Syllabus
BECK ACADEMY 2021-2022 Syllabus
BECK VISION STATEMENT: To meet the academic needs of our culturally diverse student body in a safe environment that nurtures, accepts and encourages all students to be productive citizens of the global community, life-long learners and future leaders.
Instructor: Mr. Peter Ferrie
Room: 822
Planning Times: (1st period) 9:00-9:46
(2nd period) 9:51-10:37
Available Conference Times: During planning times
E-Mail: plferie@greenville.k12.sc.us
Web Address: https://sites.google.com/greenvilleschools.us/plferrie
School Telephone: (864) 355-1449
Course Title: 8th Grade Social Studies: South Carolina History
Course Description (Focus and Purpose):
Eighth-grade social studies focus on the history of South Carolina and the role of our state and its people in the development of the United States as a nation. We will learn about our state’s development during colonial times, the growth of the American ideal which led to the American Revolution, the rising controversy over slavery, and the Civil War. We will continue our study of South Carolina from Reconstruction to the present time, with a focus on the struggle for social justice and economic diversity. Instruction will include many social studies literacy skills for twenty-first-century learners, which are outlined at the end of this syllabus.
Learning Levels:
In social studies, we function with a heterogeneous concept. Realizing that all students do not learn at the same rate or the same way, class instruction will be differentiated to better suit all learners.
Goals:
My mission is to motivate my students to become life-long, enthusiastic learners and effective communicators. I want them to become proficient and engaged disseminators of history. 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 website: www.state.sc.us/sde/educators/standards.
Required Materials
Three-ring binder
5 Dividers
Loose-leaf notebook paper
#2 pencils
Highlighters
Wired headphones
*Chromebooks, notebooks, and pencils should be brought to class daily
Online Textbook
South Carolina Journey
Digital version will be provided when available
The district-wide grading scale is as follows:
100-90 A
89-80 B
79-70 C
69-60 D
59-50 F
Grading Policies:
All assignments should be turned in on time.
Students who have been absent have 5 school days upon returning to school to turn in missing assignments that were given during the student’s absence. Previously assigned work should be turned in when the student returns to school.
Students will begin each class with a “Bell Ringer”
Students will keep all notes in a three-ring binder which will be kept in class
All daily work will comprise 50% of the nine-week grade and are referred to as minor assessments.
Unit assessments will be comprehensive and contain all levels of critical thinking skills. Each assessment will include a combination of multiple-choice, matching, true-false, and written response questions. Unit assessments are majors (50% of the overall grade). Major assignments are common to the grade/content PLC.
Students will have the opportunity to work together and alone in creating projects every nine weeks. Projects are also major assessments. Unit tests and projects combined will comprise 50% of the nine-week grade.
Each quarter will have a minimum of 3 major assignments and 8 minimum assignments
Homework Policy:
Homework is to finish any class assignments and study for upcoming assessments. Students are expected to record homework assignments in their agendas at the beginning of class. Written assignments are not given every day for this class. However, for proficiency in social studies, students are expected to review notes nightly. Periodically, classwork will need to be completed for homework.
Missing Work Policy:
NHI is marked in PowerSchool. (Floored at 50). All late work must be turned in one week before the end of the grading period.
Makeup Work Policy:
Students have 5 days to make up missed work from the return date to turn in makeup work without penalty. ABS is marked in Powerschool (Floored at a 50).
Late Work Policy:
Schools will accept late work with no penalty after the original due date or the end of the grading period. A teacher may extend the late work acceptance deadline but may not reduce the time. The work, although submitted late, will not receive a point reduction. Assessments must be about mastery of content and if graded, the goal is to assess mastery, not behaviors. Work can be accepted late across grading periods by special exception and approval of the teacher and/or administrator.
Retake Policy:
No retakes on minor assessments. Test retakes are allowed for major assessments, the highest grade will be recorded. No minimum grade requirement for test retakes. Students will be given a remediation assignment with a reflection component. Students are expected to notify the teacher of their desire to retake the assessment within one week of the first attempt. The assessment must be retaken within two weeks of the first attempt.
Classroom Expectations
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 abide by the dress code.
ALL students must practice the 3 R's: Rights of others, Respect for others, and Responsibility for learning
Class Expectations:
Come to class prepared with supplies and materials every day
Always treat each other with respect
Raise your hand and wait to be recognized before speaking
Stay in your seat during instructional time or unless otherwise instructed
Follow instructions given to you by the teacher; please do not argue
Listen to all instructions before asking questions or working
School-Wide Discipline Plan:
Specific rules and policies regarding discipline can be found on the school website and in our student planner. Our school-wide discipline plan regarding minor rule violations consists of a step plan designed to give parents the opportunity to assist with discipline whenever possible. The steps are:
1. Warning
2. Parent phone call
3. After-school detention
4. After-school detention
5. Office referral
Additional student behavior guidelines may be found in the student handbook.
