ERIC ED376484: Idaho Humanities Content Guide and Framework.

34 Pages·1994·0.71 MB·English

by  ERIC

DOCUMENT RESUME
CS 214 610
ED 376 484
Framework.
Idaho Humanities Content Guide and
TITLE
Idaho State Dept. of Education, Boise.
INSTITUTION
94
PUB DATE
35p.
NOTE
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High
Communication Skills; Curriculum Dew.lopment;
DESCRIPTORS
Instruction; State
Schools; *Humanities; *Humanities
Curriculum Guides
Curriculum Emphases; *Idaho; *Performance Based
IDENTIFIERS
Evaluation
ABSTRACT
this paper is
The humanities framework presented in
curriculum, course syllabus, or
not intended to be a state prescribed
discussed in the paper is
study guide. Instead, the framework
their own curricula to address
designed to help local schools develop
state and the nation. An
their own goals as well as those of the
secondary exit
introductory section of the paper discusses
(2)
1) communicates effectively;
performance standards (such as
is a
(4)
(3) uses information effectively; and
solves problems;
performance based
lifelong learner), questions and answers on
based education,
education, the shifting emphases in performance
alignment, and
definition of terms, related curricula, curricular
main section of the
combined humanities and fine arts goals. The
vision, and mission of the humanities
paper discusses the rationale,
curriculum framework itself.
curriculum, as well as the humanities
description of implications for the
The paper concludes with a brief
classroom teacher. (RS)
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that can be made
Reproductions supplied by EDRS are the best
from the original document.
*
***********************************************************************
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school year, they will, no
As schools work with this document during the 1994-95
It is hoped that local educators will share such
doubt discover oversights and errors.
Education, along with any
experiences with the relevant staff of the State Department of
document.
other suggestions thcy may have for the improvement of the
Please forward any comments regarding this document to:
Rudy Leverett, Coordinator, Humanities
Idaho State Department of Education
650 West State Street
P.O. Box 83720
Boise, Idaho 83720-0027
IDAHO
HUMANITIES
CONTENT GUIDE
AND FRAMEWORK
1994
Rudy Leverett
Coordinator, Humanities
State Department of Education
Jerry L. Evans
Jerry R. Peiton
Darrell K. Loos le
State Superintendent
Bureau Chief
Associate State Supt.
of Public Instruction
of State-Federal
Instructional Services
Instructional Services
Idaho State Department of Education
Len B. Jordan Office Building
650 West State Street
P.O. Box 83720
Boise, Idaho 83720-0027
[phone]
4
Table of Contents
Foreword
Acknowledgments
iii
INTRODUCTION
1
Secondary Exit Performance Standards
3
Questions and Answers on Performance Based Education
7
Performance Based Education: A Shift in Emphasis
11
Definition of Terms
12
Related Curricula
13
Curricular Alignment
14
Combined Humanities and Fine Arts Goals
15
THE HUMANITIES CURRICULUM
19
Rationale
21
Vision and Mission
23
The Humanities Curriculum Framework
25
Implications for the Classroom Teacher
33
Foreword
In February, 1994, an advisory committee of public school educators convened to assist the
State Department of Education in developing this performance based humanities curriculum
framework.
While this framework reflects the policy of the State E oard of Education with regard to its
general goals for the public schools of Idaho, the humanities framework is not intended to be a
help local
state prescribed curriculum, course syllabus, or study guide. Instead, it is designed to
schools develop their own curricula in such a way as to address their own goals as well as those of
the state and nation. Humanities guides and course descriptions are also available from the State
Department of Education to those who need them.
On behalf of this office and the school children of Idaho, I would like to express sincerest
thanks to all of those who have given of their time and expertise in the development of this
document. Without the continuing help of Idaho's classroom teachers and local school officers, the
work of this office would be immensely more difficult.
JERRY L. EVANS
State Superintendent
of Public Instruction
Humanities
Content Guide and Framework
Acknowledgments
The State Superintendent of Public Instruction and the Idaho State Department of
Education gratefully acknowledge the generous contributions to this project of the members of the
Without the
Humanities Framework Advisory Committee whose names are listed below.
professional expertise, personal sacrifices, and tireless efforts of these Idaho teachers, this project
would not have been possible.
Clearwater Valley High School, Kooskia
Linda Burnside
Boise High School, Boise
Jody Mabe
West Junior High School, Boise
Judy Myers
Highland High School, Pocatello
Grace Owens
Van Buren Elementary School, Caldwell
Nancy Smith
Boise Independent School District, Boise
Steve Tyree
INTRODUCTION
8
Secondary Exit Performance Standards
The Secondary Exit Performance Standards for Idaho high school graduates were developed
by the Goals and Testing Commission to reflect the knowledge and skills that Idaho students are.
expected to master by the time they graduate.
Students' proficiency in these Performance
Standards will be measured through a variety of tasks included in the Statewide Testing Program.
An Idaho high school graduate
o
communicates effectively.
o
uses knowledge, information, and technology effectively.
o
solves problems.
,o is creative and original.
o
determines quality.
o
collaborates with others.
o
is a lifelong learner.
The following is a more complete statement of each standard and a list of traits which
describe each standard in more detail.
An Idaho high school graduate communicates effectively in written, oral and multimedia
1.
forms (such as audio and video recorded presentations; charts, graphs and visual aids; and
computer enhanced presentations).
LIST OF TRAITS
Ideas and Content -- The communication is clear, focused, interesting, and
o
appropriate for the audience. Details and anecdotes demonstrate a command
of the subject.
o
Organization -- The communication addresses issues clearly and directly.
Voice -- The communication speaks appropriately and directly to the audience
o
in a way that is individualistic, expressive and engaging.
Form -- The chosen form of communication conveys the intended message.
o
Conventions -- The communication includes appropriate use of grammar,
o
capitalization, punctuation, usage, spelling and paragraphing.
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An Idaho high school graduate locates, organizes, and uses knowledge, information,
2.
and technology effectively.
LIST OF TRAITS
Reading -- The student reads with accuracy and understanding.
o
Active Listening -- The listener understands and evaluates verbal and
o
nonverbal information and responds appropriately to the speaker.
Identification of Sources -- Sources of knowledge and information are
o
Information technology is used
identified and used efficiently.
appropriately.
Organization of Information -- Information is effectively organized
o
using clear criteria to select materials.
An Idaho high school graduate identifies and describes problems or issues and
3.
develops effective strategies for addressing those concerns.
LIST OF TRAITS
Presentation of Components -- The issue is clearly described, using
o
figures, diagrams, or models as appropriate.
Development and Implementation Strategies -- Clear and effective
o
strategies for solving or addressing problems or issues are identified,
implemented, and evaluated.
o
Verification of Results -- Results are related to prior knowledge and
evaluated for reasonableness.
An Idaho high school graduate demonstrates creativity and originality in the design,
4.
production, and presentation of activities.
LIST OF TRAITS
o
Creativity and Originality -- Innovative methods of design, production,
and presentation are developed, leading to new understanding,
methods, or products.
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