Instructor: Ashley Carruth
Primary Email: [email protected]
Digital Portfolio: ashleyhumanities11.weebly.com
Office Hours: By appointment. If you need extra help, please make an appointment with me by talking to me in class during work time or emailing me. FYI: Wednesday is the only day after school I can meet during the fall. However, lunch or before school are also great times!
Course Description and Goals
“Through the humanities we reflect on the fundamental question: What does it mean to be human? The humanities offer clues but never a complete answer. They reveal how people have tried to make moral, spiritual, and intellectual sense of a world in which irrationality, despair, loneliness, and death are as conspicuous as birth, friendship, hope, and reason.” From: The Humanities in American Life, a 1980 report from the United States Rockefeller Commission on the Humanities
The focus of 11th grade Humanities is U.S. History and American Literature. In this course, we will explore to what extent U.S. history has been one of “justice for all” as our nation’s pledge of allegiance promises. However, in order to answer that question, we must first answer the question: What is “justice”?
Justice, the philosopher John Rawls believed, is the first virtue of social institutions (such as governments and schools). But justice is difficult to define and still more difficult to achieve. Students will begin the year by studying the moral and political philosophies that have most influenced the structure of our society. Through a close study of literature, philosophy, film, historical texts and political media, students will develop a deeper understanding of Justice as we explore how the ideals of security, liberty and equality have played out in U.S. history.
Ultimately, my hope is that my students will be able to formulate their own moral code for justice and apply it to daily life conflicts as well as broader national and global issues in order to actively contribute to a just democratic society. Moreover, students will end this semester with an ideological framework that will allow them to more clearly analyze historical and current events they encounter in their involvement with political, social and economic life.
A Note about Junior Year Expectations
11th grade Humanities is designed to prepare you for the work you will do in college. As such, you should expect to read, write, research and think rigorously and vigorously. We will focus on developing skills that will help you succeed in the Humanities in college such as critical analysis, making and supporting sophisticated claims, internalizing your own writing/learning process, and managing your time effectively. Junior year is not an unbearable monster! It is designed to engage you in rigorous and meaningful thinking and personal growth. Besides, learning is fun!
First Semester Projects at a Glance
The Morality and Politics of Justice
We will begin this project with a case study on race politics in the United States, through which students will study the history of racism as well as to what extent racism exists in society today. In light of the recent events in Charlottesville, it is critical we tackle this challenging topic! Students will then study moral and political philosophies influential in the United States’ Constitution and justice system. We will apply these philosophies in a debate on Affirmative Action. Throughout this project, students will be asked to critically examine the foundations as well as trace the origins of their own political ideologies. Students will then apply their learnings as they write persuasive essays recommending how the government should resolve a controversial political issue. Students will exhibit their work in a coffee house format to engage community members in open dialogues on these contentious issues from the stance of what is morally and politically just. Ultimately, students and community members will be able to better analyze the paradigms influencing their beliefs and come away with a better understanding of not just what they believe, but WHY they believe it.
Literary Analysis
We will end the first semester with a short literature study wherein students will hone their literary analysis skills, discuss the meaning of life and learn how to write a common college-level assignment, the literary analysis essay. Specifics texts of study are still to be determined.
Essential Questions for the Course
Required Class Materials
I have several expectations that deserve special mention up front:
Part of my job is to help you grow and stretch as a learner by providing timely, specific feedback on your work both in-class and out of class. Some of this feedback will involve grades.
To help you know my expectations and grading “style,” an “A” means the student has, in some way, exceeded the expectations of the assignment. A “B” to me means that the student has met most/all of the expectations of the assignment. A “C” means the student has met the minimum expectations of the assignment. Any major assignment (essays, exams, projects) lower than a “C” will be graded a “D” or “F” but will be handed back for the option to redo for a better grade. (You will have typically have one week to redo the assignment, although we can negotiate a deadline that makes sense based on the amount of work required to re-assess and your own workload in other classes/life.)
I will commit to making my expectations as clear as possible regarding each assignment and there will be opportunities (within reason) to re-submit work after feedback is given should that be desired.
At this point in your high school career, education is a shared responsibility. Your success in this course, as it is in life, is directly related to your active involvement in the learning process. My responsibilities as an educator include providing a variety of learning opportunities and experiences related to the course objectives described above as well as to share my passion for the Humanities.
