Syllabus 2017 - 2018

Mr. Pappadackis

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

8^th Grade Global Studies

Course Overview

The Global Studies course will allow students to explore the regions of the world using geographic information from print and electronic sources. Students will analyze important trends in the modern world such as demographic change, shifting trade patterns, and intensified cultural interactions do to globalization. Students will participate in civic discussion on contemporary issues, conduct historical inquiry and study events over the last half century that have shaped the contemporary world. They will analyze connections between revolutions, independence movements and social transformations, and understand reasons for the creation of modern nation states. Students will learn that governments are based on different political philosophies and serve various purposes. Finally, by learning economic principles of trade and the factors that affect economic growth, students will understand why there are different standards of living in countries around the world. (As stated in the MNSSS)

Materials Needed: Bring something to write with, paper, and a folder to keep notes/worksheets/handouts etc. You will also be required to put a book cover on your textbook.

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 roughly equivalent to a 70% 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%.

Grading Scale:

100-94= A

93-90 = A- Weights on Grades

89-87 = B+ Daily Practice 30%

86-83 = B Social Starters 10%

82-80 = B- Quizzes 15%

79-77 = C+ Major Projects 20%

76-73 = C Tests/Exam 25%

72-70 = C-

69-67 = D+

66-63 = D

62-60 = D-

59 ↓ = F

**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 two, 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!

Course Outline for the year.

*Intro Unit What is Geography? Why do we study it? Five Themes of Geography. Map Skills.

*North America/Latin America *South and Central Asia

*Europe & Russia *Africa

*Southwest Asia *Australia/Oceania

*South East Asia & East Asia

Student Learning Goals for this class:

1.Citizenship & Gov’t: Civic Skills

*Participate in a discussion on the issues surrounding various viewpoints related to Global Studies.

*Understand that there will be different viewpoints and be able to respectfully listen and respond to those viewpoints in our contemporary world.

1.Citizenship & Gov’t: 5. Relationships of the U.S. to other nations and organizations

*Explain why gov’ts belong to different types of economic groups and international and regional organizations.

*Explain why gov’ts belong to different types of economic groups and international and regional organizations.

2. Economics: 1. Economic Reasoning Skills

*Use decision-making techniques in making choices to explain why different gov’ts faced with the same alternatives might make different choices.

2. Economics: 3. Fundamental Concepts

*Understand what GDP stands for and be able to identify factors which might affect different countries standard of living.

*Identify the characteristics that make up a command, mixed, and market-based (capitalist) economy and then find countries in the world that fit those models.

2. Economics 5. Macro-economics

--*Explain why trade can be mutually beneficial to countries.

*Explain what absolute and comparative advantage is and how it works with international trade.

3. Geography: 1. Geospatial Skills

*Obtain (Find, Research, ect) geographic information from a variety of print and electronic sources to investigate places or answer specific geographic questions.

*Analyze geographic information from a variety of print and electronic sources to investigate places or answer specific geographic questions and provide rationale as to why that information works for an acceptable answer.

*Create and use various kinds of maps, including maps overlaying thematic maps, of places in the world.

*Incorporate the TODALSS map basics as well as points, lines, and colored areas on a created map.

*Create questions about topics in geography

*Suggest possible answers by using geospatial technology (like Google Earth) to analyze problems and then make some decisions with that information.

3. Geography: 2. Places & Regions

*Use appropriate geographical tools (maps, charts, graphs) to analyze and explain the distribution of physical and human characteristics of places.

3. Geography: 3. Human Systems

*Describe the locations of human populations of the United States.

*Describe the cultural characteristics of the various regions of the United States

*Describe the locations of human populations of Canada.

*Describe the cultural characteristics of the various regions of Canada.

*Describe the locations of human populations of Latin America.

*Describe the cultural characteristics of people living in Latin America.

*Explain how the contemporary pattern of cities resulted from a combination of pre-European contact, colonial and industrial societies.

*Describe the locations of human populations of Europe and Russia.

*Describe the cultural characteristics of Europe and Russia.

*Describe the role of migration patterns and the impact of an aging population and other effects of demographic transition.

*Describe the human populations of SW Asia & N Africa.

*Describe the cultural characteristics of SW Asia and N. Africa.

*Describe the locations of human populations of East Asia and SE Asia.

*Describe the cultural characteristics of East Asia and SE Asia.

*Explain and define what demographic transition is and how it has influenced the region’s population, economy, and culture.

*Describe the locations of human populations of South Asia and Central Asia.

*Describe the cultural characteristics of South and Central Asia.

*Define and explain the causes for differences in population density in the region, and the implications of population growth in South Asia on the future world population.

*Describe the locations of human populations of Africa (South of the Sahara).

