Social Studies - Grade 6



Magnet World Geography, Fall 2017

Instructors:

Mrs. Liz Cario room 705 ext. 51876 carioe@

Ms. Melissia Patterson room 607 ext. 51898 pattersonm2@

Ms. Rebecca Johnson room 602 ext. 51830 johnsonr8@

Ms. Laura Bradley room 503 ext. 51899 bradleyl2@

Dr. Lloyd Norman room 901 ext. 51899 normanl1@

A. Course Description:

As part of the International Baccalaureate’s Middle Years Program (MYP) the Magnet World Geography course strengthens geographic knowledge and skills necessary to understand the roles, responsibilities and relationships of people and places throughout the world—past, present and future.  Topics include examination of historical, political, cultural, and physical geography.  You will become geographically informed as a global citizen who sees meaning and value in: the relationship between earth’s spatial formations and its occupants; locations, places and the environments and maps and other sources of data, such as charts and graphs.

Throughout the unit, students will develop skills to acquire information and systematically apply decision-making processes to real-life situations. This course is aligned with the IB Middle Years Program.

• Holistic learning – students discover ways in which humanities is related to all other subjects. They also learn that the strategies they develop to analyze and solve problems are those that will be used throughout their lives.

• Intercultural awareness – through their study of humanities, students discover the rich history of the subject. They gain an understanding and appreciation for the many cultures that have contributed to the body of knowledge they study.

• Communication – students will be encouraged to be active learners who can communicate their knowledge to others. They will practice both informal and formal ways to communicate the subject matter and concepts found in humanities.

B. Classroom Rules:

9th grade students will be held to the highest of standards during the school day.  Students will be expected to model the following classroom expectations. Give me 5!!!

1. Polite- Politely raise your hand and wait to be called upon to answer. It is disrespectful to interrupt me while I am teaching or to interrupt your team member while they are talking.

2. Participate- Listen, Sit up (do not put head on desk or rest on the wall), ask questions, and be active in class discussions or class activities.

3. Punctual- Be on time for class. When the bell rings you should be at your seat waiting for instructions.

4. Prepared- Bring all materials to class and make sure you are ready to do your best.

5. Positive- Respect yourself, other students and me. Believe you can succeed, affirm your classmates and believe I want the best for you.

**Bathroom use is not permitted during instruction. You cannot leave the room the first 10 minutes and the last 10 minutes of the class period and you must have your agenda to leave the classroom NO EXCEPTIONS! See p.14 of your student handbook.

**Students must abide by school rules at all times.

C. Grades:

The Fulton County Grading Scale is:

A = 100 – 90

B = 89 – 80

C = 79 – 70

F = 69 – Below

All assignments will have a numerical point value. Adding the points earned and dividing by the total number of points possible will calculate numerical averages for that assignment. MYP marks should not be treated this way but should be kept as raw numbers for each criterion. Grades for the course will be calculated using a weighted system as specified below. Students MUST keep an accurate log of their own individual grades so that they will have a good idea of their averages at any given point in the semester. In order to remain a magnet student in good standing, you must maintain an 80 average in this course.

D. World Geography Grading:

Major Assignments (40%): Tests– These will mainly consist of multiple-choice questions and will be based on material covered in class as well as reading assignments.  Tests will also contain maps and document-based questions as well. Projects and Presentations – These will include oral presentations, written reports, and simulations. Topics of projects will be announced in class with adequate prep time.

Minor Assignments (40%): Quizzes - Any small or regular assessment. Homework - Any assignments not completed in class will constitute homework. Also, reading of chapters and additional worksheets are considered homework requirements. Classwork – Assignments will include such things as a class notebook - used for taking notes and keeping class materials (proper format will be necessary for full credit) - as well as other activities completed in the room. 

Final Exam (20%) – The 1st Semester exam will cover all material from the entire course. 

General Grading Policy

1. Students will be given extra-credit opportunities at teacher’s discretion.

2. All assignments are due at the beginning of class. Assignments that are half completed will receive a 50%. Any assignment turned in after the deadline will be given a 70%, if they are fully complete. No late assignments will be collected two weeks after the due date.

