Cleveland Humanities Magnet

1. Cleveland Humanities Magnet 9th Grade Orientation

2. NINTH GRADE HUMANITIES Gaining Awareness while Taking Responsibility in an Increasingly Interdependent /Globalized World

3. We study four areas of the world.

4. 9th Grade Core Curriculum Unit 1: Introduction to Globalization Unit 2: Aboriginals (A case study of a small-scale society) Unit 3: Mexico (Synthesis of cultures) Unit 4: South Africa (A case study of the impact of Colonization/Imperialism) Unit 5: China (From isolation to global power)

6. GENETICS/PHYSICAL ANTHROPOLOGY= CORE SCIENCE • HONORS ENGLISH • H GEOGRAPHY = SOCIAL INSTITUTIONS • H GEOGRAPHY = ART,RELIGION AND PHILOSOPHY 9th Grade CORE CLASSES

7. SKILLS BEOND THE CONTENT****** This year we will be incorporating an Advisory component into the CORE 9 curriculum. Advisory topics will include: Community Building Organization Time Management IUE Preparation School Service Hours (one hour per student, per semester)

8. Critical Thinking • Oral and Written  • Literature • Grammar/Mechanics • Essay Writing ENGLISH

9. CORE SCIENCE • Critical Thinking • Biological and environmental science topics • Connections between science, history, and the human condition • Environmental Stewardship

10. Five institutions of any society: • - government • - art • - economy • - education • - religion/philosophy • Historical Foundations • Cultural elements SOCIAL INSTITUTIONS

11. Cultural Beliefs:  •         Religious  •         and Philosophical • Art Based on  •         Environment  •         and Beliefs • Art Projects ART, RELIGION, PHILOSOPHY

12. OUR GLOBAL WORLD

13. Case Study: Aboriginal People of Australia  • Aboriginal longevity resulted from the symbiotic relationship they maintained with their environment. AUSTRALIA

14. ENGLISH • "The Folk Society" • Rabbit Proof Fence (film) • Essay Writing

15. Ecological Principles: Symbiotic Relationships • Biotic and Abiotic Factors SCIENCE

16. Social Institutions Australian Geography Guns, Germs, and Steel Case study of interaction between Australian Aboriginal and Europeans GEOGRAPHY

17. Art and Beliefs Dreamtime Rules of Aboriginal Art Land Rights (Yirrkala & Barunga Statement) Boomerang Art Project  GEOGRAPHY

18. LATIN AMERICA:FOCUS on MEXICO

19. ENGLISH • Mexican Myths • Bless Me, Ultima by Rudolfo Anaya • Essay Writing • Mi Familia, Film • Speech Writing  and Delivery

20. SCIENCE The Rise of Agriculture •     Mendelian Genetics •     Natural vs. Artificial Selection •     Domestication of Plants and Animals:           Aztecs and Spaniards •     Control of the Environment •     Biotechnology/Genetic Engineering

21. Social Institutions Geography of Mexico Pre-Columbian societies (Olmecs, Toltecs, Mayas, Mexica/Aztecs) Spanish Conquest New Spain Mexican Independence Mexican Revolution Modern Mexico Immigration GEOGRAPHY

22. Art and Beliefs Mexica Society & Culture Mexica Priesthood & Sacrifice Sacrifical Cycle Mexica Art  Aztec Cosmos Effects on art & culture after Spanish conquest  Art Project- Personal Calendars Murals  ART, RELIGION, PHILOSOPHY

23. AFRICA: FOCUS on SOUTH AFRICA

24. ENGLISH • Oral Tradition • African Proverbs • Les Blancs by Lorraine Hansberry • South African Poetry  and Short Stories • Essay Writing

25. SCIENCE • Skin Color as a Functional Adaptation and as a Social Construct • Artificial Selection in the Human Population • Immunology

26. Social Institutions African and South African geography Zulu and Khoisan Dutch and British colonization Apartheid Cry Freedom End of Apartheid GEOGRAPHY

27. Art and Beliefs Sculpture of West Africa Islam religion Amandla! film South African Harmony in song  Performance project: Creating protest songs GEOGRAPHY

