*THIS IS A SAMPLE OF A LEARNING EXPEDITION THAT LASTS 6-9 WEEKS*
What is Human Nature?
Guiding Question: What do we mean by the concept of community and how does human nature influence its establishment?
Learning Goals: Knowledge and Content
Students will learn and understand:
Skills and Habits:
Students will practice and be able to:
- work closely with others
- research information from a variety of sources
- synthesize information
- effectively explain ideas through speaking and
writing
- demonstrate critical thinking skills through inquiry
Overview and Rationale: The influence of human nature on societal decisions is extreme. This expedition is designed for students to explore how human nature affects the decision making in forming a community. We will examine different countries and governments, past and present, in order to provide a foundation for students to critically reflect on the role of human nature.
Habits of Mind
As we move through this expedition it is important that we work on developing habits of the mind that will allow us to become critical thinkers. Each task assigned is an opportunity to further develop such skills. Use the following questions as a guide for your thinking about readings and discussions in class.
Looking for evidence: How do we know what we think we know? What’s our evidence? How credible is that evidence?
Identifying viewpoint: Whose perspective are we reading, hearing, and seeing? What other perspectives might exist if we change our position?
Making connections: How is one thing connected to another? Is there a pattern in evidence?
Considering alternatives: How else might it have been? What if . . . ?
Assessing importance: What difference does this make? So what?
These are questions you should keep in mind especially when writing responses!
Socratic Seminars
We will be using a seminar format to discuss the various pieces of literature we will read this expedition. The seminar format seeks to create a situation in which it is the students’ responsibility to determine the meaning of a text, and to explain to their peers why they have settled on a particular meaning. Likewise, students must determine which of several possible interpretations makes more sense to them. In this format teachers do not offer right or wrong answers not because they do not exist, but because students are to determine whether a right or wrong answer exists. Since many students have been indoctrinated with the notion that "all opinions are equal," they fail to take in the possibility that an opinion may be incoherent. If one accepts all statements as equally valid, there is no reason to be thoughtful, creative, or accurate when making statements. The goal of the seminar is not to cover material, nor to cover sentences and paragraphs, but to initiate thought.
Expedition Sequence:
Immersion Activity
The goal of the immersion stage for the expedition is for students to begin to create theories and questions concerning the role of human nature in decision making and lifestyles. The term “human nature” is commonly used, but the true meaning and significance of the term is sometimes unknown. Students will create a collective definition of human nature through listening to popular music and discussing the intended meaning of the song. During the listening to the music, students will take notes and make inferences as to how the artist is reflecting the role of human nature in society. They will challenge and build on these theories throughout the expedition.
You must:
Task 1 - What Determines the Laws Needed in Society?
What kinds of laws are needed for a society to succeed? What kinds of laws are unnecessary? These are questions that many people ask and try to justify one way or another. In this task, students will explain why different kinds of laws may be needed or not needed, and in turn state what areas of human behavior should be regulated. By creating a "Republic of Newstate,” students will be the founding fathers of a nation trying to prosper.
Part A: Divide into groups of three, and begin to brainstorm what laws you feel are needed for the United States to succeed, and what laws seem unnecessary. Use the Constitution of the United States as a good place to start for ideas. Think of laws pertaining to gun ownership, freedom of speech, trespassing, various age laws, etc.
Part B: After your group has decided on some pertinent laws, begin to adopt laws that you feel will enable your country to be safe and secure, while allowing for individual freedoms.
Part C: After your group has determined these laws, you need to create a constitution of sorts with a minimum of 15 laws (there is the #15!) that you feel will enable a safe and positive society to succeed. These need to be placed on paper, in a "constitution" style format, not just a list of 15 sentences! Be creative. These will be presented to class and discussed.
Product: Group presentation of The Republic of Newstate Constitution
Evaluation: Groups will be graded on effort and a demonstration of higher level thinking as determined by Bloom's Taxonomy.
Task 2 – The Odyssey (Evslin Edition)
For your learning pleasure we will be spending the next eight class days touching on the greatest epic poem of western civilization. Homer’s Odyssey would require at the minimum nine weeks if we were to do this poem justice. Due to time constraints, this expedition is designed to make you familiar with the rich language, history and people that make up this work of literature. You will become familiar with ten books out of the original twenty-four (if we only had more time!), so expect the pace of the assignments covered to be fast.