As I allude to above, your responsibilities include showing up, contributing in class, conducting discussions, engaging with your classmates, completing the assignments on time, and asking questions of anything for which you are unclear.
Email Etiquette: How to effectively communicate with teachers
Subject: E-mail Format
Dear Students,
E-mail is a useful mode of communication, particularly during the school day when teachers tend to be busy and might forget information transmitted orally during the course of the day. You should use email to communicate any of the following types of information: future excused absences, late work excuses, requests for extensions on projects, to schedule a meeting with a teacher, to ask questions you might have that have not been addressed during class, etc… Email should always include a clearly stated purpose, necessary background information, a recommendation or action plan and clear and concise writing.
Please keep in mind that you are communicating with a teacher in writing about your work. That means you should read over what you wrote before you send it out and correct any typos or errors. Do not use text message abbreviations or emoticons. I “m not ur bff,” so do not send me emails that read like text messages you would send to a friend. ALWAYS begin your email with a respectful greeting (Dear Ashley, Good morning Ashley, Hello Ashley, etc...) and conclude your email with an appropriate closing such as Sincerely/Respectfully/Best Regards, Your Name). Following these guidelines will help you make good impressions not only on your beloved Animas teachers, but also with prospective employers and college professors.
Sincerely,
Ashley Carruth
Primary Email: [email protected]
Digital Portfolio: ashleyhumanities11.weebly.com
Office Hours: By appointment. If you need extra help, please make an appointment with me by talking to me in class during work time or emailing me. FYI: Wednesday is the only day after school I can meet during the fall. However, lunch or before school are also great times!
Course Description and Goals
“Through the humanities we reflect on the fundamental question: What does it mean to be human? The humanities offer clues but never a complete answer. They reveal how people have tried to make moral, spiritual, and intellectual sense of a world in which irrationality, despair, loneliness, and death are as conspicuous as birth, friendship, hope, and reason.” From: The Humanities in American Life, a 1980 report from the United States Rockefeller Commission on the Humanities
The focus of 11th grade Humanities is U.S. History and American Literature. In this course, we will explore to what extent U.S. history has been one of “justice for all” as our nation’s pledge of allegiance promises. However, in order to answer that question, we must first answer the question: What is “justice”?
Justice, the philosopher John Rawls believed, is the first virtue of social institutions (such as governments and schools). But justice is difficult to define and still more difficult to achieve. Students will begin the year by studying the moral and political philosophies that have most influenced the structure of our society. Through a close study of literature, philosophy, film, historical texts and political media, students will develop a deeper understanding of Justice as we explore how the ideals of security, liberty and equality have played out in U.S. history.
Ultimately, my hope is that my students will be able to formulate their own moral code for justice and apply it to daily life conflicts as well as broader national and global issues in order to actively contribute to a just democratic society. Moreover, students will end this semester with an ideological framework that will allow them to more clearly analyze historical and current events they encounter in their involvement with political, social and economic life.
A Note about Junior Year Expectations
11th grade Humanities is designed to prepare you for the work you will do in college. As such, you should expect to read, write, research and think rigorously and vigorously. We will focus on developing skills that will help you succeed in the Humanities in college such as critical analysis, making and supporting sophisticated claims, internalizing your own writing/learning process, and managing your time effectively. Junior year is not an unbearable monster! It is designed to engage you in rigorous and meaningful thinking and personal growth. Besides, learning is fun!
First Semester Projects at a Glance
The Morality and Politics of Justice
We will begin this project with a case study on race politics in the United States, through which students will study the history of racism as well as to what extent racism exists in society today. In light of the recent events in Charlottesville, it is critical we tackle this challenging topic! Students will then study moral and political philosophies influential in the United States’ Constitution and justice system. We will apply these philosophies in a debate on Affirmative Action. Throughout this project, students will be asked to critically examine the foundations as well as trace the origins of their own political ideologies. Students will then apply their learnings as they write persuasive essays recommending how the government should resolve a controversial political issue. Students will exhibit their work in a coffee house format to engage community members in open dialogues on these contentious issues from the stance of what is morally and politically just. Ultimately, students and community members will be able to better analyze the paradigms influencing their beliefs and come away with a better understanding of not just what they believe, but WHY they believe it.
Literary Analysis
We will end the first semester with a short literature study wherein students will hone their literary analysis skills, discuss the meaning of life and learn how to write a common college-level assignment, the literary analysis essay. Specifics texts of study are still to be determined.
