic virtues and democratic principles in school D2.Civ.12.6-8. Assess specific rules and laws (both actual and and community settings. proposed) as a means of addressing public problems. D2.Civ.8.6-8. Analyze ideas and principles contained in the founding D2.Civ.13.6-8. Analyze the purposes, implementation, and documents of the United States, and explain how they influence the consequences of public policies in multiple settings. social and political system. D2.Civ.14.6-8. Compare historical and contemporary means of D2.Civ.9.6-8. Compare deliberative processes used by a wide variety changing societies, and promoting the common good. of groups in various settings.

14 ELA Standards addressed with Court Project CCSS.ELA-LITERACY.RI.7.1 CCSS.ELA-LITERACY.W.7.1.D I can establish and maintain a I can refer to the text several times to support my thoughts and formal style in presenting my written arguments. inferences about a piece of informational text. CCSS.ELA-LITERACY.W.7.1.E I can write a conclusion that CCSS.ELA-LITERACY.RI.7.8 follows from and supports the arguments I presented. I can locate and judge arguments or claims in a text and can determine whether or not there is enough relevant evidence to CCSS.ELA-LITERACY.W.7.2.A I can organize my writing with a support the argument. clear introduction and use appropriate strategies and formats to help explain my topic. CCSS.ELA-LITERACY.W.7.1 I can write arguments and use clear reasons and relevant evidence CCSS.ELA-LITERACY.W.7.2.C I can use appropriate transitions to to support my claims. present clear connections between my ideas and concepts. CCSS.ELA-LITERACY.W.7.1.A I can write a claim and recognize CCSS.ELA-LITERACY.W.7.2.F I can write a conclusion that follows opposing views to my claim. from and supports the information and explanations I presented. CCSS.ELA-LITERACY.W.7.1.A I can logically organize reasons and CCSS.ELA-LITERACY.W.7.4 I can produce clear writing with evidence to support a written claim. appropriate development, organization and style to suit my task, purpose and audience. I can plan, revise, edit, rewrite or try a new CCSS.ELA-LITERACY.W.7.1.B I can support my written claims approach in my writing with some help from peers and adults. with logical reasoning and relevant evidence.

15 ELA Standards addressed with Court Project (Continued) CCSS.ELA-LITERACY.SL.7.1 CCSS.ELA-LITERACY.SL.7.3 I can effectively participate in different types of discussions and I can outline specific claims and link them to a speaker's argument. with different people about 7th grade topics, texts and issues. CCSS.ELA-LITERACY.SL.7.3 CCSS.ELA-LITERACY.SL.7.1 I can determine whether or not there is enough relevant evidence to I can build on others’ ideas and express my own ideas clearly in support an argument. discussions with others. CCSS.ELA-LITERACY.SL.7.4 CCSS.ELA-LITERACY.SL.7.1.A I can come to discussions prepared I can give a presentation that makes claims using relevant to share my ideas because I have read or studied the required descriptions, facts, details and examples. material. CCSS.ELA-LITERACY.SL.7.4 CCSS.ELA-LITERACY.SL.7.1.A I can participate in discussions I can use appropriate eye contact and volume, as well as speak more effectively by using examples and evidence from the text to help clearly, when I present ideas to others. me reflect on the ideas in the discussion. CCSS.ELA-LITERACY.SL.7.6 CCSS.ELA-LITERACY.SL.7.1.C I can ask questions and comment I can change my way of speaking for a variety of situations and about a topic to encourage others to respond and stay on topic tasks and show that I can use formal English when necessary and during discussions. appropriate. CCSS.ELA-LITERACY.SL.7.1.D I can consider other points of view that may change my own understanding during discussions with others.

16 Civics Instruction What we’ve done: Where we’re going: • Explored the U.S. Constitution • Analyze how to affect change in local, school, and/or national communities • Examined the roles and responsibilities of the three branches of government • Meet with representatives to start initiatives • Identified how the Bill of Rights applies to real-world situations • Connect with community members for authentic experiences • Crafued argumentative essays supporting claims • Use student-conducted research (Math/Humanities PBL Unit) and informational texts as data to support positions

17 Literature connection What we’ve done: Where we’re going: Jerry Spinelli’s “Stargirl” Mock School Board meeting: • Literary comprehension • Students will adopt roles (school administration, school board, concerned • Understanding author’s purpose citizens) • Connection to informational text • Students will write an argument supporting a claim • Vocabulary acquisition • Incorporate details from the text and • Character development information from RSD policies • Literary devices: foreshadowing, word • Conduct a meeting reviewing a student’s choice eligibility

18 What’s Coming Next? 7th Grade 8th Grade “How can we promote positive “Who I Am, What I Believe”- using To changes in ourselves, school, Kill A Mockingbird and instruction on community, and country?” - using the Civil Rights Movement to examine and evaluate societal beliefs and norms, our understanding of participatory and work with outside instructors to citizenship to become more civically prepare students to work in a diverse engaged where we live and learn. culture.