Things to keep in mind during the following days:
Why is the Odyssey so widely read? What does it offer contemporary readers?
How does this epic compare with the Ramayana? How does Odysseus compare as a hero to Rama?
We will spend three days this week reading the middle school version of the Homer’s epic adventure. The intent is not to insult your intelligence, but to provide a foundation for understanding the basic elements of the story. Furthermore, I hope to raise your awareness of how translations of the same story can differ, depending on the audience and publisher. We will spend the majority of our time reading sections of the much-acclaimed Robert Fagles Translation of the Odyssey. In the meantime, your task is to simply create an outline of the trials and tribulations Odysseus “suffers” through during the story.
Product: Outline of events in story
Evaluation: Organization, neatness, and accuracy of information
Task 3- Origins of Government
"If men were angels, government would not be necessary" - James Madison
In this task, students are to determine whether they agree or disagree with Madison's statement. Using information based on research conducted regarding the philosophical musings of great thinkers like Hobbes, Rousseau, and Locke, students are to form their own opinions from the information they gather. These philosophers have their own ideas on the origins of government that students will examine and apply to their own understanding.
Part A: Students are to research the ideas of government origin according to Hobbes, Rousseau, and Locke.
Part B: Students are to then determine how they think these philosophers would have responded to Madison's statement.
Part C: Using support from one of the philosophers as well as their own ideas, students are to state their opinion on the statement, as well as their opinion on how and why governments formed.
Product: A three column chart on the philosophers’ viewpoints on the origins of government and their expected response to Madison's statement, along with a one page opinion paper on Madison's statement.
Evaluation: Chart information as well as a demonstration of higher level thinking on the one-page opinion paper.
Task 4 - Poetry Explications
During this expedition we will be learning how to explicate poetry. We will be focusing on the nuances of structure, technique and imagery as they come together to convey themes about history and the human condition. We will be working with five poems; your task will be to demonstrate an awareness of how to apply principles discussed in class to the poems. (See appendix for due dates)
Product: work on handouts
Evaluation: effort and quality of thinking and identifying elements
Task 5 - Types of Government
How should, and how does, a society determine how to be ruled? One person? Many people? A small group of people? For years this has caused not only confusion but a lose of countless lives through war, economic hardship, social injustice and terrorism. Based on the ideas of the major forms of governments in the world, students are to begin to think critically about the type of government found in America.
Part A: In small groups of three, determine the major types of governments found in the world today. What are the positives and negatives to each type? List these in chart form.
Part B: After the group work is finished, you are to begin to work on your own. Choose a governmental system, other than democracy, that interests you. You are to become a politician, and you are to create a "radical" Third Party that is trying to reform democracy in the United States with the hope of establishing a form of government supportive of your organizations political views.
Product: Chart formed in group, as well as a three minute persuasive speech, from the fictional Third Party candidate point of view. The purpose of the speech is to persuade the American public that your vision of a new form of government is the right choice.
Evaluation: Group work and persuasive speech.
Task 6 - The Odyssey (Robert Fagles Edition)
As mentioned earlier, Homer’s original epic spans some twenty-four books. We will be reading ten books. It is important to remember that this was written as poetry to be sung . . . by memory!
As we work through the ten books, I would like you to keep a character grid of Odysseus, and the miscellaneous beings he encounters on his travels. You might also set a page aside for Penelope and one for Telemachus. Drawing a line down the center of a page creates a grid; on the left record the action committed by the character being focused upon, on the right record your thoughts. I will illustrate this more clearly in class. Understand that the point of a grid is to build a record of character actions and reader responses to better understand the subtext of a story – that is, it enhances scuba diving. (For due dates see appendix)
Product: Notes in reader/response grid form about miscellaneous characters
Evaluation: Based on effort to record variety of observations that lead to higher level thinking about epic. Are the grids thorough, organized and easy to understand?
