Syllabus

Rudolph Gordon Middle School

2023-2024 Syllabus

 

Mission Statement

The mission of Rudolph G. Gordon School, in cooperation with home and community, is to prepare children to become lifelong learners and responsible, productive citizens by creating meaningful learning experiences in a safe, nurturing environment.

We believe:

 

Instructor:  Chris Rivardo

Room:  #1912

Planning Times:  8:15- 9:00 and 9:05-9:50

Available Conference Times:  Call or Email to request a conference

E-Mail:  crivardo@greenville.k12.sc.us

Web Address: https://sites.google.com/greenvilleschools.us/chris-rivardo/home

School Telephone:  (864) 452-1282

COURSE TITLE:   Social Studies 8: South Carolina and the United States History

 

LEARNING LEVELS:

   In Eighth Grade Social Studies the classes are not grouped based on ability level.  Unlike Math and ELA where classes are based on Gifted and Talented and High School Credit Classes we function with a heterogeneous concept.  All students learning the same curriculum at the same time but having the class instruction differentiated.

 

GOALS:

  My mission is to motivate my students to become life-long, enthusiastic learners. I want them to become proficient in the Social Studies Curriculum, to be able to apply that knowledge to real world events and to know the cause and effects of historical moments on the world today and in the future.

 

Instruction will be based on the Greenville County Schools curriculum guide and the South Carolina Social Studies Curriculum Standards. These standards can be accessed on the SC Department of Education web site:  www.state.sc.us/sde/educators/standards.

 

Social Studies 8: South Carolina and the United States History Curriculum Overview

 

Students will study the history of South Carolina within the context of United States History in grade eight. There are 11 units this year and details for each are provided below. 

 

The district-wide grading scale is as follows:

ASSESSMENTS and GRADING:

100-90 A
 89-80 B
 79-70 C
 69-60 D
 59-50 F

 

GRADING - all grades fall into the major/minor category.

Major - tests and projects (50% of student grade)

Minor - classwork, flocabularies, homework, quizzes, etc. (50% of student grade)

Each quarter we will have : 3 Major Grades and 8 Minor Grades

 

 

SCHOOL-WIDE DISCIPLINE PLAN:

Specific rules and policies regarding discipline can be found on the school district website and in our student planner. Our school wide discipline plan with regards to minor rule violations consists of warning plan designed to give parents the opportunity to assist with discipline whenever possible, upon the 2nd offense discipline will be after school detention and on the third offense it will become a referral.

 

UNIT 1 - Thinking Like a Historian

Students will be introduced to the six historical thinking skills that will be used throughout the year.

 

UNIT 2 - Settlement

Students will use inquiry and historical thinking to learn about the Native American experiences in South Carolina before and after the arrival of European settlers. They will also explore the early years of European settlement and the development of three distinct colonial regions.

 

UNIT 3 - Colonial Development

Students will use inquiry and historical thinking to analyze the events and institutions that developed in the colony prior to the American Revolution. Students will focus on the social, economic, and political factors that impacted the individuals, events, and institutions within the time period.

 

UNIT 4 - Revolution

Students will use inquiry and historical thinking to explore the impact of the American Revolution on various groups of people.

 

UNIT 5 - Foundation

Students will utilize standards-aligned historical thinking skills and inquiry-based learning to demonstrate their understanding of how and why these governments were created, and South Carolina’s role in the development of the new national government.

 

UNIT 6 - Compromise

Students will utilize historical thinking skills, inquiry, and content specific themes to demonstrate their understanding of the multiple causes of the Civil War, and how South Carolina came to be at the center of this conflict.

 

 

UNIT 7 - Conflict

Students will utilize standards-based historical thinking skills, inquiry, and content specific themes to demonstrate their understanding of the events that lead to the Civil War, events of the Civil War, and their impact on South Carolina and the nation.

 

UNIT 8 - Reconstruction

Students will work to understand turning points that defined this period and evaluate the political, economic, and social effects of Reconstruction.

 

UNIT 9 - Progressivism and WWI

In the late nineteenth century, South Carolina realized a need to diversify its economy. Industrialization had a significant impact on the state’s society and politics. Students will work to understand South Carolina’s experience as representative of its region and the United States as a whole during this period.