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. Cell phones are to be off and placed inside the student’s backpack or locker. Cell phones should not be visible during any part of the school day unless given specific instruction during class to use the device at the teacher’s discretion. Students may use the restroom during class change and lunch. Students will use a sign-out sheet and classroom pass to go to the restroom during class. If bathroom privileges become problematic, parents will be notified and consequences may follow for the student.
Honor Code Policy and Plagiarism:
I adhere to our school honor code and plagiarism policy. Cheating or 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 zeros on the work, 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:
Communication is such an important aspect of every child’s success. Teachers working together with parents helps promote a sense of unity which is a great support system for all students. Parents are urged to keep up with their student’s progress by checking the Parent Portal regularly. Interim progress reports will be sent home midway between grading periods, and report cards issued at the end of every nine weeks. Please feel free to call me at any time, but please note that calls during the instructional day are directed directly to my voicemail. Depending on when the call is made, I will respond either the same day or within 24 hours. You may also reach me by email at mkshaver@greenvilleschools.k12.sc.us. My website is updated weekly, if not daily, to inform parents of any updates in the classroom and assignments for the week. This website also has other valuable information for students to use as a study tool.
Course Outline:
South Carolina Social Studies Standards: 8th Grade:
http://ed.sc.gov/agency/se/Instructional-Practices-and-Evaluations/SocialStudies.cfm
Introductions to S.C./ U.S History
Standards
Learning Objectives
Unit 1: Natives and Early Interactions (Q1)
8.1 E, 8.1 CC, 8.1 CO
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 2: Colonial SC/Colonial Development (Q1)
8.1 E, 8.1 CE, 8.1 P, 8.1 CX
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 3: The Coming of the American Revolution (Q1)
8.2 C, 8.2 CO, 8.2 CE, 8.2 CX, 8.2 E
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: American Revolution (Q2)
8.2 P, 8.2 E
Students will use inquiry and historical thinking to explore the impact of the American Revolution on various groups of people.
Unit 5: A New State (Q2)
8.2 P, 8.2 E
As students progress through the unit, they 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: Sectionalism (Q2)
8.3 CX, 8.3CC, 8.3CO, 8.3 CX
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: The Civil War (Q3)
8.3 CE, 8.3 P, 8.3 E
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 (Q3)
8..3 CX, 8.3 CC, 8.3 E
Students will utilize standards-aligned historical thinking skills, inquiry, and content-specific themes to understand turning points that defined this period and evaluate the political, economic, and social effects of Reconstruction.
Unit 9: Industrialization (Q3)
8.4 P, 8.4 CO, 8.4 CE
Students will utilize standards-aligned historical thinking skills, inquiry, and content-specific themes to understand South Carolina’s experience as representative of its region and the United States as a whole during this period.
Unit 10: Immigration and Progressives (Q3)
8.4 P, 8.4 CO, 8.4 CE
Students will utilize standards-aligned historical thinking skills, inquiry, and content-specific themes to understand South Carolina’s experience as representative of its region and the United States as a whole during this period.
Unit 11: World War I and the Roaring 20’s (Q4)
8.4 P, 8.4 CO, 8.4 CE
Students will use historical thinking skills to develop an understanding of how these global events impacted our state.
Unit 12: The Great Depression and WWII (Q4)
8.5 P, 8.5 CO, 8.5 E
Students will use historical thinking skills to develop an understanding of how these global events impacted our state.
Unit 13: Civil Rights (Q4)
8.5 CX, 8.5 CE, 8.5 CC, 8.5 E
Finally, students will apply historical thinking skills to develop a narrative on the economic development of our state from the colonial period to the present day.
Unit 14: Modern SC (Q4)
8.5 CX, 8.5 CE, 8.5 CC, 8.5 E
Finally, students will apply historical thinking skills to develop a narrative on the economic development of our state from the colonial period to the present day.
SOCIAL STUDIES LITERACY SKILLS for the TWENTY-FIRST CENTURY LEARNER
There will be a focus throughout the year on tools, strategies, and perspectives that are necessary for students to truly understand social studies material that is presented to them. These skills represent a continuum that began in kindergarten but builds and progresses throughout your child’s school experience. It will be important for8th-grade students to not merely memorize a collection of facts that represent a period of history, but to grasp a deeper understanding of the content so that they can apply their learning to life experiences now and in the future. According to State Department of Education guidelines, this year the student should be able to do the following:
Interpret parallel timelines from different places and cultures.
Evaluate multiple points of view or biases and attribute the perspectives to the influences of individual experiences, societal values, and cultural traditions.
Compare the locations of places, the conditions at places, and the connections between places.
Explain why trade occurs and how historical patterns of trade have contributed to global interdependence.
Understand responsible citizenship in relation to the state, national, and international communities.
Identify and explain the relationships among multiple causes and multiple effects.
Analyze evidence, arguments, claims, and beliefs.
Select or design appropriate forms of social studies resources to organize and evaluate social studies information.*
* Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.