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St. Helens High SchoolHome of the LionsCourse Syllabus 2019-2020Course Information:Course Title: Global StudiesSubject Area: SS - Social StudiesGrade Level(s): 9 Credits: 1Instructor Information:Name: Ben BruhnContact: benbr@sthelens.k12.or.us 503-397-1900 Ext. 7435 Course DescriptionThis first semester of Global Studies focuses on establishing and growing a geographic perspective through practicing and applying geographic skills on variety of levels (global, regional, national, local, etc.). There will be student research, discussion, and writing which require critical thinking and problem solving skills.PrerequisitesnoneAcademic Vocabulary Developmentanalyze, interpretation, argumentation, comparison, scale, globalization, spatial relationships, projection, equinox, solstice, bias, precipitation, climographs, gross domestic product, imperialism, interdependence, liberal, conservatism, gerrymandering,Supplemental ResourcesMagazines: Upfront and National Geographic MagazineBooks: Space and Place and A People's Curriculum for the EarthSafety Issues and RequirementsBe mindful of your movements and language to create a safe and respectful learning environment.District Adopted MaterialsHoughton Mifflin Harcourt Publishing Company – HMH Social Studies Global Geography (Submission 5004)Differentiation/Accessibility Strategies and Support ResourcesScaffolding learning tasks, gradual release of responsibility, implementing a range of formative assessments, designing lesson around students’ learning styles and interests, providing reading material at different lexile levels, etc.Career-Related Learning ExperiencesGuest Speakers, Project-based LearningODE Essential Skills & Work SamplesN/ABehavioral ExpectationsStudents are expected to adhere to the school behavior expectations and code of conduct described in the SHSD Student and Family Handbook.In addition:(see additional expectations section) Proficiency StandardsState Standards-GeographyHS.40 Use technologies to create maps to display and explain the spatial patterns of cultural and environmental characteristics at multiple scales.HS.41 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.HS.42 Use geographic data to analyze the interconnectedness of physical and human regional systems (such as a river valley and culture, water rights/use in regions, choice/impact of settlement locations) and their interconnectedness to global communities.HS.43 Analyze the reciprocal nature of how historical events and spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. HS.44 Analyze the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.HS.45 Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.HS.46 Assess how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade, land use, and issues of sustainability.HS.47 Explain how political and economic power dynamics throughout time have influenced cultural identity and environmental characteristics of various places and regions.HS.48 Analyze how humans have used technology to modify the physical environment (e.g., dams, tractor, housing types, and transportation systems).HS.49 Assess the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions (resource development, sustainability)HS.50 Determine the influence of long-term climate change and variability on human migration, settlement patterns, resource use, and land uses at local-to-global scales.HS.51 Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.HS.52 Identify and analyze how map-making, zoning, and other policy decisions create social, political, and economic realities for various population groups.HS.53 Explain how power and privilege influence where people live and how they interact with their environment at the intergroup and institutional levels and how they have been affected.Schedule of Topics/Units CoveredUnit 1 Geography Foundations-learning the mindset and skills of geography Unit 2 Physical Geography-analyzing issues of sustainability (food, oil, wildfires, water, etc.)Unit 3 Economic Geography-analyzing globalization and wealth inequalityUnit 4 Political Geography-analyzing the institutional distribution of powerUnit 5 Human Geography-describing and analyzing the physical and human geography of a specific world regionAssessment/Evaluation/Grading PolicyClasswork-20% Assessments 80% A=90-100% B=80-89%C=70-79%D=60-69%F=0-59%Synergy: Parents and students have the opportunity to view grades through ParentVUE/StudentVUE. Please access the site to view student progress. PLEASE be aware that grades are entered at the end of the unit and returned for use on a final unit assessment. BLANK=no score has been entered0=missing/not completedFinals: At the end of each semester a final assessment will be given during the allotted period of time.Late Work: All work is due by the end of the unit. The only late work that will be accepted are major “assessments” such as papers and projects which must be turned in before the end of the following unit.Assessment Retakes and Resubmission (Department Policy):Complete the required qualifiers (class assignments that are connected to the assessment);Make arrangements ahead of time to complete and submit the assessment. Possible times would be before school, lunchtime, Academic Achievement Period, or Homework Club.Cheating and/or Plagiarism (school policy): Any student caught cheating (unauthorized use of materials during a test, plagiarism, etc.) will not receive credit for the assignment and parents/guardians will be contacted. Upon a second offense, a referral will be sent to an administrator.Absences & Make-up WorkCommunication Regarding Absences: Ask about upcoming work outside of class time to avoid class disruption and enable me to give you a better explanation of