Courage Project - Due TH 8/29

Courage Project

"Courage is the most important of all the virtues, because without courage you can't practice any other virtue consistently. You can practice any virtue erratically, but nothing consistently without courage."— Maya Angelou

“Most of the important things in the world have been accomplished by people who have kept on trying when there seemed to be no hope at all.” – Dale Carnegie

Project Goal: Begin the journey of developing greater courage in order to be your best self and improve the world.

In order to succeed in life, you will need courage. It takes courage to work hard, to stand up for your beliefs, and to reach your full potential. Courage is the theme for this year in Socratic 9. We will study different facets of courage both in history and literature. Courage is also tied to the Maeser values of truth, honor, and virtue. In order to live up to these values, you will need to be courageous.

Step 1: Choose a Project. For one week, you will work on further developing your courage. You will design a project for yourself that will help you stretch or improve your courage. Choose something meaningful that will challenge you. Project ideas:

-          Become friends with someone different from you (ex. someone you thought was “weird,” an elderly person, a person from a different background, etc)

-          Work on being more friendly and outgoing (ex. talk to a certain number of new people each day, speak up daily in each of your classes, etc)

-          Begin working on a goal you’ve been putting off (ex. start exercising, stop procrastinating something, join a team, etc)

-          Apologize to someone or mend/improve a difficult relationship (ex. with a  sibling)

-          Try something new (ex. try rock climbing, try ballet, learn to cook, learn to sew, etc)

-          Form a good habit

-          Stop a bad habit

-          Sacrifice your time and serve someone

Step 2: Reflect in Writing. Write a 500-700 word reflection essay (it should only be a page) on your experience with the courage project. Here are some questions/ideas to help guide your reflection:

-          First, explain your project. What did you do and why?

-          What were you like before this project? How did your character, your thoughts, and your feelings change over the week?

-          What surprised you as you worked on your project?

-          What did you learn from this project? Why was it important?

-          How will you work to continually increase your courage in the future?

Step 4: Keep Growing. Take what you’ve learned and work each day to be more courageous. Don’t let fear, embarrassment, procrastination, peer pressure, or distractions stop you from becoming your best self and achieving worthy goals. As you do this, you will improve yourself, your relationships, the lives of others, your family, your school, your community, and the world around you.

Rubric - 20 points possible:  Expectations to receive full points: Directions for the assignment are followed completely. Paper is typed and written using standard English conventions (ex. correct capitalization and grammar). Reflection paper is submitted on time and reflects sincere effort and depth of thought.

SUMMER READING--If you have not done it, it is not too late!

This summer, Maeser has started a new reading program. This summer reading program is something that will be used in our curriculum, especially during the first few days of school. The readings for 9th grade are two plays by the Greek playwright, Aeschylus. They are:

The Persians
The Seven Against Thebes

You can read them on the internet using the url below or print them from this url. Each play is about 60 pages.

http://classics.mit.edu/Aeschylus/seventhebes.html

http://classics.mit.edu/Aeschylus/persians.html

**Remember, we will be discussing these two plays during the first two days of class, so PLEASE come having read them both.

Enjoy your end of summer!!!

Lectures and Homework for 8/20 - 8/30

T,  8/20: Meet and Greet each other. Read Disclosure Document. Give an introduction to the Course. Start talking about the summer reading of The Persians and The Seven Against Thebes. Discuss: What is Courage???

“Courage is knowing what not to fear.” Plato

Homework:

·         Have parents sign disclosure document and review important points with them. Due TH, 8/22.

·         Bring 1 composition notebooks for class (to be used as a writing response journal in class)--Due TH, 8/22.

·         Review the summer readings.

W, 8/21: Continue discussion of The Persians and The Sevens Against Thebes and COURAGE. Talk about the difference between debate and discussions.

“I know nothing except the fact of my own ignorance.” Socrates

Homework:

·         Look at class website and class blog site. Due TH, 8/22.

·         Look up Socrates and the Socratic Method on the internet. Read about these subjects. Due: TH, 8/22.
-          Start Courage Project. Final Paper Due, TH, 8/29

TH, 8/22: Discuss Socrates and the Socratic Method. Read Apology and prepare the document for discussion. Review First Term Writing Assignment. First Draft due, 9/6 or 9/13. Final due 9/25

“It is not living that matters, but living rightly.” Socrates

Homework: . Read and annotate What is History? and How to Write History, pp. 95-100. Due M, 8/26.

