Syllabus 2017-2018

Email: cpappadackis@kms.k12.mn.us Twitter / Instagram: @MrPSocial_KMS

Class website: tinyurl.com/mrpsocial

12^th Grade Civics

Course Overview

This course is designed to give the students adequate civic skills values and basic principles of democracy. In addition you will learn the rights and responsibilities you have as a member of your community. You will gain an understanding of your government on the local, state, and national level. You will also learn basic political processes. Lastly you will begin to understand the basic relationships of the United States to Other Nations and Organizations Topics covered will include the foundations of modern government, an in-depth look at the branches of government, elections, political parties, and voting. The students will acquire the primary knowledge needed to become an active citizen in the United States and in their locality.

Materials Needed: Bring something to write with, paper, and a folder to keep notes/worksheets/handouts etc.

1. Behavior Expectations: I expect everyone in class to adhere to the stated in the KMS handbook and all rules and expectations will be followed in my classroom. 1a. Be Safe. 1b. Be Respectful. 1c. Be Prepared. You are expected to have your cell phone (if you have one) on the top of your desk and off. Any person whose phone rings during class I will take and the office will return it to you.

2. Starting Class: Be in the room when the bell rings or be marked tardy. When I stand in front facing you, this is your signal to please be quiet & be ready to start

3. Preparation & Passes: Every day you will need a pen or pencil, your assignment, notebook paper, or note packet. I MUST sign your planner before you may leave the room otherwise don’t even bother asking. Anyone who leaves without permission will get an unexcused absence.

4. Make-Up Work/ Tests: It is YOUR RESPONSIBILITY TO GET NOTES, WORKSHEETS, ETC. Copies of handouts & worksheets will be in the labeled folders located in the front of the classroom in the file cabinet. If you miss a VIDEO, you are responsible for finding out its information. If you cannot answer a question on the test because you missed class, the question will still be counted wrong. So if you can’t be in class, you need to find out what went on that day. If you are IN CLASS ON THE REVIEW DAY, YOU ARE EXPECTED TO TAKE THE TEST THE NEXT DAY. If you are absent on the review day, but have the review sheet and advance notice of the test, you are expected to take the test. *If you need adjustments in the test schedule, you need to talk to me THE DAY BEFORE the test *Student who skips a test will not be allowed to make it up. Anyone caught cheating on a test will receive a zero for that test.

RETAKE POLICY: This is available to students who earned a 69% or below. You must come and schedule a time to re-take your test. You will need to correct your test and state where you found the correct answer to each question in your text or readings. Then study from it and turn it in on the day of the re-test. You will earn no higher than a 79% on your retake. You have one week to take care of this if you choose.

5. LIQUIDS and FOOD: are NOT ALLOWED in here, unless by special permission.

6. IF WE HAVE A PROBLEM: Let’s both try to talk privately first. I am here for you. If necessary, we will bring your parents & the principal into the discussion. If we cannot resolve it, you will no longer be in the class.

7. Special Needs Students: All students are expected to do their work and take tests in this room. I write and grade the questions--so I am the best one to help with your work! If your IEP/504 states that you must leave, you can do so, but I encourage each of you to stay. Students are NOT ALLOWED TO USE NOTES unless it is legally required by an IEP or 504 plan; if required, one note card may be used on tests.

8. SUBSTITUTE TEACHERS: You are expected to be on your best behavior for subs. Being disrespectful to the substitute will bring you some detention time after school.

9. GRADES & ASSIGNMENTS: Assignments will be graded using the MYP rubric (see below). Students should become familiar with the rubric as we will use it on all assignments throughout the year. In its simplest terms a score of a 7 is equivalent to a C grade for just doing the bare minimum requirements of an assignment. A score of a 10 has to go ABOVE & BEYOND the requirements of the assignment. Assignments are due at the beginning of class, unless I tell you otherwise. If I don’t have the assignment on the day it was due and you were in class it will be considered late and the maximum score you can earn will be equal to 70%.

