Gifted seminar

Download 16.44 Kb.
Date conversion25.05.2016
Size16.44 Kb.

LENGTH OF TIME: one semester, 90 minutes every other day


Students will:

  1. Predict how data and experiences may be interpreted by people from diverse cultural perspectives and frames of reference (NCSS Culture Ib; PA Std 8.3.12 c)

  2. Demonstrate the value of cultural diversity, as well as cohesion, within and across groups (NCSS Culture Ie; PA Std 8.3.12 d)

  3. Construct reasoned judgments about specific cultural responses to persistent human issues (NCSS Culture Ig; PA Std 8.4.12 d)

  4. Investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to recurring dilemmas and persistent issues, while employing empathy, skepticism, and critical judgment (NCSS Time, Continuity & Change, IIe; PA Std 1.3, 8.4.12 c)

  5. Examine the interactions of ethnic, national, or cultural influences in specific situations or events (NCSS Individual Development & Identity, IVe; PA Std 8.3.12 d)

  6. Explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations (NCSS Global Connections, IXb; PA Std 8.4.12 d)

  7. Employ skills and strategies to investigate the world of work in relation to knowledge of self and to make informed career decisions to achieve future career success and satisfaction (National Standards for Career Development A and B; PA Std 1.8)

  8. Write a scholarly research paper, with full bibliography (NCSS Acquiring Information IB2; PA Std 1.1.11 a, d; 1.2.11 a; 1.4.11 c; 1.5.11 a, b, c, d; 1.6.11 a, c; 1.8.11 a, b, c)

  9. Participate in persuading, compromising, debating and negotiating in the resolution of conflicts and differences (NCSS Interpersonal Relationships & Social Participation 3B; PA Std 1.6.11 c)

  10. Form opinion based on critical examination of relevant data (NCSS Organizing and Using Information 2A4; PA Std 1.8.11 c)

  11. Select an appropriate strategy to solve a problem (NCSS Organizing and Using Information 2C; PA Std 1.8.11 a, b, c)


1.1 Learning to Read Independently

1.2 Reading Critically in All Content Areas

1.3 Reading, Analyzing and Interpreting Literature

1.4 Types of Writing

1.5 Quality of Writing

1.6 Speaking and Listening

1.8 Research

8.3 United States History

C. Influences of Continuity and Change

D. Conflict and Cooperation Among Groups

8.4 World History

C. Influences of Continuity and Change

D. Conflict and Cooperation Among Groups

Students will demonstrate achievement of the standards by:

  1. Participating in class discussions and problem-solving sessions (Course Standard 5, 9)

  2. Journaling responses to class material, class readings and guest speakers (Course Standard 2, 10)

  3. Writing a reflective paper that surfaces their own ideas of self and culture (Course Standard 5, 10 )

  4. Conducting and writing an ethnographic interview of a person from a differing culture (Course Standard 4, 8, 10 )

  5. Group and individual presentations responding to proposed domestic policy changes from various points of view (Course Standard 1, 9, 10 )

  6. Designing and completing a graduation project, using library and media center sources for research (Course Standard 6, 8, 10, 11 )

  7. Designing a scenario that poses a conflict and proposes its solution, based on the specific cultural identity of a chosen society (Course Standard 3, 10)

  8. Designing a reflective career-planning portfolio that identifies personal skills, interests and abilities and evaluates and interprets career information in light of a global workplace. (Course Standard 7, 10 )


The purpose of this course is to develop the student’s critical thinking and problem solving skills through the investigation of the philosophical issues and applied problems of cultural diversity and conflict resolution in the national and international arenas. The methods we will use to explore these issues include but are not limited to reading, discussion, debate, journal reflection, simulations/role plays and longer written responses. Students’ exploration of the complexity of global cultural conflict will culminate in the writing of their Senior Graduation Paper and formal presentation to their peers.

  1. Self-awareness: surfacing personal understandings of cultural diversity and conflict resolution 1/2 week

  2. Racial diversity

The African American experience 2 weeks

The Hispanic American experience 1 ½ weeks

  1. Religious diversity 1 ½ weeks

  2. Contemporary diversity: gender, sex, age and money 2 weeks

  3. Global diversity: international hot spots 1/2 week

  4. Oral presentations of Senior projects 1 week

  5. Career development portfolio throughout


  1. Research assignments-using both conventional and electronic technology

  2. Use of visual and audio learning tools

  3. Written and oral presentations, both individually and/or with partners

  4. Lecture and discussion

  5. Study guides based on text materials and supplemental readings

  6. Independent reading and writing emphasizing analysis and synthesis of materials

  7. Problem-solving exercises

  8. Cooperative learning groups

  9. Debate forums

  10. Guest speakers

  11. Simulations


Selected Readings From:

  1. D’Angelo, Raymond, Douglas, Herbert (2005). Taking Sides: Clashing Views on Controversial Issues in Race and Ethnicity. Fifth Edition. McGraw Hill, Dubuque.

  2. Dove, Rita. (1995). Multicultural Voices: Literature from the United States. Scott Foresman, Glenview, Illinois.

  3. Mindel, Charles H., Habenstein, Robert W., Wright, Roosevelt. (1998). Ethnic Families in America : Patterns and Variations. Fourth Edition. Prentice Hall, Upper Saddle River, New Jersey.

  4. Wilkings, Roger (2001). Jefferson’s Pillow. Beacon Press, Boston.

  5. Joshi, S.T., Editor (1999). Documents of American Prejudice. Basic Books, a Member of the Perseus Books Group, New York.

  6. Bigelow, Bill, L. Christensen, S. Karp, B. Miner and B. Peterson, Editors (1994). Rethinking Our Classrooms: Teaching for Equity and Justice. A Rethinking Schools Publication, Milwaukee.

  7. Kabagarama, Daisy (1993). Breaking the Ice: A Guide to Understanding People from Other Cultures. Allyn & Bacon Press, Needham Heights.

  8. Supplemental readings in current events, taken from audio and print material


  1. Differentiated Instruction

  2. Use of appropriate level reading materials

  3. Pairing students

  4. Small group work

  5. Adjusting level of expectations and delivery appropriately

  6. Alternative methods of assessment

  7. Variety of assignments and activities

  8. Guest speakers


  1. Performance tasks on topics studied.

  2. Oral presentation of graduation project.

  3. Position papers on perspectives studied.

  4. Career planning portfolio


  1. Small group activities

  2. Discussion forums

  3. Class debates

  4. Reaction papers

  5. Test/quiz

  6. Senior graduation project

  7. Rubrics for both content standards and skills

  8. Homework

  9. Peer evaluation/cooperative groups

  10. Performance tasks

  11. Career planning portfolio


  1. Concepts

-issue framing on contemporary issues

-identifying multiple intelligences

  1. Communication

-exhibit listening skills

-exhibit reading skills

-exhibit writing skills

-respond orally (discuss/debate)

  1. Thinking/Problem Solving




-make predictions

- synthesize information

  1. Application of Knowledge

-producing a graduation project which demonstrates research skills

-formulate personal views on various contemporary issues

  1. Interpersonal Skills

-demonstrate skills of communication (oral and written)

-work cooperatively in small or large groups

-develop leadership skills/qualities

-demonstrate the ability to listen

Gifted Seminar


The database is protected by copyright © 2016
send message

    Main page