Warwick School District

Curriculum❯Honors Seminar (grades 10-12)

Honors Seminar (grades 10-12)

Grade Levels: 10 | 11 | 12 |

Course Description

In this course, students will participate in a variety of projects based on the characteristics of the great minds through history.  Students will also complete a semester long project, which may include but is not limited to National History Day competition, career research, and extensions of academic coursework.  A high level of commitment to independent work is necessary. Accelerated study is also possible with instructor approval. Students work closely with the instructor to develop rigorous goals, a realistic timeline, and an in-depth final product. Students must also complete additional reading and writing requirements. In class discussions on current events, science, philosophy and literature are required. Students enrolled in this course must demonstrate a high level of self-directed learning and active participation to produce high-quality work.

Core Curriculum Content Standards

PA Common Core: English Language Arts (2013)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 11-12

      • Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.(1.2.11-12.A)
      • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.(1.2.11-12.B)
      • Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.(1.2.11-12.C)
      • Evaluate how an author’s point of view or purpose shapes the content and style of a text.(1.2.11-12.D)
      • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.(1.2.11-12.K)
      • Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.(1.2.11-12.L)

  • Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

    • GRADES 11-12

      • Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.(1.4.11-12.A)
      • Write with a sharp distinct focus identifying topic, task, and audience.(1.4.11-12.B)
      • Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.(1.4.11-12.D)
      • Write narratives to develop real or imagined experiences or events.(1.4.11-12.M)
      • Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.(1.4.11-12.O)
      • Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.11-12.R)
      • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.(1.4.11-12.X)

  • Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

    • GRADES 11-12

      • Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.(1.5.11-12.A)
      • Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.(1.5.11-12.B)
      • Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone.(1.5.11-12.C)
      • Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.(1.5.11-12.D)
      • Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.(1.5.11-12.E)
      • Adapt speech to a variety of contexts and tasks.(1.5.11-12.F)
      • Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content.(1.5.11-12.G)

PA Common Core: History and Social Studies (2012)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 11-12

      • Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.(8.5.11-12.A)
      • Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.(8.5.11-12.C)

Keystone Composition (2012)

  • Composition - Persuasion

    • Writing to Persuade—Persuasion

      • Write persuasive pieces that include a clearly stated position made convincing through the use of appropriate methods.(C.P.1.1)

Student Interpersonal Skills (2012)

  • Self-Awareness and Self-Management

    • GRADES 9-12

      • Demonstrate personal traits leading to positive relationships and life achievements.(16.1.12.B)
      • Apply protective factors and healthy coping skills when encountered with adversity.(16.1.12.C)
      • Incorporate goal setting into college, career, and other life decisions.(16.1.12.D)

  • Decision Making and Responsible Behavior

    • GRADES 9-12

      • Express acceptance of social norms of different societies and cultures.(16.3.12.B)
      • Actively engage in creating and promoting an environment that encourages healthy relationships (upstanders vs. bystanders) and positive responsibility as an observer of negative behavior.(16.3.12.C)

Gifted Programming Standards (2010)

  • Pre-K-Grade 12

    • Learning and Development - Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes.(GIFT.PK-12.1)
      • Self-Understanding. Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.(GIFT.PK-12.1.1)
      • Self-Understanding. Students with gifts and talents possess a developmentally appropriate understanding of how they learn and grow; they recognize the influences of their beliefs, traditions, and values on their learning and behavior.(GIFT.PK-12.1.2)
      • Self-Understanding. Students with gifts and talents demonstrate understanding of and respect for similarities and differences between themselves and their peer group and others in the general population.(GIFT.PK-12.1.3)
      • Awareness of Needs. Students with gifts and talents access resources from the community to support cognitive and affective needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and mentors or experts.(GIFT.PK-12.1.4)
      • Cognitive and Affective Growth. Students with gifts and talents benefit from meaningful and challenging learning activities addressing their unique characteristics and needs.(GIFT.PK-12.1.6)
      • Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.(GIFT.PK-12.1.7)
    • Assessment - Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains. Student Outcomes Evidence-Based Practices(GIFT.PK-12.2)
      • Learning Progress and Outcomes. Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments.(GIFT.PK-12.2.4)
      • Evaluation of Programming. Students identified with gifts and talents demonstrate important learning progress as a result of programming and services.(GIFT.PK-12.2.5)
      • Evaluation of Programming. Students identified with gifts and talents have increased access and they show significant learning progress as a result of improving components of gifted education programming. (GIFT.PK-12.2.6)
    • Curriculum Planning and Instruction - Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes.(GIFT.PK-12.3)
      • Curriculum Planning. Students with gifts and talents demonstrate growth commensurate with aptitude during the school year.(GIFT.PK-12.3.1)
      • Talent Development. Students with gifts and talents become more competent in multiple talent areas and across dimensions of learning. (GIFT.PK-12.3.2)
      • Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.(GIFT.PK-12.3.3)
      • Instructional Strategies. Students with gifts and talents become independent investigators.(GIFT.PK-12.3.4)
      • Culturally Relevant Curriculum. Students with gifts and talents develop knowledge and skills for living and being productive in a multicultural, diverse, and global society.(GIFT.PK-12.3.5)
      • Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials.(GIFT.PK-12.3.6)
    • Learning Environments - Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes.(GIFT.PK-12.4)
      • Personal Competence. Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking. (GIFT.PK-12.4.1)
      • Social Competence. Students with gifts and talents develop social competence manifested in positive peer relationships and social interactions.(GIFT.PK-12.4.2)
      • Leadership. Students with gifts and talents demonstrate personal and social responsibility and leadership skills.(GIFT.PK-12.4.3)
      • Communication Competence. Students with gifts and talents develop competence in interpersonal and technical communication skills. They demonstrate advanced oral and written skills, balanced biliteracy or multiliteracy, and creative expression. They display fluency with technologies that support effective communication.(GIFT.PK-12.4.5)
    • Programming - Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners with gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.(GIFT.PK-12.5)