*Describe the cultural characteristics of Africa (South of the Sahara)

*Explain the causes and effects of the demographic transition since 1945.

*Describe the locations of human populations of Australia/Oceania.

*Describe the cultural characteristics of Australia/ Oceania

*Describe the physical and environmental features of the U.S. affect human activity and settlement.

*Describe how the physical and environmental features of Canada affect human activity and settlement.

*Describe how the physical and environmental features of Latin America affect human activity and settlement.

*Describe how the physical and environmental features of Europe and Russia affect human activity and settlement.

*Describe how the physical and environmental features of SW Asia affect human activity and settlement?

*Describe how the physical and environmental features of N. Africa affect human activity and settlement.

*Describe how the physical and environmental features of East Asia affect human activity and settlement?

*Describe how the physical and environmental features of SE Asia affect human activity and settlement.

*Describe how the physical and environmental features of S Asia affect human activity and settlement?

*Describe how the physical and environmental features of Central Asia affect human activity and settlement.

*Describe how the physical and environmental features of Africa (South of the Sahara) affect human activity and settlement?

*Describe how the physical and environmental features of Australia/ Oceania affect human activity and settlement?

*Explain how human populations have adapted to and changed the landscape differently over time.

*Describe the independence and nationalists movements in Sub-Saharan Africa and Asia including India’s independence movement.

*Describe the impact of nationalist movements in the 20^th century on contemporary geopolitics in SW Asia and N. Africa

3. Geography: 4. Human Environment Interaction

*Explain how the changing patterns of industrialization and trade between the U.S.A and Canada or Mexico has resulted in close connections between countries in terms of manufacturing, energy and finance.

*Define and describe the impact of comparative advantage, the international division of labor, and de-industrialization on manufacturing regions and commercial districts with urban areas of the United States and Canada.

*Describe the changing role of Latin America in global trade networks.

*Describe the role of Europe in the global economy today.

*Describe how the distribution and development of oil and water resources influence the economy and societies of SW Asia and N. Africa.

*Identify the characteristics of a market economy that exists in contemporary China.

*Describe how China’s changing economy has impacted the U.S. and the global economic since 1970.

*Define the term comparative advantage.

*Analyze the role of comparative advantage in the rise of the Indian market economy in the global economic system.

4. History: 1: Historical Thinking Skills

*Pose or Ask questions about a topic in world history; gather and organize a variety of primary & secondary sources related to the questions.

*Analyze sources for credibility and bias.

*Suggest possible answers and write a thesis statement.

*Use sources to draw conclusions and support the thesis

*Present supported findings and cites sources.

4. History: 3. World History

*Analyze connections between revolutions, independence movements and social transformations during the Cold War era. (The World after World War II: 1950-1989)

*Explain the major differences in the political and economic ideologies and values of the Western democracies and the Soviet bloc. . (The World After World War II: 1950-1989)

*Describe the political challenges and struggles of newly independent countries during the Cold War era. (The World after World War II: 1950-1989)

*Describe the causes of economic imbalances and social inequalities among the world’s peoples in the post colonial world and the efforts made to close those gaps. (The New Global Era: 1989 to Present)

*Compare and contrast the development of diasporic communities throughout the world due to regional conflicts, changing international labor demands and environmental factors. (The New Global Era: 1989 to Present)

*Describe the varieties of religious beliefs and practices in the contemporary world including:

**Shamanism/Animism

**Hinduism, Buddhism

**Judaism, Christianity

**Islam

*Analyze how Pacific Rim countries have achieved economic growth in recent decades. (The New Global Era: 1989 to Present)

*Explain what the 1948 Universal Declaration of Human Rights was and its importance.

*Assess the state of human rights around the world as described in the 1948 Universal Declaration of Human Rights.

*Describe how the movements and social conditions have affected the lives of women in different parts of the world.

*Assess the influence of television, the internet and other media on cultural identity and social and political movements.

*Describe how groups are reviving and maintaining their traditional cultures, identities and distinctiveness in the context of increasing globalization.

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.

****Please sign up to remind.com to receive a text reminder of important due dates that your student may have in my class. I won’t send any spam. This is just one other way to connect with our classroom. You can sign up two ways: either text @mrpappad to the number 320-685-0210 or simply write your email address below and say you want me to include it on this service and I can input it for you.

****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.

PRINTED STUDENT NAME: ___________________________________

PRINTED PARENT NAME: _____________________________________

We have reviewed the course syllabus and the social media permission slip for Mr. Pappadackis’ Social Studies class and understand his requirements and policies.

Parent/Guardian Signature Student Signature Date

Parent Email Address: ________________________________________ Parent Phone:_______________