Intercultural Literature

C. Valverde

2014 - 2015

Intercultural Literature


Culver City High School

Carlos R. Valverde, Ed. D.: (310) 842-4200 or

Culver City High School is an engaged and caring academic community where diversity is valued and respected. We are committed to educating and inspiring all students to become life-long learners and contributing members of our global society.

-CCHS Mission Statement

Culver City High School believes:

  1. Each member of our school community plays an integral part in making student success a certainty.
  2. That all students are provided the necessary resources and opportunities to become successful Collaborative Workers, Adaptable problem Solvers, Critical Thinkers, Involved Citizens, Quality Producers, Self-guided Achievers, and Effective Communicators.
  3. That all students are immersed in vigorous, standards-based curricula that promote higher level thinking skills.
  4. That all students are capable of learning and as such, we educate the whole person providing students the necessary support to achieve their fullest potential.
  5. That we value diversity and promote tolerance and espouse understanding and compassion.
  6. That the aesthetic value of our campus is an important part of student achievement.

COURSE DESCRIPTION:

This course presents a literary and socio-cultural analysis of representative work by American, as well as worldwide, authors who illustrate the ethnic and cultural diversity of our global society. Intercultural Literature is designed to …

  • engage learners in reading, thinking, and discussing issues and concepts associated with of the major issues that affect cultural diversity in society.
  • develop critical thinking and intercultural competence through the analysis of texts in a discussion-based, Socratic method format.
  • examine different literary genres (i.e., fiction, prose, poetry, etc.), with emphasis on nonfiction sources of literature and information (i.e., articles, film, multimedia, etc.) that reveal the historical, social, and cultural complexities that help explain culture today.
  • explore human nature and our struggle to cope with the complexities of our social diversity and environment.
  • produce critical, analytical and creative written compositions of collegiate integrity.
  • engage in project-based learning assignments designed to enrich the understanding of cultural diversity.
  • engage in intercultural training activities, research, program design.
  • promote self-awareness, as well as cultural awareness.
  • support intercultural activities that promote positive human relations among all people in the community and the school site.

CALIFORNIA CONTENT POWER STANDARDS:

  1. Students read and understand grade-level-appropriate material while analyzing the organizational patterns, arguments, and positions advanced (Reading Comprehension 2.0).
  2. Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject (Reading 2.5).
  3. Critique the power, validity and truthfulness of arguments set forth in public documents (Reading 2.6).
  4. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science (Literary Response and Analysis 3.0).
  5. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim (Narrative Analysis 3.2).
  6. Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned arguments (Writing 1.0).
  7. Students deliver focused and coherent presentations that convey clear and distinct perspectives, critical research strategies, and demonstrate solid reasoning (Listening and Speaking Strategies 1.0)

CONTEXT FOR COURSE: This course was modeledafter a university level cultural diversity course. Due to the sensitive and controversial nature of certain topics that arise in learning about cultural diversity, the class is carefully taught with the same sophistication expected of a college level course. Therefore, high school students choosing to participate in this course are expected to demonstrate sophisticated collegiate maturity.

Intercultural Literature is designed to launch students into an intensive and comprehensive study of cultural diversity through literature in relation to the English Department’s goals and State Standards. The course is intended to provide a strong foundation for critical thinking, reading, writing, and the exercise of interculturalism. Students will work individually and collaboratively in an effort to realize the Culver City High School’s Student Outcomes and Mission Statement. Specifically, this course is intended to promote self-guided achievement, quality production, effective communication and involved citizenship. Upon completion of this course, students will have a strong foundation of cultural understanding to build from for the rest of their lives.

COURSE GOALS:

  1. Through the literature and discussions, students will demonstrate an understanding of the major issues that affect cultural diversity in society: culture, ethnicity, race, gender, sexuality, demography, prejudice, racism and inter- and intra- group differences.
  2. Through the literature and discussions, students will develop and demonstrate an understanding of some of the major issues affecting primary ethnic and cultural groups in the United States, as well as understanding various theoretical frameworks that explain such phenomena.
  3. Students will reflect on the above in light of his or herown social, ethnic and cultural experience; as well as that of the authors, peers and guest speakers.
  4. The student will participate and engage in intercultural activities to enrich their learning experience.

KEYS TO SUCCESS...

Bring the necessary materials to class;

Have required work by the assigned due date;

Read literature accurately and perceptively;

Maintain a civil discourse and atmosphere;

Exercise critical, reflective and contributive thinking;

Express personal insights, thoughts, ideas, and opinions about topics through class discussions and clear, well-organized, effective writing compositions.

Demonstrate the ability to create and perform oral presentations before an audience of peers.

Bring an open mind and a willingness to learn.

