Humanities Course Overview – 2013-2014 Mr. James Sanford j_sanford@sharon.k12.ma.us Mr. Glenn Shiebler g_shiebler@sharon.k12.ma.us Humanites The Humanities program is a comprehensive, multi-leveled team-taught exploration of Literature, Art, Music, Film and Technology. This intellectually rigorous, course weaves together the study and reading of literature, poetry, drama economics, philosophy, sociology and history. The class is student-centered and is geared towards those who prefer projects, presentations and other alternative assessments. Students often learn best by becoming the educators, and the Humanities course fosters a very democratic learning environment. The course is designed to prepare students for the writing of research papers, reading, analysis, and other skills they will need to succeed at any comprehensive college. School-Wide Academic Expectations: The SHS student • reads effectively. • writes and speaks effectively. • works both independently and cooperatively. Behavioral Expectations/Class Rules In order to provide an environment that is conducive to everyone’s learning, we must respect each other and different viewpoints. Laughing at, being sarcastic with, and shouting over another person will not be tolerated. I will also expect you to have assignments completed on time and to come to class prepared well as participate in EACH class. You can expect that I will be prepared for class, treat you with respect at all times and treat everyone fairly. If you feel at anytime this is not the case, please bring it to my attention in an appropriate manner. Strategies for success: -Take notes in class as we discuss the works we are covering, even if they are not written on the board or in a PowerPoint. -Keep up with the reading and assignments, this allows you to think on your own before class discussion. -Use the peer editing time in class to improve your writing by asking your editor focused questions on your paper. -See me immediately if you are having trouble with the assignments! Grading Policy Assessments and Grading: Your grade is determined by the average of the quizzes, homework assignments, analytical papers, in- class essay tests, presentations and research projects you complete as well as class participation. The following formula will be used to determine your grade: Papers, in-class essays & presentations: 70% of your grade, Quizzes & Participation: 30%. Please note that your major project, the research paper, will count as 50% of your third quarter grade.

Homework is important! It will be assigned every night and you are expected to come to class prepared. Written assignments will be counted as quiz grades. Socratic dialogues on assigned reading will also count as quiz grades. ANY PLAGARIZED WORK WILL BE GIVEN A 0. (see Student Handbook)

Unit I: Where do we come from? Essential questions:

• What is human nature? • How and why do human beings create a shared story/culture? • How do we shape culture? • How does culture shape us? • How do rituals and traditions add meaning to human life? • Who or What shapes our concept of good vs. evil? • Why do individuals form societies? Do they have a choice? • How are fear and social institutions related? How does one influence the other?

Readings: Summer reading – Into the Wild – Krakauer

Ishmael – Daniel Quinn 1984 – George Orwell Lord of the Flies – William Golding Art History: Greek and Roman Art and Architecture, Medieval Art, Romanticism,

Realism and Impressionism Knowledge and Skills

Literary Terms: Point of View, Plot, Character, Setting, Theme & Tone. Review of types of personal essays: Diary, Journal, Memoir, Autobiography. Types of Poetry: Narrative and Lyric. Elements of Poetry: metaphor, simile, conceit, apostrophe, tone, diction and syntax, assonance, consonance, alliteration, rhyme, rhythm, theme and symbol

Writing Skills: Perspective, Purpose, Tone, Audience, and Narrative Voice, Analysis, Use of evidence, Coordination/subordination & Sentence variety (Simple, Compound, Complex and Compound/complex sentence structure), Combining sentences using verbal phrases and MLA format.

Assignments/assessments: College Essay S.A.T. practice essays English Usage/Grammar assessments Ishmael Socratic seminars Ishmael vocabulary assessments Ishmael In class essay Research based essay on 1984 1984 Journal Check reading assessments (as needed)

Unit II: How do we make choices? Essential questions:

• Do human beings have free will? • How does one determine his/her authentic identity? • What is an authentic life? Can one ever live such a thing? • How do our surroundings and experiences influence our concept of reality? • Is art a reflection of culture, or does culture shape art? • Does art depict reality?

Readings: Hamlet – William Shakespeare A Man for All Seasons – Rosencrantz and Guildenstern Are Dead – Tom Stoppard Short stories: TBA Streetcar Named Desire – Tennessee Williams Art History: Neoclassicism, Expressionism and Cubism Film: Hamlet – directed by Kenneth Branagh Rosencrantz and Guildenstern Are Dead A Streetcar Named Desire (clips) Knowledge and Skills

Literary Terms: In addition to the concepts of Unit 1, the following will be introduced and/or reviewed: Tragedy, tragic hero, soliloquy, rhetoric, iambic pentameter, aside, satire, sarcasm, theatre of the absurd, metaphor, magical realism.

Writing Skills: In addition to the concepts of Unit 1, Comparison and contrast, MLA citations of Shakespearian quotes.

Assignments/assessments: Socratic Seminars for Hamlet

Hamlet Essay Hamlet objective test Rosencrantz And Guildenstern in class essay Gertrude article & questions Modern Artist/Poet PowerPoint Presentation Socratic Seminars for A Streetcar Named Desire A Streetcar Named Desire in class essay Unit III: What unites and divides us? Essential Questions:

• How do social institutions perpetuate stereotypes and oppression of certain groups? • To what extent does human nature shape our social institutions? (GREATS) • Are people agents of change, or objects of change? • How does internalizing oppression affect the oppressed?

• How does consumerism shape man? In what ways have we embraced it? • Is consumerism connected to our social institutions?

Readings: The Bluest Eye – Toni Morrison Short Stories: TBA Poetry: Modern and Contemporary – selections based on Unit themes Art History: Modernism, Post Modernism and Pop Art Films: Imitation of Life The Green Mile Knowledge and Skills

Literary Terms: In addition to the concepts of Unit 1 & 2, the following will be introduced and/or reviewed: dialect, diction: high, middle and low, and elements of satire.

Writing Skills: Argument, Analysis, evidence, effective conclusions, varying sentence openings/sentence variety, agreement (review) and MLA research paper format.

Assignments/assessments: The Bluest Eye Socratic seminars The Bluest Eye in class essay

Argument paper Art History and Poetry PowerPoint presentations Unit IV: Capstone Project Knowledge and Skills Review terms and skills covered in previous units and review for senior usage

test. Assignments/assessments: Capstone Project

Appendix: Outside Reading/Projects for honors credit

Quarter 1 & Quarter 2: A Man for All Seasons & Man’s Search for Meaning Quarter 3 & Quarter 4: Short Story presentations – lead class discussion on a short story that connects to the themes in our caste and class unit Research paper will be 7 – 9 pages in length using 5 – 7 sources.