Course Name World Studies Course Code



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School Year: 2015-2016


Course Name

World Studies

Course Code

45.007000

School Name

Henderson Middle School

Teacher Name

Amy Akpabio

School Phone Number

678-874-2902

Teacher Email

Amy_m_Akpabio@dekalbschoolsga.org

School Website

http://www.hendersonms.dekalb.k12.ga.us/

Teacher Website

http://msakpabio6a.weebly.com

Course Description

This course is designed to teach that the world around us is a place of many different nations, cultures, religions, and ideas. World Studies is a meaningful, balanced presentation of physical and cultural geography of various regions of the world.


Curriculum Overview

The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.

This course will use a thematic approach of continually relating people to places, and incorporating the historical, political, economic, and social aspects of life in the study of Europe and Russia, Canada, Latin America, and Australia, focusing on geography, civics, economics, culture and life from the 1400s until the present day. This year, we will address the five themes of geography and the connecting themes of geography. The teacher reserves the right to adjust the course work and/or differentiate instruction as needed to meet the needs of students/classes and ensure academic success.

CURRICULUM OVERVIEW

Unit – EUROPE

Geographic Understandings

  1. Locate selected features and countries of Europe on a world or regional map; discuss major environmental issues in Europe, compare how the location, climate, and natural resources affect where people live and how they trade; describe cultural characteristics of Europe, such as religion, language, and literacy rates.

  1. Government/Civics Understandings

  1. Compare and contrast various forms of government; explain the structure of certain modern European governments; describe the purpose of the European Union and the relationship between member nations.

Economic Understandings

  1. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia; compare and contrast different types of trade barriers such as tariffs, quotas, and embargos; explain why international trade requires a system for exchanging currencies between nations; describe factors that influence economic growth and examine their presence or absence in Europe.

Historical Understandings

Identify the causes of European exploration and colonization; explain the impact of European empire building on the outbreak of WWI; explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers; explain how the collapse of the Soviet Union led to the end of the Cold War and German reunification, and conflict and change in Europe to the 21st century.



Unit – CANADA

Geographic Understandings

  1. Locate selected features and provinces or territories of Canada on a world or regional map; discuss major environmental issues in Canada, compare how the location, climate, and natural resources affect where people live and how they trade; describe cultural characteristics of Canada, such as multiculturalism; cultural mosaic; religion, language, and literacy rates.

  1. Government/Civics Understandings

  1. Compare and contrast various forms of government; explain the development and structure of the national Canadian government; describe the purpose of the Commonwealth of Nations and the relationship between member nations.

Economic Understandings

Compare the basic types of economic systems found in Canada; compare and contrast different types of trade barriers; explain why international trade requires a system for exchanging currencies between nations; describe factors that influence economic growth and examine their presence or absence in Canada; discuss the impact of NAFTA on economic development of Canada.



Historical Understandings

Describe the impact of European contact on Canada; describe the influence of the French and the English on the language and religion of Canada; explain how Canada became an independent nation; analyze important contemporary issues in Canada, including Quebec’s independence movement.



Unit – LATIN AMERICA

Geographic Understandings

  1. Locate selected features and countries of Latin America on a world or regional map; discuss major environmental issues in Latin America, compare how the location, climate, and natural resources affect where people live and how they trade;.

  1. Government/Civics Understandings

  1. Compare and contrast various forms of government; explain the development and structure of the Latin American governments; describe the Mexican Revolution, the Spanish-American War and the rise of Communism in Cuba.

Economic Understandings

  1. Compare the basic types of economic systems found in Latin American countries; compare and contrast different types of trade barriers; explain why international trade requires a system for exchanging currencies between nations; describe factors that influence economic growth and examine their presence or absence in Latin America; discuss the impact of NAFTA on economic development of Latin America.