3. Absence is NOT an excuse for lateness! If a student is absent the day an assignment is due or a test/quiz is given then the student will turn in the assignment or take the test/quiz the first day the student returns to school.

4. The semester will be divided into six-week grading chunks, coinciding with progress reports at the six-, twelve-, and eighteen-week marks. All work assigned during each six-week period may only be turned in during that grading period. No late assignments will be accepted from a previous grading period. For example, homework assigned during week two will not be accepted during week eight. Any exceptions will be made on an individual basis.

Grading policy including the use of MYP criteria

Riverwood adheres to the Fulton County grading policy. Traditional grade reports are sent home every 6 weeks. As an International Baccalaureate Middle Years Program school, RICS will also be using the program’s assessment criteria to report student progress. Reports of these scores will be sent at the end of each semester.

E. The study of World Geography consists of six 2-3 week units. These include:

|Unit 1: Physical |Standard: SSWG1 |

|Geography |Key Concepts: |

| |Impact of Physical features on settlement patterns in the following regions: |

| |North America(1a) |

| |Central and South America(1b) |

| |Europe(1c) |

| |Africa (1d) |

| |Central and SW Asia (1e) |

| |South Asia, SE Asia, E. Asia(1f) |

| |Oceania (1g) |

| |Impact of Spatial distribution of Natural resources on global settlement patterns (1h) |

|Unit 2: Cultural |Standard: SSWG2 |

|Geography |Key Concepts: |

| |Connections of Physical and human characteristics to identities and culture (2) |

| |Relationships of ethnic compositions to cultural landscape (2a) |

| |Impact of language on place (2b) |

| |Effects of religion on a place (2c) |

| |Impact of cultural beliefs on gender, race, and ethnicity (2d) |

| |Process of cultural diffusion and convergence (2e) |

|Unit 3: Political |Standard: SSWG3 |

|Geography |Key Concepts: |

| |Creation and change of political boundaries (3a) |

| |Geography’s impact on participation in global exchange (3b) |

| |Causes of internal and external conflicts among ethnic groups (3c) |

| |Explain the influence of global organizations and networks on different scales. (3d) |

|Unit 4: Population |Standard: SSWG4 |

|Geography |Key Concepts: |

| |Assess demographic patterns of populations using various models (4a) |

| |Analyze population issues related to government policies and their effects (4b) |

| |Explain push/pull factors involved in human migration (4c) |

| |National vs local responses to migration (4d) |

|Unit 5: Environmental |Standard: SSWG5 |

|Geography |Key Concepts: |

| |Changes in agricultural techniques and technologies (5a) |

| |Analyze water insecurity (5b) |

| |Analyze impacts of industrialization and resource management (5c) |

| |Analyze international and governments responses to natural disasters (5d) |

| |Evaluate how global trade systems impact environmental sustainability (5e) |

|Unit 6: Economic |Standard: SSWG6 |

|Geography |Key Concepts: |

| |Using key demographic and social indicators to compare level of economic development (6a) |

| |Explain the relationship between levels of development and economic activities (6b) |

| |Factors that influence location and spatial distribution of economic activities (6c) |

| |Causes and consequences of urbanization (6d) |

| |Analyze the impact of trade across international borders and government relationships (6e) |

F. Texts and resources:

World Geography: Evanston, IL: McDougal Littell, 2005.

Cost $65 (Books will be collected before final exams. If you lose your book you will be required to pay $65 before your grades will be released.)

G. Methodology:

A number of methodologies are used in Magnet World Geography. Students will work individually or as a member of a team. They will receive direct instruction or will have to research and report on their learning. They will read, participate in projects, problem-solve, formulate creative solutions, write and reflect on their work depending on the unit. Excerpts of literature, film, and current events with adult themes, situations or language may be presented in the classroom. Excerpts chosen to be presented will be school appropriate and will have been previewed and edited to be suitable for students.

H. Methods of assessment

A wide variety of assessments are used to gauge the success of Riverwood students. These assessments can be formative or summative. At Riverwood, assessment is viewed as a continuous process that allows students, parents and teachers to have the best and most accurate information about student achievement. In this class, teachers utilize formative forms of assessment to determine student understanding. These assessments occur often during each unit. At the end of each unit two summative assessments are utilized to gauge student understanding. They are MYP assessments that show the student how they have performed versus the MYP assessment criteria for the unit.

