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Anna Roebuck > general class info 7th grade

2009-2010 Course Syllabus

7th grade Contemporary World History

Room: G108

Phone: 355-7951

Email:amroebuck@greenville.k12.sc.us

My Class Schedule:

8:00
 
Students move to Homeroom                            
8:07 - 8:12
Home Room
8:15 - 9:05
First Period (no class/work time)         
9:08 - 9:58
Second Period (8th grade social studies)
10:01 - 10:51
Third Period (7th grade social studies)  
* 10:51 - 12:22 (Lunch) 4th Period (8th grade social studies)                       
12:27 - 1:17
 Fifth Period (7th grade social studies)    
1:20 - 2:10
Sixth Period (no class/work time)         
  2:13 - 3:03                      Seventh Period (8th grade social studies)

Teacher Profile:

     I have been teaching social studies for the past 23 yrs, the last 7 at the middle school area.  My experience covers all levels of this subject from 5th grade through junior college  and I have taught and been certified in three states.  I have a Masters Degree in History, and truly love the subject matter that I'm teaching.






Materials and Resources

Students need the following supplies:

a. 3 Ring Binder (1-2”)

b.  spiral bound notebook
c. Loose-leaf paper

d. Pen (blue or black ink only) and pencils


Assessing, Evaluating and Student Progress

Student progress is assessed in a variety of ways, both formally and informally.  Daily informal assessments include questions, group discussions, notebook checks and quick summaries of the previous day’s work. Formal assessments include homework checks, quizzes, projects and tests. All grades are kept in my online grade book. Students should keep everything given to them to help review for the chapter tests.  All graded papers will be returned to students.  These should be kept by the students in their binder until the end of the quarter in case there is a question about any grade.   When a student is absent on a day that a graded assignment is due, it is expected that the student will turn in that assignment on their first day back.


Grading is as follows:

50% Tests and Major Projects

50% Homework, Classwork and Quizzes

A letter grade is assigned according to the District grading scale:

93-100 A

85-92 B

77-84 C

70-76 D

69 and Under F

Communicating with Parents

Parent contact is made regularly. I email parents and students, grades on a weekly basis......usually on Friday.   If you have any questions, please do not hesitate to email me. I respond promptly to all messages from parents. Parent contact is recorded in the student file that I keep.

Classroom Rules

a. Be in your seat when the tardy bell rings

b. Bring all materials to class

c.  RESPECT YOURSELF AND ALL OTHERS!

 Discipline

As outlined in the 2009-2010 Handbook,  I will be following the 5-Step Discipline Plan.

a. Student Warning

b. Parent Phone Call or Email

c. Before or After School Detention

d. Before or After School Detention

e.  Referral

  Classroom Procedure Reference Sheet

In our classroom there is a procedure for everything. This helps the student and myself. It helps students because they will always know what to do. It helps me  to use our time more efficiently. The following are some basic classroom procedures.

Entering the classroom: Immediately find your seat and take out your supplies for the day. When the bell rings, expect to begin  the bell ringer assignment which will be on the board.

Make-up work: Students are responsible for requesting their make-up work for the days that they have been absent.  This should be done before or after school.  Worksheets will be placed in a make-up folder, and notes may be obtained from a fellow student.

Turning in make-up work: Turn in your work at the very beginning or end of class. Be sure that it is properly labeled and include the date that the assignment was due and the date turned in.  There will be a designated file slot area for this purpose in the classroom.

Turning in assignments: Make sure your name, class period and date are always on the any turned in work.

Not turning in assignments: You will be required to fill in a “No Homework” sheet with the reason for not having the assignment. These will be kept on file.




LEARNING AND DEVELOPMENT GOALS

  1. Demonstrate an understanding of government, its origins and function, including civic life, politics and government of world cultures from the 1600’s to the present.
  2. Demonstrate an understanding of changes that have occurred in Europe, Africa, Asia, and the Americas from 1600 to the present
  3. Demonstrate an understanding of how the history and geography of the above societies that have been developing concurrently from 1600 to the present.
  4. Demonstrate an understanding of the growing interaction among societies as well as the exchange of ideas, beliefs, technologies, and commodities
  5. Demonstrate an understanding of the continuing growth of political and economic ideas that have shaped the world in which we live today.
  6. Demonstrate an understanding of the natural rights of human beings, the so-called divine right of kings, and experimentalism in science.