Task 7 - U. N. in the Academy
The United Nations is a prime example of the world attempting to live in a global community. The U. N. is remarkable because it represents governments, religions, races, and languages all trying to work together in unity for the betterment of humankind. In this task, the classroom will be transformed into a model U. N. where the students will become members of different nations. They must learn to cooperate with other countries while maintaining their own interests. Will the countries cooperate? Or will the global community fail?
Part A: Before any debates begin, some basic research needs to be done. Students need to come up with the basics that surround the United Nations. The who, what, where, when, why, and how need to be typed out by all students before they can be involved in the model U. N.
Part B: The class will be divided up into "countries" of three members. One of these members will be nominated the leader, and the other two will be head ambassadors. The country will be assigned, and the students will need to work with the country they are given.
Part C: After positions are determined, each member in the country needs to research particular topics assigned to them. These topics will be useful in the future debates.
Part D: After all the research is complete, the model U. N. will begin. This will consist of various discussions, conferences, debates, and challenges that each country must contend with and successfully negotiate.
This particular task will take up a large part of the expedition, and therefore be a major portion of the grading for this quarter. Within this task there will be various small assignments, as well as a break from debating including an in-class essay.
Product: Research assignments, class participation, group effort and cooperation
Evaluation: Based on effort, participation, group ideas, and the research.
Task 8 – In-class essay
The culminating letter is an opportunity for you to bring the different strands of The Odyssey together and to incorporate your own ideas. As always, you need to demonstrate a firm grasp of the material we have read and discussed, as well as demonstrating higher levels of thinking (Bloom’s Taxonomy).
In letter format, discuss the following:
Product: Letter (2 - page minimum)
Evaluation: See rubric in appendix.
Task 9 – Oral Recitation
What does the information age really mean to human advancement? What have we lost in the process of fixating on reams of data? What has this change meant in terms of how we make sense of the world around us – of how we use our intellects in conjunction with our souls? Within the lifetime of your grandparents, information and communication was more limited and an obstacle in daily life. In fact, for most of history, information was conveyed by rote memorization in the form of poets and storytellers. Speeches, epics, songs and poems were committed to memory to be shared with others along one’s life journey. As the information age as enhanced various aspects of living, it has also taken away from a cornerstone of family and community life – the oral tradition.
For this task you will take on the role of poet and commit to memory at least fifteen lines of verse from either the poems we explicated or the Fagles edition of The Odyssey. You will recite them to the class and briefly discuss why you selected them. (See appendix for due date)
Product: Oral recitation (at least 15 lines) with brief commentary
Evaluation: See rubric in appendix
Task 10 – Antigone by Sophocles
An important philosophical component of the Expedition Academy is the understanding that things are seldom what they seem to be. Often in life situations occur where the answers are not as black and white as we would wish. In the 1960s an entire generation embarked on a counter-cultural revolution to find answers to questions relevant to individualism, spirituality and social issues that the older establishment was seen as suppressing. While the counter-culture movement has been an important influence in the shaping of the United States we live in today, the motives guiding the protests of the 1960s have been common in every age and every generation. In Sophocles’ Antigone the playwright depicts one woman’s attempt to think for herself and to follow her moral code. Although written 2440 years ago, the play still resonates today with the realization that every generation recycles the war between authority and individualism, conformity and nonconformity.
Your task is to read this play (see due dates in appendix) and to demonstrate your thinking through quality written responses. Likewise, we will also be using the Socratic method in discussing this play; your participation is crucial to the success of our discussions.
Product: Responses (1/2 page minimum)
Evaluation: Bloom’s Taxonomy/ See rubric in appendix
Task 11 – Antigone Quotations (see appendix for handout & due date)
Product: Completed assignment handout
Evaluation: Accuracy of information/Quality of thinking
Task 10 – Techniques used by Sophocles
Pursuant to some of our mini-lessons, you will have the opportunity to identify some to the many techniques Sophocles used in writing Antigone. Complete the handout and have it ready for discussion. (See appendix for handout & due date)
Product: Identification of various samples of techniques discussed
Evaluation: Effort to complete and find several examples/ participation in discussion
Task 12 – Culminating Letter
You are to write a well-organized, well-supported essay on one of the following thematic statements for the play.