28. ASIA UNIT:FOCUS on CHINA

29. ENGLISH • The Last Emperor, Film • Confucianism • Taoism • Short Stories • Footbinding • Red Azalea by Anchee Min

30. SCIENCE Environmental Degradation •    Effect of Population          on the Environment •    Industrialization and          Environmental Downturn •    Effects of Globalization          on the Environment

31. Art and Beliefs Philosophy: Taoism Tao of Pooh by Benjamin Hoff Purposes of Chinese art  Review Basic Chinese Calligraphy (strokes) T'ai Chi Art Project: Chinese Brush Painting  ART, RELIGION, PHILOSOPHY

32. Social Institutions Part One  Dynastic China Dynastic Cycle Chinese Civil War  Part Two Communist China To Live Post-Mao China GEOGRAPHY

33. We're Going to CHINA in December! *See Mr. Jacobs in E8 for more info*

34. The End Questions???

36. GENETICS Principles of Ecology: •     Survival Relationships •     Niches and Adaptation •     Biogeochemical Cycles •     Matter and Energy Flow Case Study: Australia's Aboriginals     How do the Aboriginals interact with their biotic and abiotic environment? What role do they play within their ecosystem?

37. OPENING REMARKS • INTRODUCE THE MAGNET PARENTS ASSOCIATION • OVERVIEW OF CORE AND RECOMMENDATIONS • OVERVIEW OF 9TH GRADE • DISCUSSION OF MATHEMATICS • DISCUSSION OF COUNSELING • Q & A This Morning’s Agenda:

39. Analyze     Evaluate        Defend           Consider              Determine                 Synthesize… Critical and Conceptual Thinking

40. Tell them to: • Get a Life • Get Some Sleep • Exercise • Eat Well • Stay out of Trouble Keep Your Child Healthy

41. Aboriginal IUE The Australian Aboriginal society has existed for as much as 60,000 years.  This longevity resulted from the symbiotic relationship they maintained with their environment through a complex networking of their social, spiritual and natural worlds. In a well-written essay, first explain how science defines a symbiotic relationship. Then, using Rabbit Proof Fence, show how the Aboriginal society is a quintessential folk society. Next, describe how these nomadic folk societies were able to overcome Australia's geographic limitations. Finally, discuss the complexity of the culture's adaptation to nature by describing the beliefs and rules of Dreamtime. To conclude your essay, what do you think are two major lessons we can learn from Aboriginal culture?

42. Attend Events • Show up to the MPA meetings • Volunteer at Activities • Contact us with persistence Form a Relationship with the School

43. African Interdisciplinary Unit Exam (IUE You have studied not only powerful African civilizations, but also the devastating impact of European colonial rule on Africa and its people, how colonial oppression led to conflict, and how it motivated struggles to resist and find ultimate freedom from white rule.  Begin your essay with a discussion of the greatness of Africa by focusing on the accomplishments and contributions of two West African civilizations.  Then turn to colonialism, defining it, and explaining how and why Europeans were able to dominate most of Africa.  Include an explanation of how the misguided idea of race as a biological concept shaped colonizer/colonized mindsets.  Follow up with examples from Les Blancs that show the conflicts these mindsets created and the variety of ways people responded to the conflicts or attempted to resolve them.  In conclusion, reflect on and explain your thoughts about the three methods of resolution we have studied: negotiation, violence and non-violence.

44. Second AFRICAN IUE QUESTION In South Africa, where Europeans had settled for over 600 years, conflict was exacerbated by the implementation of Apartheid, resulting in organized resistance that led to a resolution of shared political power.  Using three of South Africa’s laws, explain how Apartheid was formalized and what life was like for black South Africans during the period it was in force.  Then describe the philosophies of two resistance leaders, along with the responses expressed in the larger struggle for freedom.  Also discuss the current conflict South Africa faces due to HIV/AIDS, and how societies have attempted to resolve this issue.  In conclusion, reflect on and explain your thoughts about the three methods of resolution we have studied: negotiation, violence, and non-violence.