 

UNIT 10 - Economics and Global Politics

Students will understand South Carolina’s experience as representative of its region and the United States as a whole during post WWI.

 

UNIT 11 - Progress

They will learn about the impact of civic participation of different individuals and groups and how people used the court system and legislation to affect South Carolina’s identity following World War II.

 

 

TEACHING METHODS and STRATEGIES:

    We use a balanced approach to teaching reading map skills, analyzing history, comparing and contrasting historical time periods to our own and the writing process. A typical week includes a variety of instructional formats: from note taking and lecture, class discussion, small group instruction, to guided and shared reading. Student instructional reading levels are used to group them for differentiated activities and assignments.  Using a Learning Focused format for instruction, acquisition lessons present major concepts with graphic organizers to maximize learning and retention. Students extend and refine their learning with activities designed to promote higher levels of thinking such as analysis and evaluation.  Discussions and hands-on group activities build and extend skills. Authentic projects are assigned throughout the year to assess learning.  Instructional activities are designed based on our district curriculum guide and state standards.

www.state.sc.us/sde/educators/standards.

 

PROCEDURES for RECORDING STUDENT PROGRESS:

Students are assessed using both formative and summative assessments. Daily class assignments, homework grades, tests, projects, and quizzes will be included in these assessments. Students are also asked to complete quarterly projects. These are assessed with rubrics. Benchmark test given at the end of each grading period and one at the start of the year. These tests provide data on each student to show growth over the quarter.

 

SUPPLEMENTAL MATERIALS & SUPPLIES:

         Students will need: 

         Color Pencils

         #2 pencils

         Blue or black ink pens

         2 Journal Composition Notebooks 1 for each semester

HOMEWORK POLICY:

There is one standing Homework assignment.  That is for the student to come home every night and discuss what they have learned today or the class discussion that took place.  History is so important to understand the world today and that idea is based on perception.  So it helps students to talk about and discuss this new information with others that might have a different point of view than that of the teacher or other students. Homework is assigned as needed to reinforce concepts and skills.  Each student should have one to two night of homework each week (this does not include studying for tests and quizzes or working on projects).  

 

MAKEUP WORK/ ABSENCE POLICY:

Students must make up missed work within 7 days of returning to school.  Students are responsible for making arrangements with teachers to make up work. Teachers should be contacted before or immediately after the excused absence. Students must complete and turn in the work on time to receive credit. Parents may also request assignments through Guidance for an extended absence. (As discussed and stated in the Student Handbook)

 

CLASSROOM EXPECTATIONS AND PROCEDURES:

   Students are expected to be respectful of each other at all times. There are several required expectations:
 ALL students must wear an ID badge.
 ALL students must carry their planners.
 ALL students must abide by the dress code.
 ALL students must practice the 3 R's: Rights of others, Respect for others, Responsibility for learning

 

PROCEDURES for NON-INSTRUCTIONAL ROUTINES:

         Students are expected to be on time and to have all assignments and materials needed for the class. Attendance is taken at the beginning of the class period. 

As students enter the room, they should get their materials needed for the day, sharpen their pencils, be seated, and begin completing the assigned bell work. Roll is taken at the beginning of the day and tardies are noted. Students are asked not to go to the restroom unless it is an emergency. Instructional time is very important.

HONOR CODE POLICY AND PLAGIARISM:   

 I adhere to our school honor code and plagiarism policy.

Cheating or the copying of work belonging to another person is a violation of school rules as well as personal ethics. Both the lender and borrower will receive a discipline consequence, alternate assignment, and parents will be notified.

Plagiarism is cheating. Examples of plagiarism include:

●        Copying and pasting from the Internet or copying directly from books or magazines without properly citing the source.

●        Copying another student’s work, turning in another student’s work, or having another student do the work.

●        Buying papers on the Internet.

 

PARENT COMMUNICATION: 

Parents, teachers, and students work together to promote learning. It is important to me to communicate with you on a regular basis concerning your child’s progress in learning required concepts and standards. Please feel free to call me at any time. Calls during the instructional day are directed directly to my voicemail. I will always respond within 24 hours. You can also reach me by email. Specific numbers and addresses are listed in the contact section of my syllabus.

 I am always available for a conference. Our team tries to schedule a common time for conferences.   Please contact me with conference requests at crivardo.greenville.k12.sc.us or at 452-1282