the assignments. All work is posted daily on Google Classroom (code: ypw5it) and organized in our class binder.Excused Absences:One day of excused absences=one day extension. It is the student’s responsibility to find out what they missed while they were gone and to request any necessary materials to complete an assignment.Pre-arranged/School Activity Absences: When missing class due to pre-arranged or school activity absences, it is the student’s responsibility to inform me prior to being absent. Assignments that are due in class need to be submitted before you leave.Additional ExpectationsRespect the learning environment (people, space, materials, time, etc.)Arrive ON TIME with all the materials you need (at least your binder!) then sit in your assigned seatBe polite and responsible with your interactions (avoid physical contact, others’ belongings, etc.)Have mindful movement-sit when class begins/ends and during instruction (limit your use of the bathroom pass)Personal Devices: A sign at the front of class will indicate whether or not you may use your personal devices:“allowed”=approved use only, such as accessing information online, submitting work, etc. (not entertainment)“not allowed”=phones, earbuds, headsets etc. need to be off/awayIn either case, if you do not follow expectations, the following procedure is enacted:Step 1-Warning and reminder of the expectationStep 2-Phone moved to personal bag or put it in class charging station until the end of classStep 3 (You take it from the bag or charging station) Written referral and being escorted to see Dr. Wagner (our academy administrator). Later that day I call your parent/guardian to discuss the incident.If the behavior continues, a phone contract/plan will be created in collaboration with you, your parents/guardians, and Dr. Wagner.Be Engaged-Participate!It is more natural. Learning anything begins with curiosity. It forces us to engage others (even those in the past) with empathy, caring not just about facts but stories. This creates a deeper understanding. It helps all of us. Whether you are admitting confusion or sharing an idea, your initiative helps you and others learn better and it helps me teach better. When you don’t participate it is hard for you to know your own strengths and weaknesses and very hard for me to give you the support you need to succeed.Challenge YourselfYou will reflect on your learning to set goals, identify strengths and weaknesses and assess understanding. I expect you to take ownership of your learning by admitting confusion, asking questions, supporting our learning environment, and pushing yourself to growSt. Helens High SchoolHome of the LionsCourse Syllabus 2019-2020Course Information:Course Title: AP US HistorySubject Area: SS - Social StudiesGrade Level(s): 11 Credits: 1Instructor Information:Name: Ben BruhnContact: benbr@sthelens.k12.or.us 503-397-1900 Ext. 7435 Course DescriptionAP U.S. History is an introductory college-level U.S. history course. Students cultivate their understanding of U.S. history from c. 1491 CE to the present through analyzing historical sources and learning to make connections and craft historical arguments as they explore concepts like American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures. ()PrerequisitesnoneAcademic Vocabulary Developmentcomparison, cause and effect, continuity and change over time, periodization, contextualization, argumentation, analysis, and sourcingSupplemental ResourcesBooks: A Different Mirror: A History of Multicultural America by Ronald Takaki; An Indigenous Peoples' History of the United States for Young People by Roxanne Dunbar-Ortiz adapted by Jean Mendoza and Debbie Reese; A Young People's History of the United SSafety Issues and RequirementsBe mindful of your movements and language to create a safe and respectful learning environment.District Adopted MaterialsThe American Pageant: A History of the Republic Advanced Placement Edition 13th Edition, by David M. Kennedy, AMSCO? Advanced Placement? United States History, By John J. Newman & John M. Schmalbach | Grades 10–12Differentiation/Accessibility Strategies and Support ResourcesScaffolding learning tasks, gradual release of responsibility, implementing a range of formative assessments, designing lesson around students’ learning styles and interests, providing reading material at different lexile levels, etc.Career-Related Learning ExperiencesGuest Speakers, Project-based LearningODE Essential Skills & Work SamplesN/ABehavioral ExpectationsStudents are expected to adhere to the school behavior expectations and code of conduct described in the SHSD Student and Family Handbook.In addition:(see additional expectations section) Proficiency StandardsHISTORICAL THINKING SKILLS The historical thinking skills and reasoning processes are central to the study and practice of U.S. history. Students should practice and develop these skills and processes on a regular basis over the span of the course.Identify and explain historical developments and processes.Analyze sourcing and situation of primary and secondary sources.Analyze arguments in primary and secondary sources.Analyze the context of historical events, developments, or processes. Using historical reasoning processes (comparison, causation, continuity and change), analyze patterns and connections between and among historical developments and processes.Develop an argumentCOURSE CONTENTThe course content is organized into commonly taught units of study that provide a suggested sequence for the course. These units comprise the content and conceptual understandings that colleges and universities typically expect students to master to qualify for college credit and/or placement. This content is grounded in themes, which are cross-cutting concepts