World Studies 7th Grade
Henderson Middle School
2012 Fall Semester Course Syllabus
Mrs. Lauren Brantley – Room 500
678-874-2995 (Voice Mail)
Course Description / World Studies
In seventh grade, students conclude the study of major world regions. The four strands of history, geography, government/civics, and economics are integrated, with history as the central strand. The history strand focuses on historical developments essential to understanding a specific region in the modern world. The geography strand relates the importance of geography to each region’s development. The civics strand examines the political structures in each region. The economics strand continues to build basic economic concepts and introduces students to the economic development of each region.
Textbook / Publisher/ Cost – If the textbook is lost, stolen, or damaged (missing the barcode), it is the student’s responsibility to pay for the book ($70.97) before a replacement book is issued. In the event that the lost book is found, please retain all receipts. My World Studies (Prentice Hall) will be available to students on-line.
E- Text Instructions:
Set Up Requirements - you can come back later to explore these options
Click Enter
Click myworldstudies Georgia 7th Grade
Look in upper right hand corner for launch e-text
This will take you to the textbook
Username: oneworldstudies
Password: dies1
Outlin*Must use internet explorer for your brower to access the on-line text.e of Course:
First Semester: Connecting Themes, Map Skills. SW Asia (Middle East), Africa. Projects will be announced.
Description of Standards:
SS7G1 The student will be able to describe and locate the important physical and human characteristics of Africa.
SS7G4 The student will describe the cultural characteristics of different people who live in Africa
SS7G5 The student will be able to describe and locate important physical and human characteristics in Southwestern Asia (Middle East).
SS7G6 The student will evaluate the impact of government policies and individual behaviors on Southwest Asia’s environment.
SS7G7 The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on various Southwestern Asian countries.
SS7G8 The student will describe the diverse cultural characteristics of the people who live in Southwestern Asia.
SS7H1 The student will identify important African empires
SS7H2 The student will explain the reasons for the African independence movement
SS7H4 The student will describe the development of the three major religions that originated in the Middle East.
SS7H5 The student will describe the importance of the Ottoman Empire to Southwestern Asia.
SS7H6 The student will describe major developments in the Middle East during the 20th century.
SS7CG1 The student will demonstrate an understanding of the modern governments of Africa.
SS7CG2 The student will describe the different political structures of the Middle East.
SS7E5 The student will analyze different economic systems
SS7E6 The student will give examples of how voluntary trade benefits buyers and sellers across time.
SS7E7 The student will describe the factors that influence economic growth and examine their presence or absence in Middle Eastern countries such as Israel, Saudi Arabia, and Iran.
Georgia Performance Standards for grade 7 Social Studies will be taught during this course. Please refer to the Georgia Performance Standards for detailed listings of standards. ([Marker]giastandards.org). In addition the
Weighted Averages
Class
rk/Daily Work Projects 35%
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Homewor |
15% Tes |
30 |
Qui |
zes |
10% Fin |
l ( |
umulative) 10% Gra |
ing |
Scale
90- 1
A |
0=89 B |
79-7 |
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70 D |
e |
ow |
7 |
F
Gra |
e |
Reporting Calendar Fall Semester
4.5 Week Progress Report - September 17, 2012
9.0 Week Progress Report October 17, 2012
13.5 Week Progress Report Nov 26, 2012
End of Semester December 21, 2012
Policies:
It is the expectation of this faculty that all assignments are completed. If an assignment is not submitted and/or does not meet standards, then the student must complete and/or re-do the assignment during one or more of the outlined Safety Nets.
Safety Net Opportunities: Any opportunity afforded to students comprehend required standards. Safety nets may include, but are not limited to, before and after school tutorial, academic lunch, and academic detention. 7C Social Studies Tutorial 8:00 am Monday.
Lat
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k: Late work must be turned in no later than one day following the due date and ten points will be deducted; therefore the maximum score is 90% Work turned in two or more days after the due date will only be accepted with Academic Detention. The maximum score for work completed in Academic Detention is 70%. Academic Detention is held after school from 4:00 – 5:00 p.m. on team 7C. Parents must come to team 7C and sign out student.
Homewo |
k- Homework is expected to be completed as assigned.
Make-up work: Announced work, such as homework, quizzes and major assessments are due the day the student returns. For each day’s excused absence, students will have one day to make up missed work. If a student is absent under extenuating circumstances, special arrangements can be made to make up work. Make-up work is the responsibility of the student.
Academic honesty: Receiving or giving information for an assignment is cheating and when caught in the act students will not receive credit nor receive the opportunity for a chance of make-up. Plagiarism is not acceptable. If a student takes information from the Internet or any printed resources without a citation, it is considered plagiarism and will result in a reduction in grade.