Course Weights

A = 94-100 C = 76-73 Formative / Daily Practice 20%

A- = 93-90 C- = 72-70 Major Projects / Writing 30%

B+ = 89-87 D+ = 69-67 Formative Assessments / Quizzes 10%

B = 86-83 D= 66-63 Summative Assessments / Exams 40%

B- = 82-80 D- = 62-60

C+ = 79-77 F = below 60%

**Students who are prepared each day, shows effort, and respect will pass this class**

My Goal and promise is to grade your work and return it to you within one week.

10. HELP: If you need to talk to me, make up a test, or get extra help, I am available most mornings from 7:45 to 8:15, Period three, and after school. PLEASE DO NOT INTERRUPT MY CLASSES WHILE I AM TEACHING. If you want to make sure I’m available, just tell me you need to see me and we can set up a time to meet. This is why I’m here!

Student Learning Goals for this class:

1. Civic Skills

a. Demonstrate skills that enable people to monitor and influence state, local and national affairs.

b. Demonstrate the skills necessary to participate in the election process, including registering to vote, identifying and evaluating candidates and issues, and casting a ballot.

c. Evaluate sources of information and various forms of political persuasion for validity, accuracy, ideology, emotional appeals, bias and prejudice.

d. Examine a public policy issue by defining the problem, developing alternative courses of action, evaluating the consequences of each alternative, selecting a course of action, and designing a plan to implement the action and resolve the problem.

2. Civic Values & Principles of Democracy

a. Analyze how constitutionalism preserves fundamental societal values, protects individual freedoms and rights, promotes the general welfare, and responds to changing circumstances and beliefs by defining and limiting the powers of government.

b. Identify the sources of governmental authority; explain popular sovereignty (consent of the governed) as the source of legitimate governmental authority in a representative democracy or republic.

c. Define and provide examples of foundational ideas of American government which are embedded in founding era documents: natural rights philosophy, social contract, civic virtue, popular sovereignty, constitutionalism, representative democracy, political factions, federalism and individual rights.

d. Analyze how the following tools of civic engagement are used to influence the American political system: civil disobedience, initiative, referendum and recall.

e. Analyze the tensions between the government’s dual role of protecting individual rights and promoting the general welfare, the struggle between majority rule and minority rights, and the conflict between diversity and unity.

3. Rights & Responsibilities

a. Analyze the meaning and importance of rights in the United States Constitution and the Bill of Rights and subsequent amendments; compare and contrast these with rights in the Minnesota Constitution.

b. Explain the scope and limits of rights protected by the First and Second Amendments and changes created by legislative action and court interpretation.

c. Explain the scope and limits of rights of the accused under the Fourth, Fifth, Sixth, and Eighth Amendments and changes created by legislative action and court interpretation.

d. Explain the current and historical interpretations of the principles of due process and equal protection of the law; analyze the protections provided by the 14th Amendment.

e. Explain the responsibilities and duties for all individuals (citizens and non-citizens) in a republic.

f. Define the legal meaning of citizenship in the United States, describe the process and requirements for citizenship, and explain the duties of citizenship including service in court proceedings (jury duty) and selective service registration (males).

g. Describe the process of naturalization; explain the role of the federal government in establishing immigration policies.

4. Governmental Institutions & Political Processes

a. Explain federalism and the provisions of the United States Constitution which delegate to the federal government the powers necessary to fulfill the purposes for which it was established; distinguish between those powers and the powers retained by the people and the states.

b. Explain the purposes, organization, functions and processes of the legislative branch as enumerated in Article I of the United States Constitution.

c. Explain the purposes, organization, functions and processes of the executive branch as enumerated in Article II of the United States Constitution.

d. Explain the purposes, organization, functions and processes of the judicial branch as enumerated in Article III of the United States Constitution.

e. Describe the systems of enumerated and implied powers, separation of powers, and checks and balances.

f. Evaluate the importance of an independent judiciary, judicial review and the rule of law.

