Marshall Syllabus Link
Instructor: Priscilla J. Marshall
Room: #725
Planning Times: (4th period): 11:40-12:10
(5th period): 12:40-1:10
Available Conference Times: Appointments during planning times
E-Mail: pmarshall@greenville.k12.sc.us
Web Address: www.greenville.k12.sc/us/websites/beck/rnarshall/index.h
School Telephone: (864) 355-1470
Text Book Title: National Geographic World Cultures and Geography (There is an online textbook for this course, which students will have access to via Google classroom).
COURSE TITLE: Social Studies 7th Grade World Geography
COURSE DESCRIPTION (Focus and Purpose):
This year we will be studying the Earth from a regional perspective, focusing on the continents. Students will study contemporary places and regions to identify how the experiences of people are rooted in place and organized into geographic regions. Students will learn about Earth’s physical conditions and how these features interact with the Earth’s other living features. This course also focuses on human systems and the sum of human activities across the Earth’s surface. These systems also include the spatial distribution of population and the movement settlement patterns, economic systems, and political systems. Students will explore the interactions between environment and society to learn how human activities modify Earth, how resources are used, and how physical systems, such as climate, present risks to humans. These regional conditions, both physical and cultural, create unique landscapes, an understanding of which lays the foundation for learning about connections to other peoples and places on Earth.
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.
LEARNING LEVELS:
In Seventh 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 learn the same curriculum at the same time but having the class instruction differentiated.
Learning Objectives for the Course:
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 website: www.state.sc.us/sde/educators/standards.
TEACHING METHODS AND STRATEGIES:
We use a balanced approach to teaching reading map skills, analyzing history, comparing and contrasting geographical regions 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.
ASSESSMENTS AND GRADING
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.
District-Wide Grading Scale is as follows:
100-90 A
89-80 B
79-70 C
69-60 D
59-50 F
Grading Policy for Social Studies:
Major Assignments (which include Tests/Projects): 50%
Minor Assignments (which include Quizzes, Class Work and ,Homework)
School Wide Late Work Policy:
Schools will accept late work with no penalty to the student up to 5 days after the original due date. A teacher may extend the late work policy 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, no behaviors. Work can be accepted late across grading periods by special exception and approval of the teacher and/or the administrator.
SUPPLEMENTAL MATERIALS & SUPPLIES:
Students will need:
Color Pencils
#2 pencils
Blue or black ink pens
Red Ink pen
1” 3 ring Notebook (Binder)
*Chromebooks, notebooks, and pencils should be brought to class daily
HOMEWORK POLICY:
Typically, the only homework assigned to students is to complete work that was not able to be finished during class and to review notes/class assignments for 5 minutes each night. During the week of a quiz/test, it is critical that students begin to prepare by studying vocabulary, notes, assignments, and study guides in order to be properly prepared for the assessment.
MAKEUP WORK/ ABSENCE POLICY:
Schools will accept late work with no penalty to the student up to 7 days after the original due date.. A teacher may extend the late work policy 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, no behaviors. Work can be accepted late across grading periods by special exception and approval of the teacher and/or the administrator.
Missing Work Policy:
NHI is marked in Powerschool. (Floored at 50%). All late work must be turned in according to the Makeup Work/Absence Policy.
LIFT/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 the 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 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
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 with regards to 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 F0R 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 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.
Course Outline:
South Carolina Social Studies Standards: 7th Grade:
www.state.sc.us/sde/educators/standards
Quarter 1:
August- Class Procedures, Rules, Expectations, Baseline Data, The Essentials of Geography
September- Essentials of Geography, North America,
October- Central America and the Caribbean and the 1st Nine Weeks Benchmark
Quarter 2:
October- South America
November- South America, Europe
December- Europe, Russia and Eurasia
January- Russia and Eurasia
Quarter 3
January- Sub-Saharan Africa, and the 2nd Nine Weeks Benchmark
February- Sub-Saharan Africa, Southwest Asia/North Africa
March- South Asia, East Asia, Third Nine Weeks Benchmark
Quarter 4
March- East Asia
April-Southeast Asia
May-Australia/South Pacific/Antarctica, Final Year Project
Learning Objectives for the course:
Unit 1: Essentials of Geography- Students will practice and implement basic geographical skills by creating a map of their own.
Unit 2: North America- Students will use inquiry and geography thinking skills to research a geographic issue North America faces and offer possible solutions.
Unit 3: Central America and Caribbean- Through the use of geographical thinking skills, inquiry, and collaboration, students will explore current geographic issues that central America and the Caribbean faces and problem solve to offer solutions.
Unit 4: South America- Through the use of geographical thinking skills, inquiry, and collaboration, students will learn about the physical and cultural regional conditions that create a unique South American landscape, an understanding of which lays the foundation for learning about connections to other peoples and places on Earth. Through inquiry and the application of geography thinking skills, students will explore current issues South American nations face and offer viable solutions to the issues.
Unit 5: Europe- Through inquiry, students will apply geography thinking skills to analyze a current issue this continent faces and communicate possible solutions.
Unit 6: Russia and Central Asia- Through inquiry, students will apply geography thinking skills to research geographic concerns such as the Chernobyl accident and communicate solutions.
Unit 7: Sub-Saharan Africa- Through inquiry, students will apply geography thinking skills to research and communicate findings regarding a geographic issue this region faces.
Unit 8: Southwest Asia and North Africa- Through inquiry, students apply geography thinking skills as they grapple with the issue of political unrest and the petroleum industry.
Unit 9: South Asia- Students will use inquiry and geography thinking skills to offer solutions to the long running conflict between India and Pakistan or a different issue this region of the world faces.
Unit 10: East Asia- Students will use applied geography skills to analyze and develop ways cities can be better prepared for natural disasters.
Unit 11: Southeast Asia- Students will use applied geography skills to determine how Southeast Asia can grow economically but also protect the environment.
Unit 12: Australia, Pacific Realm, Antarctica- Through inquiry, students will use geography thinking skills to propose a solution on how the people of Oceania can preserve their culture in the 21st Century.
Additional Instructional Tools:
Maps and Atlases
Other content reading books
BrianPop
United streaming videos
Chromebooks for class use
Kahoot
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 for 8th 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.
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 12 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 pmarshall@greenville.k12.sc.us or at (864) 355-1470.