Riverwood Students Strive To Be:

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open Minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk Takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

J. Academic Integrity Statement

The Social Studies Mission Statement provides that teachers develop the whole person by nurturing in students a sense of responsibility. Students need to be cognizant of what is right and what is wrong. Honesty is one of our highest values. If we are to develop students as contributing citizens of society, we as teachers need to ensure the moral honesty of our students and instill academic integrity. We define a lack of academic integrity to be dishonest or deceitful behavior shown by students who gain an unfair academic advantage through, but not limited to, some of the following methods; plagiarism; copying another's work when it is not explicitly encouraged by the teacher; providing details of a specific test or quiz before, during, or after the event; after the event; the use of unauthorized aids on tests, such as cheat sheets or programmed calculators; or recycling/reusing a previous paper or project of one's own or another's without the explicit consent of the teacher.

• Preventative measures: Social Studies Teachers will use as a tool to combat plagiarism. All Students will be required to upload major papers to this website, or any other papers deemed necessary by the teacher. At any time, teachers should be able to verify references by pulling them up on the Internet (for web references), or books (confirmed through ). If the teacher is unable to confirm references, it shall be referred to the student to provide evidence of such references.

• THERE WILL BE NO DISCUSSION OF EXAMS, QUIZZES, OR WRITING ASSIGNMENTS: Students are NOT to discuss exam, quiz, or writing questions unless it is done so in class under the direction of their teacher.

• PERSONAL HONOR VERIFICATION: Each student will hand write the following pledge on designated assignments prior to handing it in to the instructor, “I have neither given nor received any unauthorized assistance on this assignment” followed by the student’s signature.

PLEASE REFER TO THE RICS HONOR CODE FOR DETAILS AND AN OUTLINE OF CONSEQUENCES.

K. Recovery Policy:

In the event that a student is failing the course, opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. Academic assistance, or recovery, is a second opportunity to demonstrate competence in the originally evaluated objectives. In order to receive this opportunity, the STUDENT must initiate the request, and it is at the discretion of the teacher as to which type of assistance is necessary and proper. Again, making up assignments that were never completed is NOT an example of recovery; neither is retaking a test. Students will have an appropriate time period to complete the work which corresponds to the recovery assignment, however, this period will not exceed five (5) total days. ALL REQUESTS FOR ASSITANCE MUST BE INITIATED BY THE END OF THE 14TH WEEK OF THE SEMESTER AND ASSIGNMENTS MUST BE COMPLETED TEN DAYS PRIOR TO THE END OF THE SEMESTER.

Office/Tutorial Times

• Mrs. Cario: Office Hours: Wednesdays before school. Other times available by appointment by email.

• Ms. Patterson: Office Hours: Tuesday/Thursday from 3:50-4:20. Other times available by appointment by email.

• Ms. Johnson: Office Hours: Wednesdays before school. Other times available by appointment by email.

• Ms. Bradley: Office Hours: Wednesdays before school. Other times available by appointment.

• Dr. Norman: Office Hours: Monday, Tuesday, Wednesday & Thursday from 3:30-4:00. Other times available by appointment.

Students need to contact teachers ahead of time to let them know they are coming into tutorial. If a student’s teacher is not available, they may attend a session with any other World Geography teacher. In addition, all teachers are available every Wednesday at 8am as part of the school-wide tutorials.

PLEASE DETACH AND RETURN

It is important that all parties concerned are aware of the policies and procedures of this course. Please take this syllabus home and have your parent(s)/guardian read it thoroughly. Then have them read the statement below and sign accordingly. Signed syllabi are due in exactly one week from date given out.

I have read and I agree to the policies and procedures outlined in this syllabus as well as the Riverwood student handbook. I fully understand the policies and procedures that govern this class and the school.

Date: ______________

Student name (please print): ___________________________________

Student signature: ____________________________________________

Parent/Guardian name (please print): ___________________________

Parent/Guardian signature: ___________________________________

Parent/Guardian email: ____________________________________

Parent/Guardian phone: ________________________________

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