AASL Standards for the 21st Century Learner (2007)

  • Grades K-12

    • Inquire, think critically, and gain knowledge(1)
      • Skills(1.1)
        • Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.(1.1.1)
        • Use prior and background knowledge as context for new learning.(1.1.2)
        • Develop and refine a range of questions to frame the search for new understanding.(1.1.3)
        • Find, evaluate, and select appropriate sources to answer questions.(1.1.4)
        • Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.(1.1.5)
        • Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.(1.1.6)
        • Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.(1.1.7)
        • Collaborate with others to broaden and deepen understanding.(1.1.9)
      • Disposition In Action(1.2)
        • Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. (1.2.1 )
        • Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. (1.2.2)
        • Demonstrate creativity by using multiple resources and formats.(1.2.3)
        • Maintain a critical stance by questioning the validity and accuracy of all information.(1.2.4)
        • Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.(1.2.5)
        • Display emotional resilience by persisting in information searching despite challenges. (1.2.6)
        • Display persistence by continuing to pursue information to gain a broad perspective. (1.2.7)
      • Responsibilities(1.3)
        • Seek divergent perspectives during information gathering and assessment. (1.3.2)
        • Contribute to the exchange of ideas within the learning community.(1.3.4)
      • Self-Assessment Strategies(1.4)
        • Use interaction with and feedback from teachers and peers to guide own inquiry process.(1.4.2)
    • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge(2)
      • Skills(2.1)
        • Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to _information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. (2.1.1)
        • Organize knowledge so that it is useful. (2.1.2)
        • Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. (2.1.3)
        • Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. (2.1.5)
        • Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. (2.1.6)
      • Disposition In Action(2.2)
        • Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. (2.2.1)
        • Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. (2.2.2)
        • Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. (2.2.3)
      • Responsibilities(2.3)
        • Connect understanding to the real world.(2.3.1)
        • Consider diverse and global perspectives in drawing conclusions.(2.3.2)
        • Use valid information and reasoned conclusions to make ethical decisions.(2.3.3)
    • Share knowledge and participate ethically and productively as members of our democratic society.(3)
      • Skills(3.1)
        • Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. (3.1.1)
        • Participate and collaborate as members of a social and intellectual network of learners. (3.1.2)
        • Use writing and speaking skills to communicate new understandings effectively. (3.1.3)
        • Connect learning to community issues. (3.1.5)
      • Disposition In Action(3.2)
        • Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. (3.2.1)
        • Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. (3.2.2)
        • Demonstrate teamwork by working productively with others. (3.2.3)
      • Responsibilities(3.3)
        • Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. (3.3.1)
        • Respect the differing interests and experiences of others, and seek a variety of viewpoints. (3.3.2)
        • Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. (3.3.3)
        • Contribute to the exchange of ideas within and beyond the learning community. (3.3.5)
        • Use information and knowledge in the service of democratic values. (3.3.6)
        • Respect the principles of intellectual freedom. (3.3.7)
      • Self-Assessment Strategies(3.4)
        • Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. (3.4.3)
    • Pursue personal and aesthetic growth.(4)
      • Skills(4.1)
        • Seek information for personal learning in a variety of formats and genres.(4.1.4)
        • Connect ideas to own interests and previous knowledge and experience.(4.1.5)
        • Organize personal knowledge in a way that can be called upon easily.(4.1.6)
        • Use social networks and information tools to gather and share information.(4.1.7)
      • Disposition In Action(4.2)
        • Display curiosity by pursuing interests through multiple resources. (4.2.1)
        • Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. (4.2.2)
        • Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. (4.2.3)
      • Responsibilities(4.3)
        • Participate in the social exchange of ideas, both electronically and in person.(4.3.1)
        • Recognize that resources are created for a variety of purposes.(4.3.2)
        • Seek opportunities for pursuing personal and aesthetic growth.(4.3.3)
      • Self-Assessment Strategies(4.4)
        • Recognize the limits of own personal learning.(4.4.2)
        • Interpret new information based on cultural and social context.(4.4.3)
        • Develop personal criteria for gauging how effectively own ideas are expressed.(4.4.4)
        • Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.(4.4.5)

Units

Unit #1 - Self Understanding

Unit #2 - Learning and Creativity

Unit #3 - Developing a Curious Approach to Learning

Unit #4 - Understanding Historical Perspective: Renaissance Thinkers

Unit #5 - Learning Through the Senses

Unit #6 - Autonomous Learning

Unit #7 - Learning from Experience, Persistence, and Mistakes

Unit #8 - Accepting Ambiguity, Paradox, and Uncertainty

Unit #9 - Whole-Brain Thinking and Development

Unit #10 - How the Physical Plays into Learning and Intellectual Growth

Unit #11 - Understanding Interconnections

Unit #12 - Critical Thinking Discussions

Course Resources

"How to Think like Leonardo Da Vinci: Seven Steps to Genius Every Day" by Michael J. Gelb; topical articles chosen by the instructor, including but not limited to, topics related to journaling, self-knowledge, learning and creativity, curiosity, learning through experience, senses, ambiguity and paradox, relationships of art and science, ambidexterity, the works and thoughts of great minds of the past