g. Explain the powers and operations of the state of Minnesota government as defined in its Constitution and its relationship with the federal government.

h. Explain the powers and operations of local (county, city, school board, and township) government in Minnesota.

i. Compare and contrast the budgets of the United States and Minnesota governments describing the major sources of revenue and categories of spending for each.

j. Describe the purposes, types, and sources of laws and rules.

k. Evaluate the impact of political parties on elections and public policy formation.

l. Evaluate the role of interest groups, corporations, think tanks, the media and public opinion on the political process and public policy formation.

m. Analyze how the United States political system is shaped by elections and the election process, including the caucus system and procedures involved in voting.

5. Relationships of the United States to Other Nations and Organizations

a. Explain how tribal sovereignty establishes a unique relationship between American Indian Nations and the United States government.

b. Evaluate the effectiveness of diplomacy and other foreign policy tools used by the United States government and other nations in historical or contemporary times.

c. Explain why governments interact in world affairs; describe how the United States government develops and carries out United States foreign policy, including treaty-making.

d. Describe how individuals, businesses, labor and other groups influence United States foreign policy.

e. Explain the role of international law in world affairs; evaluate the impact of the participation of nation states in international organizations.

f. Compare the philosophies, structures and operations of different types of governments in other countries with those in the United States.

MYP Humanities Assessment Criteria

There are 4 criterion that assignments and test will be measured against. Rarely will there be an assignment that can accurately reflect all four areas, but most will be scored against two of the areas. A student’s ability to grasp the expectations of these criterion areas will better ensure their chance at the highest possible grade for the assignment or test.

Criterion A: Knowledge

Maximum 10

Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and presentations, extended writing, projects and exhibits.

Achievement level and Level descriptor

0 The student does not reach a standard described by any of the descriptors given below.

1–2 The use of terminology is inconsistent or incorrect. Facts and examples are either absent, or those used are irrelevant or do not show understanding. The student provides descriptions that are inaccurate or that have insufficient detail; explanations are absent or superficial.

3–4 The use of terminology is mostly accurate and usually appropriate, though some errors remain. Facts and examples used are mostly relevant, and usually show understanding. The student provides basic descriptions that may need more detail; explanations are usually adequate but sometimes superficial.

5–6 Terminology is used accurately and appropriately. Relevant facts and examples are used to show understanding. The student provides accurate descriptions; explanations are adequate but not well developed.

7–8 A range of terminology is used accurately and appropriately. A range of relevant facts and examples are used to show understanding. The student provides accurate and detailed descriptions; explanations are developed.

9–10 The student shows an excellent command of a wide range of terminology, and uses it appropriately. An extensive range of relevant facts and examples are used to show understanding. Descriptions are accurate and detailed and explanations are fully developed.

Criterion B: Concepts

Maximum 10

Concepts are powerful ideas that have relevance within and across the curriculum, and students must explore and re-explore these in order to develop understanding. Students develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills.

Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. It is not intended that any one piece of work will assess all of the humanities concepts (time, place and space, change, systems, and global awareness). Suggested tasks for assessment include extended writing, oral presentations, research projects, case studies, essays and tests, and must give students the opportunity to demonstrate the requirements of the highest level descriptor.

Achievement level and Level descriptor

0 The student does not reach a standard described by any of the descriptors given below.

1–2 Application of concepts is inappropriate. The student may demonstrate some conceptual awareness and understanding by recognizing basic connections to the subject matter.

3–4 Application of concepts is not always appropriate. The student demonstrates conceptual awareness and understanding by describing basic connections to the subject matter.

5–6 Application of concepts is appropriate but superficial. The student demonstrates conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts to other situations but is not always successful.

7–8 Application of concepts is appropriate and shows some depth. The student demonstrates conceptual awareness and understanding by explaining connections to the subject matter. The student applies concepts to other situations.

9–10 Application of concepts is appropriate and sophisticated. The student demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. The student applies concepts effectively to other situations.