  
SYLLABUS

    

Textbook:  Journey Across Time  Glencoe Publishers

    ( www.jat.glencoe.com )

AND

Standards Reinforcement Guide   (SRG)   Glencoe Publishers

Standards may be found on my website:

 

FIRST QUARTER                       INTRODUCTION TO CLASS

                                                      UNIT 1      COLONIALISM

                                                      UNIT 2      ABSOLUTISM AND CONSTITUTIONAL

                                                                         GOVERNMENTS

                                                      UNIT 3      REVOLUTIONS (BEGIN UNIT)

 

SECOND QUARTER                  UNIT 3      REVOLUTIONS (CONTINUES)

                                                      UNIT 4      IMPERIALISM

 

 

THIRD QUARTER                      UNIT 5      WORLD CONFLICTS IN THE 20TH CENTURY

                                                      UNIT 6      INTERNATIONAL DEVELOPMENTS IN THE   

                                                                        POST WORLD WAR II WORLD

                                                      UNIT 7      SIGNIFICANT CHANGES IN THE WORLD   

                                                                        FROM THE BEGINNING OF THE 20TH

                                                                         CENTURY TO PRESENT DAY (BEGIN UNIT)

 

FOURTH QUARTER                  UNIT 7      CONTINUES

                                                      STANDARDIZED TESTING

                                                      EXAMS

  

7TH GRADE SOCIAL STUDIES

 

Standard 7-1:    The student will demonstrate an understanding of the colonial expansion of European powers and their impact on world government in the seventeenth and eighteenth centuries.

 

Indicators

7-1.1    Use a map or series of maps to identify the colonial expansion of European powers in Africa, Asia, Oceania, and the Americas through 1770. (G, H, P)

7-1.2    Explain how technological and scientific advances, including navigational advances and the use of gunpowder, affected various parts of the world politically, socially, and economically and contributed to the power of European nations. (H, G, P, E)

7-1.3    Compare how European nations exercised political and economic influence differently in the Americas, including trading-post empires, plantation colonies, and settler colonies. (H, G, P, E)

7-1.4    Summarize the characteristics of European colonial power and explain its effects on the society and culture of African nations, including instances of participation in and resistance to the slave trade. (H, G, P, E)

7-1.5    Summarize the characteristics of European colonial powers in Asia and their effects on the society and culture of Asia, including global trade patterns and the spread of various religions. (H, G, P, E)

7-1.6    Explain the emergence of capitalism, including the significance of mercantilism, a developing market economy, an expanding international trade, and the rise of the middle class. (E, H, P)

 

 

Standard 7-2:    The student will demonstrate an understanding of the concept of absolute monarchies and constitutional government in the seventeenth and eighteenth centuries.

 

Indicators

7-2.1    Summarize the essential characteristics of the limited government in England following the Glorious Revolution and the unlimited governments in France and Russia, including some of the restraints placed upon a limited government’s power and how authoritarian and totalitarian systems are considered unlimited governments. (P, H)

7-2.2        Summarize the ideas of the Enlightenment that influenced democratic thought and social institutions throughout the world, including the political philosophies of John Locke, Jean-Jacques Rousseau, and Baron de Montesquieu. (P, H)

7-2.3    Outline the role and purposes of a constitution, including such functions as defining a relationship between a people and their government, describing the organization of government and the characteristics of shared powers, and protecting individual rights and promoting the common good. (P, H)

 

 

 

Standard 7-3:    The student will demonstrate an understanding of political, social, and economic upheavals that occurred throughout the world during the age of revolution, from 1770 through 1848.

 

Indicators

7-3.1    Summarize the achievements and contributions of the scientific revolution, including its roots, the development of the scientific method, and the interaction between scientific thought and traditional religious beliefs. (H)

7-3.2    Explain the causes, key ideas, and effects of the French Revolution, including the influence of ideas from the American Revolution and the Enlightenment and ways that the Revolution changed social conditions in France and the rest of Europe. (P, H)

7-3.3    Compare the development of Latin American independence movements, including the Haitian revolution, the role of Simón Bolívar in different independence movements, and the role of Father Miguel Hidalgo in the Mexican Revolution of 1810. (P, H, G)

7-3.4    Explain the causes and course of the Industrial Revolution in Europe, Japan, and the United States, including the reasons that England was the first nation to industrialize, the impact of the growth of population and the rural-to-urban migration, the changes in the organization of work and labor, and the development of socialism. (E, H, G)

7-3.5    Explain the impact of the new technology that emerged during the Industrial Revolution, including changes that promoted the industrialization of textile production in England and the impact of interchangeable parts and mass production. (E, H)

7-3.6    Compare the emergence of nationalist movements across Europe in the nineteenth century, including the unification of Italy, the unification of Germany, and Napoleon’s role in the spreading of nationalism. (H, P, G)

 

Standard 7-4:    The student will demonstrate an understanding of the impact of imperialism throughout the world in the late nineteenth and early twentieth centuries .