You must state your main idea (thesis) in the introduction; use specific quotes, examples, and details to support and prove your main idea; and end with a concluding paragraph. Do NOT use first person in this essay.
Final copy must be typed (double-spaced) or written legibly in ink on one side of the page only. (See appendix for due date)
********************************************************************************************
Choose one of the following thesis statements for your essay:
********************************************************************************************
How to incorporate direct quotes from the play into the essay:
To quote a few words or single line: enclose with quotation marks and include the text itself. Put line number in parenthesis after quote.
To quote more than two lines: separate quote from text by skipping a line, indenting all lines of the quote, and omitting quotation marks. Put line number in parenthesis after quote.
Product: 2 page – minimum letter
Evaluation: See rubric in appendix
Task 13 – Antigone’s Trial
This play deals with some very real issues, which are a part of today’s society. To try and help you understand the issues (and make the process more interesting), you will be conducting trials of the play’s three major characters.
In class, you will sign up to be either one of the three characters (Antigone, Creon, or Ismene) OR a prosecuting attorney OR defense attorney OR a judge. Everyone will also sign up to be part of a jury for one of the trials. Your work from that point on will depend on the role you have chosen. (See appendix for more information)
Product: Trial
Evaluation: See rubric in appendix
Culminating Project for Odyssey Expedition
During this expedition we have examined literature, governments and laws; we have discussed issues of morality vs. the laws of the state and have explored the realities of living in a global society. All of this has been done in order to address ideas centered on our culminating question: “ What do we mean by the concept of community and how does human nature influence its establishment?”
In an attempt to bring closure to this expedition, one additional topic needs to be addressed: human rights. As humanity becomes more pluralistic, an attempt is being made by many to ensure justice for all people. The work being done in this regard concerns human rights; the basic standards without which people cannot live in dignity. To violate someone’s human rights is to treat that person as though she or he were not a human being. To advocate human rights is to demand that the human dignity of all people be respected.
We experience our human rights every day in the United States when we worship according to our belief, or choose not to worship at all; when we debate and criticize government policies; when we join a trade union; when we travel to other parts of the country or overseas. Although we usually take these actions for granted, people both here and in other countries do not enjoy all these liberties equally. Human rights violations also occur everyday in this country when a parent abuses a child, when a family is homeless, when a school (or state) provides inadequate education, when women are paid less than men, or when one person steals from another.
Your final task for this learning expedition for English and history will be to do an in-depth exploration of one human rights issue from the following:
- Women’s Rights
- The rights of children
- Rights issues regarding different ethnic & social groups
Your research paper must focus on a contemporary issue. Likewise, we will insist on student variety of subjects under one topic. For example, if someone has chosen to research the plight of the Kurds, we will frown on others covering the same subject.
- Length is to be no more than five pages
- Three to five references are required
- Only one electronic source is permitted
- Use books and periodicals (journals) to find information
- Due Friday, January 19th
Product: A well crafted research paper
Evaluation: See rubric in appendix
Appendix
Syllabus - Human Nature
History Adv. English
M 11/12 Quehanna, Pa.
T 11/13 workshop Editing activity
W 11/14 workshop sec.iii due
R 11/15 workshop Paraphrasing handout
F 11/16 workshop sec.iv due
M 11/18 Immersion sec.v due
T 11/19 Immersion sec. v due
W 11/20 Task 1 due Reference Page due
R 11/21 Library Rough Copy due
F 11/22 Library Final Copy due (read T1 for homework)
M 11/25 T2 due T1 due (read Fagles over break. Books 10,11,12,13,&19)
T2 in-class
T 11/26 Parent Conferences
W 11/27 Holiday
R 11/28 Thanksgiving!
F 11/29 Hanuka!
M12/2 Gov’t minilesson Seminar on Fagles
T 12/3 Begin T3 Books 22 &23 due
W 12/4 T3 chart due In-class essay T8
R 12/5 Laurel Highlands,Pa.
F 12/6 Laurel Highlands, Pa.