Essential Questions for the Course
- How can we use dialogue as a tool for community-building and greater awareness on issues of social and political justice?
- What is Justice? What is the role of the individual in creating a just society? What is the role of the government in creating a just society? To what extent has the U.S. government balanced security, liberty and equality in creating a just democratic society?
- What do you believe and WHY?
Required Class Materials
- Laptop
- Folder to hold class handouts (a 3-ring binder is NOT required. Feel free to get one for ALL classes, but there is no need to have a 3-ring binder for each of your classes at Animas)
- Composition notebook for creative-writing prompts, occasional journaling and note-taking.
- Pencils or pens
- USB device
- Highlighter or colored pens for marking texts
- Daily Planner
- Shared Resources (We will all be using these materials, so please help contribute if possible):
- If your last name begins with A-L: please bring a box of Kleenex
- If your last name begins with M-Z: please bring a box of tea to contribute to our class tea supply
I have several expectations that deserve special mention up front:
- That you come to class prepared and on-time;
- That you make honest efforts to be prepared to participate in class discussions by completing the assigned reading for that day;
- That discussion and class participation are required and expected of all; and,
- That you come to class ready to do “real work” together with the understanding that education is an active rather than passive process.
Part of my job is to help you grow and stretch as a learner by providing timely, specific feedback on your work both in-class and out of class. Some of this feedback will involve grades.
To help you know my expectations and grading “style,” an “A” means the student has, in some way, exceeded the expectations of the assignment. A “B” to me means that the student has met most/all of the expectations of the assignment. A “C” means the student has met the minimum expectations of the assignment. Any major assignment (essays, exams, projects) lower than a “C” will be graded a “D” or “F” but will be handed back for the option to redo for a better grade. (You will have typically have one week to redo the assignment, although we can negotiate a deadline that makes sense based on the amount of work required to re-assess and your own workload in other classes/life.)
I will commit to making my expectations as clear as possible regarding each assignment and there will be opportunities (within reason) to re-submit work after feedback is given should that be desired.
At this point in your high school career, education is a shared responsibility. Your success in this course, as it is in life, is directly related to your active involvement in the learning process. My responsibilities as an educator include providing a variety of learning opportunities and experiences related to the course objectives described above as well as to share my passion for the Humanities.
As I allude to above, your responsibilities include showing up, contributing in class, conducting discussions, engaging with your classmates, completing the assignments on time, and asking questions of anything for which you are unclear.
Email Etiquette: How to effectively communicate with teachers
Subject: E-mail Format
Dear Students,
E-mail is a useful mode of communication, particularly during the school day when teachers tend to be busy and might forget information transmitted orally during the course of the day. You should use email to communicate any of the following types of information: future excused absences, late work excuses, requests for extensions on projects, to schedule a meeting with a teacher, to ask questions you might have that have not been addressed during class, etc… Email should always include a clearly stated purpose, necessary background information, a recommendation or action plan and clear and concise writing.
Please keep in mind that you are communicating with a teacher in writing about your work. That means you should read over what you wrote before you send it out and correct any typos or errors. Do not use text message abbreviations or emoticons. I “m not ur bff,” so do not send me emails that read like text messages you would send to a friend. ALWAYS begin your email with a respectful greeting (Dear Ashley, Good morning Ashley, Hello Ashley, etc...) and conclude your email with an appropriate closing such as Sincerely/Respectfully/Best Regards, Your Name). Following these guidelines will help you make good impressions not only on your beloved Animas teachers, but also with prospective employers and college professors.
