Humanities

The class will provide students with an understanding of the history of Art, Music, Film Genres, and Dance by examining written materials, documentary movies, and the use of the internet. The class is designed to study the different cultures as they developed through their unique forms of art and life styles. || **Standard(s)** || **No. of Days** || **Terms** || **Resources**
 * Teachers** (Mr. Heinert):
 * Textbook** (the internet, movies ):
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **LA 12.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy, **
 * appropriate pace, phrasing, and expression. LA 12.1.4.a Independently incorporate elements of prosodic reading to interpret text in a variety of situations ** **LA 12.3.3.a Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats LA 12.3.3.b Solicit and respect diverse perspectives while searching for information,**
 * collaborating, and participating as a member of the community (e.g., sensitivity to the use of **
 * words) ** **LA 12.4 Students will identify, locate, and evaluate information. LA 12.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital). LA 12.4.1.a Select and use multiple resources to answer questions and defend conclusions using valid information (e.g., print, subscription databases, web resources)**
 * LA 12.4.1.b Demonstrate ethical and legal use of information by citing sources using prescribed **
 * formats and tools (e.g., online citation assistance, publication guidelines) LA 12.4.1.c Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe information to share on-line, appropriate language use, utilize appropriate sites and materials, respect diverse perspectives) **
 * LA 12.4.1.d Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning) LA 12.4.1.e While reading, listening, and viewing, evaluate the message for bias, commercialism and hidden agendas (e.g., product placement, television ad, radio ad, movie, body image, sexism) LA 12.4.1.f Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations) **
 * LA 12.4.1.g Use social networks and information tools to gather and share information (e.g., **
 * social bookmarking, online collaborative tools, web page/blog). ** **LA 12.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary. LA 12.1.5.a Determine meaning of words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies.**
 * LA 12.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations. ** **LA 12.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. LA 12.1.6.a Evaluate the meaning, reliability, and validity of the text considering author's purpose, perspective, and information from additional sources LA 12.1.6.b Analyze and evaluate narrative text (e.g., characterization, setting, plot development, internal and external conflict, inferred and recurring themes, point of view, tone, mood) LA 12.1.6.e Apply knowledge of organizational patterns found in informational text (e.g.,**
 * sequence, description, cause and effect, compare/contrast, fact/opinion, proposition/support, concept definition, question/answer) LA 12.1.6.f Analyze and evaluate information from text features (e.g., index, annotations, photographs, charts, tables, graphs, headings, subheadings, lists) LA 12.1.6.g Analyze, evaluate, and make inferences based on the characteristics of narrative and informational genres and provide evidence from the text to support understanding LA 12.1.6.h Critique the effects of historical, cultural, political, and biographical influences in a variety of genres LA 12.1.6.j Generate and/or answer literal, inferential, critical, and interpretive questions, analyzing, synthesizing, and evaluating prior knowledge, information from the text and additional sources, to support answers **
 * <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">LA 12.1.6.m Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct LA 12.1.6.o Respond to text verbally, in writing, or artistically. LA 12.3 Students will learn and apply speaking and listening skills and strategies **
 * <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">to communicate. LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. LA 12.3.1.a Communicate ideas and information in a manner appropriate for the purpose and setting LA 12.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations LA 12.3.1.c Utilize available media to enhance communication **<span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> **LA 12.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a**
 * <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">variety of situations. LA 12.3.2.a Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities (e.g., video, audio, distance, one-to-one, group) LA 12.3.2.b Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations LA 12.3.2.c Listen to and evaluate the clarity, quality and effectiveness of important points, arguments, and evidence being communicated ** || **Unit** || **Objective:**


 * Internet and Books from library and Movies** || **Student Learning Activities**

<span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Students will take field trips: This is a good time to take a field trip to Hot Springs and Black Hills, SD to show students how and when the Mammoths and Humans roamed the this area. Evans Plunge, The Mammoth Site, Crazy Horse and The Journey Museum are great places to visit. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> Students will spend a lot of time researching the rise of the main civilizations in history. They will build a time line and a sequence of events that will give the students a better understanding of the development of the advancements these groups made through the inventions, natural circumstances, or accidents. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> Students will have to be able to document these events by the written acknowledgement or by constructing a power point presentation together that would demonstrate their knowledge of the sequence of history. Again, this would be the standard throughout the period of study. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> Also covered will be the foods and customs of each culture. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">The major civilizations studied would be: Early and Late Cave Painting Era; Stonehenge; Egyptian; Asia; Greek/Roman; Minoans; Renaissance; Modern Art. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Resource Books Used: __Art Through the Ages; The Visual Arts: A History; History of Art for Young People; The Humanities Through the Arts; Art Talk; The Western Humanities.__ <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> The above list of books are located in the Art Room resource cabinet. Also in this area are collected materials by the instructor from the internet. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Films: Can be obtained from ESU 17. Our library has a limited video supply, but has a good supply of written resources on art history. Mobile computer lab is another excellent resource tool. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Do NOT assign group projects – do projects independently. Schedule necessary class time for student presentations. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">1. Film Genres: Students will study several categories of film. Each genres has recognizable patterns and film techniques. Students will learn how to find the ‘protagonist’ and the ‘Antagonist’ – then write a movie review on each film. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">2. Some of the films available are: __Centennial,__ __The TV Series: History of Settling the West,__ __Great Series,__ __Murder in the Heartland (Charles Starkweather in the 1950’s),__ __A Brush of Fate.__ <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">3. Titanic; A Time to Kill: movie to teach tolerance; Gladiator: deals with Roman History; A Good Man in Hell: General Dallaire and the Rwanda Genocide; Taken in Broad Daylight: A Kearney Nebraska girl is kidnapped. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">After each film, students will discuss and write a review that covers the protagonist, antagonist, film technology, and the plot of the film.
 * Hands on activities Test at the end of each culture.** || **Assessment** ||
 * ||  ||  <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Students will start with the earliest known group of people known to have developed into cave communities in France and Spain. The documentation of cave paintings, statues, and tools left behind by these early groups of people indicate they existed some 40,000 years ago. Students will examine this culture via the internet. There are excellent internet sites that would walk the students through step by step the 30,000 year old cave paintings in France and Spain. These sites explain the unique steps taken to paint their history by the early people and why and how these paintings have been preserved. We have to examine, and ask the questions why this group of people painted on the walls of the dark damp caves. What purpose did the paintings have? These types of questions and answers will be the format of the study of civilizations of the past to the present.

<span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Dance: students will learn the dance steps of 5 major dances – the waltz, two step, tango, line dance, and polka. If dance instructor is available, students will pair up and learn the steps to each dance. Students that do not feel comfortable dancing will then write a 500 word essay on each of the 5 dances. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">An annul trip to the Cherry County Historical Museum and Centennial Hall will be taken so the students get a feel of what life was like for the settlers. The artifacts and written history of the area is so important for the students to study that at the end of the semester, students will gather enough material to write a research paper that covers the early settlers, Fort Niobrara, the railroad, Main Street of Valentine, ranch and tourism in our area, the Sandhills, the Niobrara River. ||  || First Semester

October

Second Semester

Two Weeks before seniors graduate.

Due last week of school. ||  ||   ||   || Cave Art

Someone from the community helps with the dance steps.

You will have to call these local Museums and set a time. Do this a couple weeks in advance because of the off season.

Research paper assigned about Cherry County. This report can be done by recording/film, written or Power Point.

Handout semester test study guide and review for it a couple days before tests., ||