M 12/9 T3 speech due Begin Plato’s Republic
T 12/10 T3 speech due Seminar
W 12/11 Read Republic
R 12/12 U.N. minilesson Seminar
F 12/13 Workshop/ countries assigned Oral Recitations
M12/16 U.N. workshop Antigone lines 1-182
T 12/17 U.N. workshop lines 183-527
W 12/18 U.N. workshop lines 528-814
R 12/19 U.N. trial run lines 815-1134/T9 due
F 12/20 U.N. trial run Quotes & T 10 due
Complete T11 over break!
Winter Holiday!
History Adv. English
M 1/6 U.N debate #1 workshop
T 1/7 U.N. debate #2 workshop/ T11 due
W1/8 U.N. debate #3 Ismene Trial
R 1/9 U.N. debate #4 Antigone Trial
F 1/10 U.N. debate #5 Creon Trial
M 1/13 student conferences/ 10 D.P.’s due
T 1/14 student conferences
W 1/15 Exams
R 1/16 Exams
F 1/17 Exams
Expedition Academy United Nations First Tasks
Task One: The Head Ambassador is to assign the following to each group member, along with assigning some of the responsibility to themselves:
The “issues” are as follows:
1. Globalization
2. Human Rights
3. Climate Changes
4. Oil and natural resource depletion
5. Desertification of Africa and others
6. Preventing global conflict/peacekeeping
Remember to use your info packet and attempt to contact, via email or phone, the real UN and your respective ambassador! You will have plenty of time over break to do this and gain excellent insight!
Schedule
12/16 – research
12/17 – research
12/18 – Flags due/research
12/19 – Information due/research/topics for 12/18-19 announced!
12/20 – First conference, debating current world issue as practice
Break – Do continued in-depth research on your topics, contact real UN reps! Upon return from break, UN will be every day, debating the 6 topics that you were assigned to research, and we, as a class and UN, will attempt to solve the issue and create a treaty/document that will assist the situation!
E.A.U.N. Daily Agenda
(stand up, sit down) “Ambassador ___________ from ____________”
B. Quote of the day
Individual Journal Log/Documentation
Along with your group folder that is due on the 16th, you must also turn in a journal that you have compiled during the 5-6 day model U.N. that has taken place in our classroom. EACH person in the class must turn in the individual journal, and it must include the following:
DUE Monday January 13th!
Expedition Academy
Odyssey Letter
Mr.Cowan
Name
1) Final Copy Format Developing Accomplished Exemplary
- ink, typed/double-spaced, all drafts
2) Length (meets minimum req.) Developing Accomplished Exemplary
3) Mechanics Developing Accomplished Exemplary
- spelling/ grammar
4) Quotes from text Developing Accomplished Exemplary
5) Comparison of Evslin & Fagels Developing Accomplished Exemplary
editions
6) Comparison of two characters Developing Accomplished Exemplary
- using both editions
7) Homer & Human Nature Developing Accomplished Exemplary
8) Levels of Thought Developing Accomplished Exemplary
- Bloom’s Taxonomy
- Integrated ideas from lessons &
discussions
9) Uses higher level vocabulary Beginning Developing Accomplished Exemplary
Evaluation:
Expedition Academy
Homer Oral Recitation
Mr.Cowan
Name
1) Speaking Skills Developing Accomplished Exemplary
- Eye Contact
- Voice Inflection
- Body Language
- No Gum
- No Fillers
- Rate of Speech
2) Organized Developing Accomplished Exemplary
- cards (if applicable)
- structure of presentation
3) Completely memorized Developing Accomplished Exemplary
15 lines
4) Demonstrated Developing Accomplished Exemplary
- quality ideas in commentary
Evaluation
Exemplary Speaker establishes self as a model for others to follow. Speaker’s main points are clear and well organized. Speaker consistently maintains eye contact and good posture. Speaker’s voice is slow, strong, and clear. Visual aids are creative, clear and easy to read.
Accomplished Speaker has met all requirements. Speaker’s main points are clear and organized. Speaker generally maintains eye contact and good posture. Speaker’s voice is strong and clear, but rapid. Visual aids are clear, creative, and easy to read.
Developing Speaker minimally meets all requirements. Speaker’s main points lack details and organization. Speaker does not maintain eye contact. Speaker’s voice is frequently weak and rapid. Visual aids are adequate but lack creativity.