 

Indicators

7-4.1    Summarize the economic origins of European imperialism, including the conflicts among European nations as they competed for raw materials and markets and for the establishment of colonies in Africa, Asia, and Oceania. (H, E, G)

7-4.2    Use a map to illustrate the geographic extent of European imperialism in various regions, including Africa, Asia, the Middle East, South America, Australia, New Zealand, Siberia, and Canada. (G, H)

7-4.3    Explain the causes and effects of the Spanish-American War and its reflection of the United States’ interest in imperial expansion, including this nation’s acquisition of the Philippines, Puerto Rico, and Guam; its temporary occupation of Cuba; and its rise as a world power. (G, H)

7-4.4    Compare differing views with regard to colonization and the reactions of people under colonial rule in the late nineteenth and early twentieth centuries , including the Zulu War, the Sepoy Rebellion, and the Boxer Rebellion. (H)

7-4.5    Summarize the significant features and explain the causes of Japan’s imperial expansion in East Asia, including the defeat of the Russians in the Russo-Japanese War, the reasons for the expansion in Korea and Manchuria, and the rise of Japan as a world power. (H, G, E)

 


Standard 7-5:    The student will demonstrate an understanding of the causes and effects of world conflicts in the early twentieth century .

 

Indicators

7-5.1    Explain the causes and key events of World War I, including the rise of nationalism, ethnic and ideological conflicts in different regions, political and economic rivalries, the human costs of the mechanization of war, the Russian Revolution, and the entry of the United States into the War. (H, P, G, E)

7-5.2    Explain the outcome and effects of World War I, including the conditions and failures of the League of Nations and the Treaty of Versailles and the effects of major treaties on population movement, the international economy, and shifts in borders. (H, P, G, E)

7-5.3    Explain the worldwide depression that took place in the 1930s, including the economic crash of 1929 and political responses to the depression such as the New Deal in the United States, the rise of Nazism in Germany, and the economic retrenchment in Britain. (E, H)

7-5.4    Summarize aspects of the rise of totalitarian governments in Germany, Italy, Japan, and the Soviet Union, including Fascist aggression and the responses of major powers and the rise of Joseph Stalin. (H)

7-5.5    Explain the causes, key events, and outcomes of World War II, including the German, Italian, and Japanese drives for empire; the role of appeasement and isolationism in Europe and the United States; the major turning points of the war and the principal theaters of conflict; the importance of geographic factors; the roles of political leaders; and the human costs and impact of the war both on civilizations and on soldiers. (H, G, P, E)

7-5.6    Summarize the Holocaust and its impact on European society and Jewish culture, including Nazi policies to eliminate the Jews and other minorities, the “Final Solution,” and the war crimes trials at Nuremberg. (H)


Standard 7-6:    The student will demonstrate an understanding of international developments in the post–World War II world, including the impact of the Cold War on the world.

 

Indicators

7-6.1    Summarize the political and economic transformation of Western and Eastern Europe after World War II, including the significance of the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization (NATO), the United Nations, the Warsaw Pact, and the European Economic Community (EEC). (H, P, E, G)

7-6.2    Summarize the events of the Cold War, including the Soviet domination of Eastern Europe; the rise of the Communist party in China; the building of the Berlin wall; the economic and political competition for influence in Vietnam and Korea; the Cuban missile crisis; the revolutionary movements in Africa; the development of new military, nuclear, and space technology; and the threat of nuclear annihilation. (H, P)

7-6.3    Explain the causes and major features of the political and social change that occurred in the Middle East in the post–World War II period, including the role of nationalism, the creation of the state of Israel, and ongoing conflicts in the region. (H, P, G)

7-6.4    Compare features of nationalist and independence movements in different regions in the post–World War II period, including Mohandas Gandhi’s role in the nonviolence movement for India’s independence and the emergence of nationalist movements in African and Asian countries. (H, P)

 

 

Standard 7-7:    The student will demonstrate an understanding of the significant political, economic, geographic, scientific, technological, and cultural changes and advancements that took place throughout the world from the beginning of the twentieth century to the present day.

 

Indicators

7-7.1    Illustrate on a time line the events that contributed to the collapse of the Soviet Union and other communist governments in Europe, including economic failures and the emergence of new leaders. (H, E, P)

7-7.2    Explain the significance and impact of the information, technological, and communications revolutions, including the role of television, satellites, computers, and the Internet. (H)

7-7.3    Explain global influences on the environment, including the effects of increases in population, the growth of cities, and efforts by citizens and governments to protect the natural environment. (G)

7-7.4    Summarize global efforts to advance human rights, including the United Nations’ adoption and proclamation of the Universal Declaration of Human Rights, the end of colonialism by European nation-states, and the collapse of the apartheid system. (H, G, P)

7-7.5    Compare the social, economic, and political opportunities for women in various nations and societies around the world, including those in developing and industrialized nations and within societies dominated by particular religions. (H, G, P, E)

7-7.6    Explain the impact of increasing global economic interdependence in the late twentieth century and the early twenty-first century, including the significance of global communication, labor demands, and migration; the European Economic Community (EEC) and other trade agreements; and the oil crisis of the 1970s. (E, G, H, P)

7-7.7    Summarize the dangers to the natural environment that are posed by population growth, urbanization, and industrialization. (G, E, P, H)