Historical Understandings

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas. Describe the impact of European contact on Latin America; explain the development of Latin America from European colonies to independent nations; describe the influence of African slavery on the development of the Americas; analyze important 20th century issues in Latin America; explain the impact of the Cuban Revolution; explain the impact and of the Zapatista guerrilla movement in Mexico



Unit – AUSTRALIA

Geographic Understandings

  1. Locate selected features and regions of Australia on a world or regional map; discuss major environmental issues in Australia, compare how the location, climate, and natural resources affect where people live and how they trade; describe cultural characteristics of Australia, including the impact of English colonization on the Aborigines; religion, language, and literacy rates.

  1. Government/Civics Understandings

  1. Compare and contrast various forms of government; explain the development and structure of the national Australian government; describe the purpose of the Commonwealth of Nations and the relationship between member nations.

Economic Understandings

Compare the basic types of economic systems found in Australia; compare and contrast different types of trade barriers such as tariffs, quotas, and embargos; explain why international trade requires a system for exchanging currencies between nations; describe factors that influence economic growth and examine their presence or absence in Australia.



Historical Understanding

  1. Describe the culture and development of Australia prior to contact with Europeans; explain the impact European exploration and colonization had on Australia; explain the reasons for British colonization of Australia; include the use of prisoners as colonists; explain the impact of European colonization of Australia in terms of diseases and weapons on the indigenous peoples of Australia.


BOARD-APPROVED INSTRUCTIONAL MATERIALS

Title


myWorld Studies; published by Pearson

ISBN


978-0-13-372669-5

Replacement Cost

~$71.99

Online book and/or resources

https://www.successnetplus.com/

Online student access code (school specific)

6bperiod4, 6bperiod5, 6bperiod6, 6bperiod7 Password: cougars1


GRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal. See Board Policy IHA.


GRADING CATEGORIES

*GRADE PROTOCOL

Formative Assessment (Pre-Assessment) – 0%

Assessment During Learning – 25%

Guided, Independent, or Group Practice – 45%

Summative Assessment or Assessment of Learning– 30%

A 90 – 100 ~P (pass)

B 80 – 89 ~F (fail)

C 71 – 79

D 70

F Below 70

Notes:

*English Learners (ELs) must not receive numerical or letter grades for the core content areas in elementary and middle school during their first year of language development. A grade of CS or CU must be assigned. This rule may be extended beyond the first year with approval from the EL Studies Program. English Learners must receive a grade for ESOL courses.

DISTRICT EXPECTATIONS FOR SUCCESS

STUDENT PROGRESS

Semester progress reports shall be issued four and a half, nine and thirteen and a half weeks into each semester.  The progress of students shall be evaluated frequently and plans shall be generated to remediate deficiencies as they are discovered. Plans shall include appropriate interventions designed to meet the needs of the students. See Board Policy IH.

ACADEMIC INTEGRITY

Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or password. See the Code of Student Conduct - Student Rights and Responsibilities and Character Development Handbook.

HOMEWORK

Homework assignments should be meaningful and should be an application or adaptation of a classroom experience.  Homework is at all times an extension of the teaching/learning experience.  It should be considered the possession of the student and should be collected, evaluated and returned to the students. See Board Policy IHB.

MAKE-UP WORK

DUE TO ABSENCES

When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days absent. Make-up work must be completed within the designated time.Board Policy IHEA.

SCHOOL EXPECTATIONS FOR SUCCESS

CLASSROOM EXPECTATIONS

  • Be in class every day, on time, ready to learn!

  • Be on task.

  • Bring your daily supplies and materials (listed below).

  • Be respectful of others and their property.

MATERIALS AND SUPPLIES

  • Agenda

  • Interactive Journal and folder with loose leaf paper

  • Pencils, blue or black pens, and highlighters

  • Color pencils, scissors, and glue sticks

  • Index cards

EXTRA HELP


Volunteers will be needed for our BizTown Field Trip in February.

PARENTS AS PARTNERS


The most successful child is an engaged one. Please have a daily conversation with your child about the lessons and topics from class. Be sure to ask about assignments and check their agendas. Please don’t hesitate to contact me if you have any questions; email is the best way to reach me.



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