Beginning Speaker has not met all requirements. Speaker lacks organization and details. Speaker reads presentation with minimal eye contact. Speaker’s voice is generally weak and rapid. Visual aids are difficult and lack creativity.
Socratic Seminar Self-Assessment
Name:_______________________________________ Date:
The following is a tool to be used to measure your growth regarding the seminar process. 
Regardless of what format we decide to use (free or controlled), please take time to evaluate your participation and contribution to the seminar.
1) Student attended seminar Beginning Developing Accomplished Exemplary
with completed assignment
2) Student shows respect for Beginning Developing Accomplished Exemplary
others’ ideas
3) Student displays a willingness Beginning Developing Accomplished Exemplary
to take risks to share ideas
4) Student takes time to generate Beginning Developing Accomplished Exemplary
a multitude of ideas before seminar
5) Student creates own questions and Beginning Developing Accomplished Exemplary
pursues their answers
6) Student draws upon past knowledge Beginning Developing Accomplished Exemplary
and applies knowledge to new situations.
7) Student respects others and listens Beginning Developing Accomplished Exemplary
with an open mind
8) Student challenges incoherent Beginning Developing Accomplished Exemplary
or weakly supported ideas made by other students.
9) Student is attentive during the Beginning Developing Accomplished Exemplary
seminar jotting down notes regarding salient points.
10) Student supports ideas using the Beginning Developing Accomplished Exemplary
text
11) Student contribution to meaning- Beginning Developing Accomplished Exemplary
making of the text
Comments:
Expedition Academy Writing
Antigone Letter
Mr.Cowan
Name
1) Final Copy Format Beginning Developing Accomplished Exemplary
- ink, typed/double-spaced, all drafts
2) Length (meets minimum req.) Beginning Developing Accomplished Exemplary
3) Mechanics Beginning Developing Accomplished Exemplary
- spelling/ grammar
4) Quotes from text Beginning Developing Accomplished Exemplary
5) Introductory Paragraph Beginning Developing Accomplished Exemplary
6) Concluding Paragraph Beginning Developing Accomplished Exemplary
7) Style Beginning Developing Accomplished Exemplary
(First, Second Person & Quotes)
8) Levels of Thought Beginning Developing Accomplished Exemplary
- Bloom’s Taxonomy
- Integrated ideas from lessons &
discussions
Evaluation:
Expedition Academy- English Date:
Mr.Cowan
Response Rubric
1) Exceeds minimum length req. Beginning Developing Accomplished Exemplary
2) Used quotes to support ideas Beginning Developing Accomplished Exemplary
3) Asked questions/ attempts Beginning Developing Accomplished Exemplary
answers
4) Clarity of ideas expressed Beginning Developing Accomplished Exemplary
5) Addresses key considerations Beginning Developing Accomplished Exemplary
and guiding question
6) Uses higher level vocabulary Beginning Developing Accomplished Exemplary
Bloom’s Taxonomy
- Knowledge (define/remembering)
- Comprehension (seeing relationship among things)
- Application (applying ideas to practical situation)
- Analysis (so what? uncovering unique characteristics)
- Synthesis (extending the “so what?” to put parts together into a new whole))
Evaluation: Beginning Developing Accomplished Exemplary
Essay Rubric for Task 11
Name: _______________________
1) The Claim (your point) beginning developing accomplished exemplary
- clarified
2) Evidence or Grounds beginning developing accomplished exemplary
(support for your claim)
3) Support linked to the claim beginning developing accomplished exemplary
4) Counter argument beginning developing accomplished exemplary
-demonstrates understanding
-acknowledged and responded to
5) Concluding paragraph beginning developing accomplished exemplary
6) Demonstrated understanding beginning developing accomplished exemplary
of concepts through application with literature
7) Mechanics beginning developing accomplished exemplary
-spelling/grammar
8)Scholarly Tone beginning developing accomplished exemplary
- higher level vocabulary
- no contractions
- no 1st/2nd person
Evaluation:
English Language Arts Content Standards
Reading
Writing
Listening, Speaking, and Viewing
History Content Standards
Students will:
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