that build conceptual understanding and spiral throughout the course.THEME 1: AMERICAN AND NATIONAL IDENTITY This theme focuses on how and why definitions of American and national identity and values have developed among the diverse and changing population of North America as well as on related topics, such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.THEME 2: WORK, EXCHANGE, AND TECHNOLOGYThis theme focuses on the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government.THEME 3: GEOGRAPHY AND THE ENVIRONMENT (GEO)This theme focuses on the role of geography and both the natural and human-made environments in the social and political developments in what would become the United States.THEME 4: MIGRATION AND SETTLEMENT (MIG)This theme focuses on why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments.THEME 5: POLITICS AND POWER (PCE)This theme focuses on how different social and political groups have influenced society and government in the United States as well as how political beliefs and institutions have changed over time.THEME 6: AMERICA IN THE WORLDThis theme focuses on the interactions between nations that affected North American history in the colonial period and on the influence of the United States on world affairs.THEME 7: AMERICAN AND REGIONAL CULTUREThis theme focuses on the how and why national, regional, and group cultures developed and changed as well as how culture has shaped government policy and the economy.THEME 8: SOCIAL STRUCTURES This theme focuses on how and why systems of social organization develop and change as well as the impact that these systems have on the broader society.? 2019 College Board, AP U.S. History Course and Exam Description Course Framework?V.1 | 21Schedule of Topics/Units CoveredUnit 1: Period 1: 1491–1607 Unit 2: Period 2: 1607–1754Unit 3: Period 3: 1754–1800 Unit 4: Period 4: 1800–1848 Unit 5: Period 5: 1844–1877 Unit 6: Period 6: 1865–1898 Unit 7: Period 7: 1890–1945 Unit 8: Period 8: 1945–1980Unit 9: Period 9: 1980–PresentAssessment/Evaluation/Grading PolicyGiven the difficulty and depth of APUSH it is a weighted GPA class. Any/all assignments are due at the beginning of class (unless otherwise noted). Two key things to note: no late work is accepted, except as required by school attendance policy and all work must be hand written for all assignments unless otherwise noted. Classwork-20% Assessments 80% A=90-100% B=80-89%C=70-79%D=60-69%F=0-59%Synergy: Parents and students have the opportunity to view grades through ParentVUE/StudentVUE. Please access the site to view student progress. PLEASE be aware that grades are entered at the end of the unit and returned for use on a final unit assessment. BLANK=no score has been entered0=missing/not completedFinals: At the end of each semester a final assessment will be given during the allotted period of time.Late Work: All work is due by the end of the unit. The only late work that will be accepted are major “assessments” such as papers and projects which must be turned in before the end of the following unit.Assessment Retakes and Resubmission (Department Policy):Complete the required qualifiers (class assignments that are connected to the assessment);Make arrangements ahead of time to complete and submit the assessment. Possible times would be before school, lunchtime, Academic Achievement Period, or Homework Club.Cheating and/or Plagiarism (school policy): Any student caught cheating (unauthorized use of materials during a test, plagiarism, etc.) will not receive credit for the assignment and parents/guardians will be contacted. Upon a second offense, a referral will be sent to an administrator.Additional ExpectationsRespect the learning environment (people, space, materials, time, etc.)Arrive ON TIME with all the materials you need (at least your binder!) then sit in your assigned seatBe polite and responsible with your interactions (avoid physical contact, others’ belongings, etc.)Have mindful movement-sit when class begins/ends and during instruction (limit your use of the bathroom pass)Personal Devices: A sign at the front of class will indicate whether or not you may use your personal devices:“allowed”=approved use only, such as accessing information online, submitting work, etc. (not entertainment)“not allowed”=phones, earbuds, headsets etc. need to be off/awayIn either case, if you do not follow expectations, the following procedure is enacted:Step 1-Warning and reminder of the expectationStep 2-Phone moved to personal bag or put it in class charging station until the end of classStep 3 (You take it from the bag or charging station) Written referral and being escorted to see Dr. Wagner (our academy administrator). Later that day I call your parent/guardian to discuss the incident.If the behavior continues, a phone contract/plan will be created in collaboration with you, your parents/guardians, and Dr. Wagner.Be Engaged-Participate!It is more natural. Learning anything begins with curiosity. It forces us to engage others (even those in the past) with empathy, caring not just about facts but stories. This creates a deeper understanding. It helps all of us. Whether you are admitting confusion or sharing an idea, your initiative helps you and others learn better and it helps me teach better. When you don’t participate it is hard for you to know your own strengths and weaknesses and very hard for me to give you the support you need to succeed.Challenge YourselfYou will reflect on your learning to set goals, identify strengths and weaknesses and assess understanding. I expect you to take ownership of your learning by admitting confusion, asking questions, supporting our learning environment, and pushing yourself to grow. ................
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