F, 8/23: (A) Socratic Discussion: Can one person make a difference? Review First Term Writing Assignment. Review grammar.

M, 8/26: What is History? Read various newspaper articles and analyze them using Lucian’s criteria.

“The greatest way to live with honor in this world is to be what we pretend to be.” Socrates

Homework: Read and annotate, Body Ritual Among the Nacirema. Due T, 8/28.

Vocabulary List #1A. Due, Th, 8/29.

 

 

Vocabulary List #1A

accentuate

alliteration

analogy

aspire

bizarre

boisterous

boycott

camouflage

chronology

commemorate

 

T, 8/27: Understanding Other Cultures and Societies. Discuss the Nacirema.

“The unexamined life is not worth living.” Socrates

Homework: Write a paragraph describing something that you normally do in your day-to-day life, but write about it in such a way that other people may not be able to immediately tell what it is. For example, think about the Nacirema “Holy-mouth men.” Due: W, 8/28. **You must have one other person read your paragraph and sign it before turning it in.

W, 8/28: Read paragraphs. Read parts of The Seed People. How are cultures and societies started?

“An honest many is always a child.” Socrates

Homework: Work on First Term Writing Assignment.  First Draft Due, 9/6 or 9/13.
Finish Courage Project, Due TH, 8/29.

TH, 8/29: Discuss the First Humans. Do the worksheet in class.

“Beware the barrenness of a busy life.” Socrates

Homework:

·         Read “Genesis 1 - The Creation of the World” and “Ovid: The Creation of the Cosmos and The Ages of Man." Due, T, 9/2.

·         Work on First Term Writing Assignment.  First Draft Due, 9/6 or 9/13.

F, 8/30 (B): Socratic Discussion: Can one person make a difference?

Tests and Major Projects for 9th Grade Socratic Class 2013-2014

Tests and Major Projects for 9^th Grade Socratic Class 2013-2014

First Term

Tests

W, 9/18 – Test on Archaeology, Anthropology, Socrates and Sumer

T, 10/2 – Test on The Epic of  Gilgamesh

TH, 10/17 – Test on Ancient Civilizations

 

Projects

 

First Term Writing Project : Write a personal narrative explaining how one person made a difference in your life. This story should be based on fact, not fiction.  This paper can be written in first person (“I”). This paper should focus on one story of a snapshot of a single event that happened in your life.  

First Draft Due – F, 9/6 (A) and F, 9/13 (B); Final Paper Due – W, 9/25

 

Civilization Project: Pick one aspect (such as writing, clothing, weaponry, etc.) of one of the civilizations we are studying this term (Sumeria, Phoenicia, Egypt, Israel, Assyria, Babylonia, Persia) and write a one-page summary of the information you have found. Try to become an expert in this one area. Present your research using a short powerpoint or poster or visual which you made. Due, T, 10/8.

 

Second Term

 

Tests

T, 11/12 – Test on Archaic Greece and The Iliad

TH, 12/5 – Test on Odyssey, Oedipus Rex, Antigone, and Classic Greece History

Finals – W, 12/18, TH, 12/19, F, 12/20

 

Projects

 

Second Term Writing Assignment: Pick a Greek myth and retell the story using dialogue and details. Your focus should be to enable your reader to see, feel, and understand the characters in the myth. You are not simply relating the facts, but telling a story that is interesting and appealing to read.

Pick a Myth. Due F, 10/25 (B), and F, 11/1 (A); First Draft. Due F, 11.8 (B) and F, 11/15 (A); Final Paper Due, TH, 11/21.

 

Greek Powerpoint Presentation: Pick one aspect of the Greek civilization (such as government, coinage, weapons, clothing, Olympics, etc.) and do some research. Make an 8 slide powerpoint presentation and present it to the class. Due, T, 12/10.

 

Third Term

 

Tests

TH, 2/13 – Test on Early Roman History

T, 3/18 – Test on Roman History

Projects

 

Aeneid Project: Do a visual project on Virgil’s poem, The Aeneid. This can be a picture, a video, a photo essay, a powerpoint presentation, a poster, or a diorama. Please use your creativity.  Due: T, 2/11

 

Civilization Book Report: Pick a book that you have NOT read before about one of the civilizations we are studying this year. It can be a fiction or a non-fiction book.