Criterion C: Skills

Maximum 10

The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the student’s technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the class, and for lifelong learning.

Assessment tasks may give the student the opportunity to demonstrate one or more of the skills described in the objectives. Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral presentations/interviews.

Achievement level and Level descriptor

0 The student does not reach a standard described by any of the descriptors given below.

1–2 The student can select and use some relevant information. The student displays minimal analytical skills. The student’s arguments, decisions or judgments are not always relevant, or may be absent. The student attempts to carry out investigations, demonstrating few skills.

3–4 The student selects and uses mostly relevant information. The student’s work lacks the required depth in analysis. The student makes some relevant arguments, decisions or judgments though these are unsupported. The student demonstrates basic investigative skills.

5–6 The student selects and uses relevant information. Work shows satisfactory evidence of analysis. Arguments, decisions and judgments are supported and balanced but superficial. The student demonstrates adequate investigative skills.

7–8 The student selects and uses a range of relevant information. Work shows a good level of critical analysis. Arguments, decisions and judgments are well supported and balanced. The student demonstrates effective investigative skills.

9–10 The student selects and uses a wide range of relevant information. Work shows a high level of critical analysis. Arguments, decisions and judgments are fully supported and well balanced. The student demonstrates sophisticated investigative skills.

Note

* Certain elements within each descriptor apply to specific skills. Teachers should use only the relevant elements of the descriptors when assessing different skills.

Criterion D: Organization and presentation

Maximum 10

Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills.

Criterion D is more suited to assessing extended pieces of work, for example, fieldwork, research projects or essays. Teachers should use only the relevant elements of the descriptors when assessing organization and presentation.

It is important to this institution and myself that we keep the integrity of all of our work at a maximum level. Cheating, plagiarism, copying, or any other form of academic dishonesty will be dealt with by school and its administrators. Students will adhere to either MLA or APA citation when documenting sources. Failure to comply with this simple request will result in 0 mark for the project.

Achievement level and Level descriptor

0 The student does not reach a standard described by any of the descriptors given below.

1–2 The student communicates information that may not always be relevant. The student attempts to structure the work, but it may be unclear and/or inappropriate to the format required. Presentation and expression are unclear and imprecise. There may be some evidence of documentation.

3–6 The student communicates information that is mostly relevant. The student attempts to structure and sequence the work but is not always successful. Presentation and expression are occasionally unclear. Sources of information are documented, though there may be omissions or consistent errors in adhering to conventions.

7–8 The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the content logically. Presentation and expression are clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation. Sources of information are documented, with occasional errors in adhering to conventions.

9–10 The student communicates information that is always relevant. The student organizes information into a well-developed and logical sequence, appropriate to the format required. Presentation and expression are clear, concise and effective, and the language, style and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognized convention.

Students: Please have parents review this syllabus, sign, and return THIS PAGE ONLY by ______________________________. Keep the syllabus in your binder for your reference.

****Social Media Permission Form: I like to use Twitter and Instagram to share all of the cool and unique learning experiences my students are having in my classroom. I want to share those experiences of your student with your permission. Typically in the past if I use social media in the classroom I create a post and then have the students who are mentioned in the post check it over to approve it. Some decline and I delete them from the post. I don’t want any student to feel uncomfortable. I just want to share the learning that is taking place.

Here are a few promises you will have: 1. I will only use your student’s first name, if at all in a post. 2. I will not use a picture of just your student that would identify them to the world. 3. Only GROUP photos and will not identify individuals by name. We do amazing things at KMS and often we never see those things. I want to share them with you. However, I will respect either decision that you choose.

Detach here:__________________________________________________________________________________

SOCIAL MEDIA PERMISSION SLIP

______ YES, my child has permission to participate in sharing classroom experiences through Mr. Pappadackis’s school Instagram and Twitter accounts.

______ NO, my child does not have permission to participate in the sharing of our classroom experiences on social media.

Parent/Guardian Signature Student Signature Date

Parent Email Address: ________________________________________ Parent Phone:_______________