English/History 10: Humanities II in Action

Subject Area
Credits 2
Prerequisites

Humanities I OR Humanities I in Action

Note: Students may take Humanities II in Action regardless of which 9th grade Humanities course they took.

Home Learning
Moderate
Course Description

(1 credit of English and 1 credit of Social Studies)

Humanities II in Action expands on students’ developing worldview, asking them to bring those concepts inward. How does the changes we make in ourselves affect our relationship with various communities like our class, HKIS, Hong Kong, the world? What is your obligation to yourself and to others? Students will use various lenses to inform our study - history, literature, sociology, psychology, religion, and the fine arts. Students will explore past and present social structures that will help you understand the contemporary world in which they live and, finally, students will look at themselves and their relationship to the community in order to understand needs beyond their own and continue to develop their ability to make a difference in the world. Most importantly, students will put those worldviews in action as they participate in multiple service opportunities and extended learning outings.

Units of Study

Universe of Obligation: Students will examine what it means to belong by introducing the idea of a “universe of obligation,” the term sociologist Helen Fein coined to describe the circle of individuals and groups within a society “toward whom obligations are owed, to whom rules apply, and whose injuries call for amends.”
Revolution and Reform: Students will explore the hopes and dreams of people who’ve hungered for political, social, and cultural change at different moments in history. In the context of the world, how does a dream for something better shape the way people live their lives socially, emotionally, and politically?
Genocide and Human Behavior: Students will research the societal factors that influence the way many people see themselves and others, explore the way that stereotypes can distort our perceptions of others, evaluate the human tendency to create “in” groups and “out” groups, looking at the way humans have created such groups throughout history on the basis of race and religion, among other factors.
Race, Justice, and Human Rights in America: Students will learn how literature and history help us to draw connections between historical events and the concurrent struggles for racial equality, how to contextualize that America was shaped by the institution of slavery and white supremacy, and how the universe of obligation can be used to help the nation shape new ideals.
Geography of Gender: Students will explore the concepts of gender and the body, gender and power, and gender and knowledge through a range of topics such as freedom and liberty, social movements, work and leisure, politics of social justice, intersectionality, violence, and visual culture and citizenship.

Learning Outcomes

Students will:

  • Critically examine historical figures and founding myths as well as America’s founding documents.
  • Develop an understanding of these narratives as they apply to different groups in the United States and around the world.
  • Understand America’s relationship with the environment, economics, domestic society and foreign affairs.
  • Understand contemporary issues and the American Team with a focus on the multitude of narratives that inform the American experience.
  • Develop a familiarity with how authors use literature, poetry, drama, nonfiction, and creative nonfiction to convey American ideals.
  • Explore how authors use their writing to convey the political, social, and cultural issues of the time period and explore how writing is influenced by different literary time periods like Transcendentalism and Realism.
  • Make connections between themes, characterization, and conflict, exploring how literature can convey both a collective and independent American experience.
  • Develop an understanding of literary devices to develop characterization, theme, and meaning.
  • Participate in experiential learning and service outings, reflect on their experiences, and integrate these experiences and reflections into their understanding of the American experience.
  • Develop a vision for a just and compassionate society for all and understand the role of service in contributing to this vision
  • Develop an understanding of their social, political, and economic role in the environment.
Assessment

Student assessments may include:

  • Experiential Learning Opportunities, a variety of collective experiences that offer opportunities for personal reflection and global engagement
  • Debates, role-plays, and simulations
  • Journal Responses
  • Personal Narratives
  • Analytical Essays
  • Persuasive Essays
  • Shared Inquiries/Socratic Seminars
  • Presentations
  • An extensive research paper
  • Quizzes and tests

Experiential Learning Opportunities include:

  • Extensions of Humanities in Action activities.
  • Service projects within the HKIS and Hong Kong community.
  • Environmental clean ups.
Grades
10
Grading Scheme
Standards-based Course