Sincerely,
Ashley Carruth
|
Norms and Expectations
We will read and write every day. Seriously. Every day. What are the minimum standards for written work? o Practice like you’re going to play! In other words, your written work should be high quality and professional. In our fast-paced digital world, it is all-too easy to shoot off a professional email to a teacher, boss, or admissions officer, riddled with errors. However, that reflects poorly on you and may lead to a missed opportunity. Thus, to help you practice like you’re going to play, and set you up for success beyond my classroom walls, I am obligated to hold you to a high standard of writing for all assignments. This means assignments should be free of major grammar issues. And unless otherwise indicated, papers and assignments should be typed and double-spaced in 12 point font, using one inch margins. o I invite you to hand in a draft of any assigned formal written work in advance of the due date for preliminary feedback. o Important note about grammar: If there are more than five significant errors in grammar on papers, I will stop reading your paper at that point, automatically deduct 10%, and hand it back to you for a re-write, which you will be expected to turn in the following class. I will give you two opportunities for this during the semester. After the third time this occurs, papers with significant grammar issues will be graded accordingly, and thus likely to receive a “D” or an “F.” The take home point here is if you are challenged by grammar, then I urge you to use your classmates, family members, or teachers as proofreaders. We will use technology respectfully and responsibly. This means that you are not distracting yourself, classmates, or me with your phones, laptops, or music during class. Music will be allowed on headphone during independent work time. This also means that only 2-sided printing will be accepted. We will be nice to each other. Mean, intolerant, or profanity-ridden speech will absolutely not be tolerated. We will be discussing many controversial topics and I expect all students to do so with empathy and an open-mind. Down time Although my aim is to keep you all very busy, there may be some down time. No computer games, Youtube-a-thons, cards, etc. I keep a large collection of books and magazines here in the classroom for these occasions. Please use your time wisely. Lateness I check attendance during the first 10 minutes of class every day. If you're late and unexcused, you miss credit for the starter and are marked late. Note: Humanities is a 2-hour block. You will receive a “bio-break” in the middle from which you must be back on time. Failure to be ready may result in a tardy for the second half of class. Food and Beverages Research has linked nutrition with cognitive outcomes. In other words, what you eat affects how you think (Schoenthaler and Steiner). Healthy foods fuel healthy minds. Thus, I encourage you to bring healthy snacks. Keep the room clean and you can keep this privilege. Academic Dishonesty (Plagiarism): Any assignments that have been plagiarized will result in an automatic ZERO and reporting to Sean and Libby. |
Frequently Asked Questions
What do I do if I am late to class? Come in quietly. Do not disturb others or try to make some flashy, fashionably-late entrance. Check the DP and read the daily blog. If you require further clarification, ask a neighbor. You should come see me only after doing all of the above. What do I do if I am sick or miss school? It is your responsibility to read my DP blog, stay abreast of our course material, and contact me to let me know why you are absent. When the absence is excused you will have as many days as you were absent to make up the work. If the absence is unexcused the missed work may not be made up for credit. You do need to make-up missed starters. Can I get extra credit? No. But if you have turned in sub-par work, please talk to me about the potential to further demonstrate your learning. How do I get into Honors Humanities 11? This is by application only. I will distribute an honors application in class. This application will be essay-based, and you will be expected to work independently to complete the application process (though I am always free to help with these things by appointment). When are assignments due? “By failing to prepare, you are preparing to fail.” ― Benjamin Franklin A successful student is prepared! For class this means having completed the readings and assignments prior to class. On that note, assignments are due in the first five minutes of class unless otherwise noted. Anything turned in later than five minutes after class has begun will be docked an immediate 20%. You have up to one week from the deadline to turn it in for up to 80% credit. After that, you will receive a zero for the assignment. Make sure all printing is done before the deadline. Can I get an extension? In many college environments, students are granted extensions only in rare and exceptional circumstances- illness, death in the family, significant life circumstances, mental health issues, etc. In moving towards a more college-like approach, this year I will only be granting extensions to students who have an exceptional circumstance that requires an extension. If these do not apply to you, don't ask. Things that do NOT qualify as exceptional circumstances include but are not limited to include: Sports absences, procrastination, minor colds/injuries, failure to understand the assignment directions that we went over in class, family trips/vacations, general varieties of teenage angst. The 1-per-student Extension Rule and Request Guidelines However, I also understand that you have busy academic and personal lives and in order to help you be healthy humans, I will allow each student ONE (1) extension request per semester. The request should be submit to me in an email by 6pm the evening before an assignment is due. Please indicate in your email request the reason for your request and the date by which you think it appropriate to submit the assignment. THIS DOES NOT APPLY TO EXHIBITION PRODUCTS, WHICH MUST BE COMPLETED BY THE EXHIBITION. What happens if I lost a book Ashley gave me? By signing this syllabus, you agree to take good care of all class texts and to return books that have been checked out to you in a similar condition as you received them. If you do not, you will be expected to pay for the cost of the book. Also, you may receive an incomplete in the class until the text is replaced or the cost of the text has been covered. |