Pick Book – Due: W, 2/12; Report Due: T, 3/14

 

Compare and Contrast Report: Write a research report comparing and contrasting one area of Ancient Roman life with our modern American culture today. Subjects may include government, architecture, women’s rights, racing, war, etc.  Only four research sources are required. Pick a Subject – Due: TH, 2/6; First Draft - Due: (A) F, 2/21; (B) F, 2/28

Final Paper—Due: T, 3/11

 

Fourth Quarter

 

Tests

T, 4/22 – Test on China, Islam, and the beginning of Medieval History

W. 5/13 – Test on Beowulf

T, 5/20 – Test on Medieval History

T, 5/27, W, 5/28, TH, 5/29 - FINALS

 

Projects

 

Epic Poem Project: Write an epic poem with three monsters and at least 100 lines.  Due: TH, 5/8

 

Chivalry Project                : All the 9^th graders participate in this project. Each young man is given a young woman (or young women—depending on the class) to be chivalrous to during school.  TH, 4/24 to TH, 5/8 (2 weeks)

 

Research Report: Formulate a research question on any of the civilizations we have studied. Write a research report answering that question. The paper should be 8-10 pages in length and use at least six research sources. 

Pick a Research Question—Due: TH, 4/3

Complete Works Cited Page—Due: TH, 4/17

Complete Note Cards—Due: TH, 4/24

First Draft—Due: (A) F, 5/2; (B)5/9

Final Draft—Due: W,  5/14

 

Homework:

Every week, there will be vocabulary lists given on Monday for a test on Thursday.

There will be a short weekly writing assignment (usually, a paragraph) assigned weekly.

There will be homework reading assignments given on Monday through Thursday evenings.

 

9th Grade Socratic Disclosure Statement 2013-2014

Socratic Seminar: 9^th Grade

Student Disclosure Document

 

Teacher:  Mrs. Richardson    

E-mail: marianna.richardson@maeserprep.org

Classroom Blog: www.9thgradesocratic@blogspot.com

 

How to reach me

The best way to contact me is via e-mail. Please give me 24 hours to respond. I am available after school by appointment. I am also available on Friday afternoons from 12:00 p.m. to 1:00 p.m.

 

Course Description:

In 9^th grade Socratic Seminar, students will be studying the literature and history of the ancient world. This year, students will be interacting with the great minds of the past and engaging in a dialogue with their ideas and themes. By the end of the school year, my hope is that students will have a basic historical framework for the major events and developments of the ancient world, and that they will find an interest in the stories that have contributed so much to our human experience. The following is an overview of what we will be studying:

 

Term	Areas of Study	Literature
First Term	Mesopotamia Egypt Israel Assyria Babylon Persia	The Epic of Gilgamesh Anthony and Cleopatra by Shakespeare The Seed People by   Other selected readings
Second Term	Ancient Greece	The Iliad and The Odyssey by Homer Oedipus Rex and Antigone by Sophocles Other selected readings
Third Term	Ancient Rome	Metamorphoses by Ovid The Early History of Rome by Livy Selected Lives by Plutarch Julius Caesar by Shakespeare Other selected readings
Fourth Term	Ancient China The Rise of Islam Byzantine Empire Medieval Europe	Analects by Confucius The Koran Beowulf Other selected readings

 

Course Overview:

Attendance:     Students are expected to attend class and be on time for class.

 

Extra Credit:   There will be limited opportunities for extra credit. These opportunities will be given to the entire class, not on an individual basis. I will not entertain requests from individual students or parents for extra credit.

Papers:            All papers are required to be in the correct format, which is 12 point font in a standard font like Times New Roman or Arial. Fancy fonts are not acceptable. Papers must be double-spaced, with standard one-inch margins. The student’s name and period number must be in the upper right hand corner of the paper. There will be one major paper per term and many additional shorter writing assignments also. Final drafts must be printed off and physically turned in, unless previous arrangements have been made with the instructor.