GRADING POLICY / EVALUATION

Grades will be based on the number of points that you accumulate. Points are given in the following areas:

1. Homework / 10 points per assignment
2. Journals
3. Quizzes / 50 points (collected every 10)
20 points per quiz
4. Exams / 30-50 points
5. Participation / 15% of total grade
6. Research Paper & Multimedia (1st semester) / 100 points
7. Resource Project (2nd semester) / 200 points
8. Final Exam / TBA

Points will be converted to a percentage equivalent to a letter grade:

100%= A+ 87-89% = B+77-79% = C+ 67-69% = D+ 59% or below = F

94-99% = A 84-86% = B74-76% = C 64-66% = D

90-93% = A- 80-83% = B-70-73% = C- 60-63% = D-

PARTICIPATION: A major part of this class will revolve around class discussions. Through discussions one shares, analyzes and argues relevant information. As this course uses the Socratic method of instruction, the teacher must observe the student engaged in the learning process. The success of the class is contingent upon what students 'bring to the table.' This means that remaining silent in a discussion-based course is no contribution at all. Class discussion, or dialogue, is critical in maximizing everyone's experience in the course. Therefore, participation is a necessary part of this class.

MATERIALS: All students are required to bring their readings, notebook, paper, and writing instruments to class every day. If you are not completely prepared for class with all of your supplies, you will not earn participation credit.

HOMEWORK and MAKE-UP WORK:Most regular homework assignments entail reading and writing exercises. It is imperative that homework assignments be completed on time. Late homework will only be accepted in the case of an excused absence. However, if the instructor allows late work for certain assignments, it will be penalized by loss of points. If you have an excused absence, it is YOUR responsibility to find out about the missed assignment from a classmate or the teacher. You will have 2 days to turn it in. If you are absent on a quiz/test day, you have the choice of making it up within two days of the absence or your next quiz or test will count double. There is no make-up work if you are truant.

TARDINESS:Excessive tardiness is a negative behavior that demonstrates little regard for the integrity of the learning environment. It is disruptive, selfish and rude. The instructor will abide by the school tardy policy. In addition, excessive tardiness and absences will affect your overall participation grade.

CLASSROOM ATMOSPHERE:

1. Have respect for yourself, your classmates, your teacher, and your classroom.

2. The use of electronics, doing work from other classes, sleeping, etc. during class time is a sign of disrespect toward the teacher and undermines your educational experience.

3. The discussion of cultural experience naturally involves the sharing of personal experiences. It is vital that all class participants respect and honor their classmates’ candidness.

4. The teacher will conduct this class comparable to a college level literature course; collegiate maturity is expected.

5. Most importantly: kindness, courtesy, and respect to everyone.

More About Intercultural Literature:

Literature is a term used to describe written or spoken material, anything from creative writing to more technical or scientific works. Literature represents a language or a people; ideas and interpretations; cultures and traditions. However, literature is more important than just a historical or cultural artifact, it introduces us to new worlds of experience. Through reading, decoding, interpretation, and discussion, we discover meaning by uncovering the layers of social, cultural and historical factors that make up the world today.

Interculturalism is a theoretical framework that is best described as 'cultural exchange through dialogue.' While cultural diversity and interaction is an undeniable outcome of the United States, this course helps develop intercultural competence, or the knowledge, awareness and skills, necessary for successful and effective interaction and communication with varying ethnic, racial and cultural groups. Hence, literature serves as the catalyst for intercultural dialogue and competence.

Intercultural Literature 12, uniquely created here at CCHS in 2002, is designed to provide students with a powerful learning experience that exposes them to many of the concepts, theories and terms that they will encounter in college. It is a course that is uniquely taught by specially trained instructors that demands full participation on the part of the student. Former students have described the course not only as memorable, but a powerful learning experience that promoted personal growth, self-expression and expanded intellect.

“A real book is not one that we read, but one that reads us.”

W.H. Auden (1907-1973) English-born poet and man of letters.

Student Information
Intercultural Literature

I have read the Course Policies and Expectations; I fully understand and will abide by them. I will keep them in my notebook for reference.

Student Name (please print) ______

Student’s Signature ______

Today’s Date ______

STUDENT’S SECTION:

Birth Date ______Languages Spoken ______

Parents’ Nationality ______

Countries Visited ______

Career Goal(s) ______

Hobbies ______

Are you in any clubs/organizations/sports, etc.?

______

If you could be an animal which would you be? ______

Name one thing you are most proud of?

______

Name one thing you would like to accomplish this school year

______

ACADEMIC INFORMATION

Last year’s grade in English: Semester 1: ______Semester 2: ______

What has been your favorite subject in high school? ______

Parents Level of Education:Father ______Mother: ______

Will you be a first-generation college student? Explain.

Briefly explain why you chose to take this course. (Be honest)

PARENT ACKNOWLEDGEMENT

Intercultural Literature

I have read the Course Policies and Expectations; I fully understand and agree to them. My son/daughter will keep them in his/her notebook for reference.

Parent or guardian’s name (s) (please print) ______

Signature (at least one)______

Mailing Address ______

City ______Zip ______

Home Phone # ______

CONTACT INFORMATION

There might be occasions when I will need to call during the day to discuss your son/daughter. Whom should I speak to and at what number?

Print Name ______Phone # ______

Signature ______Date ______

Please feel free to contact me at (310) 842-4200 or . I look forward to working with you and your son/daughter.

Carlos Valverde, Ed.D.

Director of Student Activities

Intercultural Literature Instructor