Japanese Culture Syllabus - Dennis Decker Course Description In our HS Japanese Culture class, students develop a keen understanding of different aspects of the Japanese culture. Within this course the students demonstrate an understanding of Japanese culture through project-based learning. Every quarter the students will complete 2-3 projects based on the culture standards found at the DODEA website. The course is sound in both theory and application, and is exciting for the students to do.
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Philosophy I believe that all students are capable of learning. Each student is able to succeed to the level for which they have been prepared. I believe this preparation was accomplished through good study habits, the students' home environment, their individual effort in the learning process, and other various methods. My sole objective is to see the students succeed in the course and give them something new, as they learn by themselves and from one another as we present in the class. The learning method in this course is unique, one of the first in the Europe (I believe), and I hope that they will enjoy it.
Materials The students are required to have a writing utensil of their choice; a notebook or folder to hold their work; and of course, an imagination. We will stretch this last one to its limits.
Grading Policy In order to succeed in this course, the student needs to follow the class rules, attend class regularly, and do the required work. The grades are assigned according to the rubrics that the student and I create together, allowing them the freedom to work, and produce to meet a standard that they created. The course grades are assigned as below: DODEA Grading Scale: 90-100 = A 80-89= B 70-79= C 60-69 = D 59 or below = F
Assessment All class work is project-based, with grades assessed according to the rubric the student and I create together.
Homework All-inclusive in their projects.
Late Work Policy No Late Work is accepted. There are extra credit opportunities available. Tutoring/Extra Help Extra Help is always available during seminar or after school. Appointments are necessary.
Classroom Management I have tried to create a safe haven for learning. I feel that I have accomplished this by asking the students to respect all others, their belongings and their own space. I use the golden rule as the standard, treating others as you wish to be treated. (JUST ASK ME ABOUT "10 Nice Things.") All of the school rules are followed in my room. If any items not allowed in school are seen, they will be confiscated. In addition, I have asked that no makeup, brushes or combs be used when the student is in my class. The consequences of violating the rules are below: First offense Verbal warning Second offense 10 min. detention and a student-teacher conference Third offense Detention (after school room cleaning duty), Call to parents. Fourth offense Detention, Parent-teacher conference. Fifth offense Referral to the office. (Severe first violations go here also)
Content Outline See course description above for this information
Additional Information We will go on one field trip to Kamakura this year in the spring. Parents are welcome; please sign up a volunteer chaperone when the permission slip comes out in the spring.
Contact Information Email: [email protected] Phone: 483-7800 Standards You can find the curriculum standards at the site below: http://www.dodea.edu/Curriculum/foreignLanguage/upload/2009_stn_fl_level1.pdf
Level I
Strand: FL2 Culture The Culture strand focuses on understanding the perspectives (attitudes, values), the practices (patterns of social interactions), and the products (e.g., food, books, games, etc,) of a society. It is important that students become skilled observers and analysts of other cultures.
Standard: FL2a: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.
Component: FL2a.1: Analyze, discuss, and report on a wide variety of practices and perspectives of the target culture;
Component: FL2a.2: Participate in and discuss appropriate cultural practices.
Examples: • Research and report on a variety of topics from the target culture (e.g., entertainment, nutrition, health, gender roles, art, and literature); • Interact verbally and non-verbally in a variety of situations, using culturally appropriate etiquette (e.g., in a restaurant, as guest in a home, at a sporting event, at a celebration such as Chinese New Year say “Happy New Year”- ���� xin nian kwai); • Become aware of the social, political, and basic economic institutions of target culture (e.g., government-run economy versus capitalistic economies).
Standard: FL2b: Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.
Component: FL2b.1: Analyze, discuss, and report on a wide variety of products and perspectives of the target culture;
Component: FL2b.2: Analyze, discuss, and report on significant contributions from the target culture.
Examples: • Identify important symbols associated with the target culture (e.g., Roman eagle, French fleur-de-lis) and explain their significance; • Discuss impressions and perspectives gleaned from film and video (e.g., how people treat each other, the ways they view their families, the places where they live); • Investigate and discuss how previous cultures influence modern cultures (e.g., legal practices, and holiday celebrations).