Safety Net Opportunities: Any opportunity afforded to students comprehend required standards. Safety nets may include, but are not limited to, before and after school tutorial, academic lunch, and academic detention.
Expectations: All students are expected to
be prepared for class everyday with necessary materials, supplies, and assignments.
- use regulation notebook paper (no spiral bound or composition book paper).
- turn in assignments written in blue/black ink only or typed.
be in their seats and ready to work on time. Being on time demonstrates respect for self and others. Consequences will be given to students who are tardy.
- remain in their seats during class and follow class and school expectations.
adhere to the DCSD Student Code of Conduct, as well as specific class rules.
- Supplies: See 7C School Supply List
Expectations / Consequences / Discipline- Students must adhere to the DCSD Student Code of Conduct, as well as specific class rules. Students will receive a Behavior Contract that will be signed and returned to school.
Important dates-See county / school/ teacher website.
Helpful websites and other resources
See the Departments tab and scroll down to find my name. Click on my name to see my web page. Class information is posted here.
The teacher has the right to adjust any section of the course syllabus during the semester to meet the needs, abilities, and interests of her students
Parent(s) and student,
Please read the syllabus packet carefully. Use pen only to complete ALL information below and answer the questions on the reverse side. Return this form by _____________for a homework grade.
I have read and I am familiar with the course syllabus for 7C Social Studies. I also understand that Mrs. Brantley has the right to adjust any section of the course syllabus during the semester to meet the needs, abilities, and interests of her students.
- I have read the syllabus and understand the late policy for 7C Social Studies.
- Today’s date__________________
Student’s signature___________________________________
Print parent name____________________________________
Parent’s signature____________________________________
Home phone number: ________________________________ (NA if not available)
Work (cell) phone numbers: ___________________________ (NA if not available)
--------- ___________________________
E-mail address______________________________________ (NA if not available)
We have a computer with internet access at home with internet access. YES________ NO__________
***If phone numbers and/or email address change during the semester, please let me know as soon as possible so that I can update my records. Thank you.
[ images forget to answer the questions on the last page.
Read the directions carefully.
Use a blue or black pen to answer each question in a complete sentence. All answers must come from the syllabus.
1. How many continents will be studied this semester?
2. What does the civic strand examine?
3. What is a safety net?
4. Identify one of the countries that will be studies this semester.
________________________________________________________________________________________________
5. How much does it cost to replace a text book?
6. Identify one of the class expectations.
7. Which standard describes the diverse cultural characteristics of the people who live in Southwestern Asia.?
8. According to the Literacy Stands for Reading in History/Social Studies what standard addresses distinguishing
between fact, opinion, and reasoned judgment in a text.
9. What is the website for the E-Text?
10. Identify one Middle Eastern country that we will study this semester?
_______________________________________________________________________
LITE
A
STANDARDS FOR READING IN HISTORY/SOCIAL STUDIES (RH) GRADES 6-8 Ø Key |
Ideas and Details L6-8RH1 |
Cite specific textual evidence to support analysis of primary and secondary sources. L6-8RH2 |
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. L6-8RH3 |
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Ø Cra |
t and Structure L6-8RH4 |
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. L6-8RH5 |
Describe how a text presents information (e.g., sequentially, comparatively, causally). L6-8RH6 |
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Ø Int |
gration of Knowledge and Ideas L6-8RH7 |
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. L6-8RH8 |
Distinguish among fact, opinion, and reasoned judgment in a text. L6-8RH9 |
Analyze the relationship between a primary and secondary source on the same topic. Ø Ran |
e of Reading and Level of Text Complexity LITCC6- |
RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
LIT |
R
Y STANDARDS FOR WRITING IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS GRADES 6-8 (WHST) Ø Tex |
Types and Purposes L6-8WHS |
1: Write arguments focused on discipline-specific content. a. Intr |
duce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Supp |
rt claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use |
ords, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Esta |
lish and maintain a formal style. e. Prov |
de a concluding statement or section that follows from and supports the argument presented. L6-8WHS |
2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Intr |
duce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Deve |
op the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use |
ppropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use |
recise language and domain-specific vocabulary to inform about or explain the topic. e. Esta |
lish and maintain a formal style and objective tone. f. Prov |
de a concluding statement or section that follows from and supports the information or explanation presented. L6-8WHS |
3: (See note; not applicable as a separate requirement) Ø Pro |
uction and Distribution of Writing L6-8WHS |
4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. L6-8WHS |
5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. L6-8WHS |
6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Ø Res |
arch to Build and Present Knowledge L6-8WHS |
7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. L6-8WHS |
8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. L6-8WHS |
9: Draw evidence from informational texts to support analysis reflection, and research. Ø Ran |
e of Writing L6-8WHS |
10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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