 

Readings:        The texts and literature that we will be reading and discussing are complex, and difficult. Like any skill, the only way to improve your reading is to practice. These texts have been chosen for their beauty and value. If students persevere, they will see an additional benefit: increased reading comprehension, reading speed and vocabulary. Please keep up with your reading. Quizzes will be given to ascertain student understanding of the readings, also.

 

Projects:          There will be several opportunities throughout the year for students to engage in productive and worthwhile projects. Instructions for individual projects will be given periodically throughout the year.

Tests:               There will be two or three tests during each term and a final comprehensive exam at the end of each semester.

Vocabulary:    There will be a vocabulary list given most Mondays to be reviewed at the end of each week.

Daily Supplies: Every day, students need to bring to class a 3-ring binder for lecture notes and handouts, a supply of college-lined paper for note-taking, pen or pencil, and book we are reading. Students will also need a composition book to keep in class for writing journal responses.

Honesty:          I strongly believe in the motto of our school: Truth, Honor, and Virtue. I expect students to develop and cherish these virtues. Cheating in any form will not be tolerated. Plagiarism is cheating. Any and all cheating will result in a failed grade on the particular assignment, and further action will be taken in accordance with the school policy.

Expectations:

Classroom Participation/Behavior

·         Students are expected to abide by the rules in the school handbook. This includes the school uniform policy. I will enforce the uniform and attendance policy.

·         As a “seminar” style class, much of the learning will be accomplished through discussion between students with the teacher facilitating constructive dialogue. Thus, respect for others is paramount. Teasing, taunting, hazing, bullying or any other inappropriate behavior will not be tolerated, whether they happen in class or outside of class.

Homework Assignments

·         There will be a great deal of reading in this class, which will provide the basis for our class discussions. Students should try and keep up with the reading schedule, but if a problem arises, come and see me immediately.

·         Assignments must be turned in at the beginning of class and will be considered late if turned in any other time.

·         Students are expected to meet all deadlines to turn in assignments and take tests and quizzes.  Without an excused absence, work from units that have ended cannot be made up.

·         Assignments can be turned in one day late, with a 25% penalty. Assignments will not be accepted after one day late. 

·         Assignments cannot be emailed to the teacher, unless previous arrangements have been made.

Classroom Blog Site

I have established a blog site for this class. I will update it each week with homework, assignments, projects, papers, and vocabulary lists. It is THE STUDENT’S responsibility to keep up with assignments. It is the student’s individual responsibility to know what the assignments are and when the assignments are due. Each student is expected to prepare accordingly. If you have a question, look at the blogsite first.

 

Grading

·         10%  Behavioral (e. g., participation in class, attitude in class, uniform compliance, etc.)

·         20%  Homework

·         30%  Projects

·         40%  Tests and Quizzes

The grading scale will be as outlined below:

Percent Range	Grade	Percent Range	Grade
93-100	A	74-77.99	C+
90-92.99	A-	70-74.99	C
86-89.99	B+	66-69.99	C-
82-85.99	B	<66	F
78-81.99	B-	D Grades are not awarded at Maeser Prep

Remediation

            The remediation policy found in the Karl G. Maeser Preparatory Academy Student Handbook will be the policy for the class.

 

**Please initial here to indicate that you have read and understood the expectations, including the policy on late work and grading. _________.

 

Disclosure

Please read, sign (both the student and a parent), and return this page to your teacher.

I understand that Socratic Seminar students will explore a variety of topics and themes, including politics, religion, curriculum-appropriate sexuality (e.g., the infidelity of Gilgamesh or a picture of Michelangelo’s David or other similar statues), mental health, social problems, and other moral and ethical values.  The teacher will be sensitive to the family’s role in shaping individual students’ values and will treat these subjects with a respectful, balanced, academic approach.  Individual students in the class may share their own beliefs, insomuch as they are respectful of other students’ beliefs as well as those held by other members of the community at large. I understand that teachers have opinions too that occasionally may be voiced as such.  If at any time I am uncomfortable with something that has been discussed in class, I will bring this to the attention of the teacher and respectfully seek mutual understanding.

I have read and understand the policies stated in this document.

 

______________________________            __________________

PRINT Student Name                                                Date

 

______________________________            __________________

Parent/Guardian Signature                              Date

 

______________________________            __________________

Student Signature                                           Date