Syllabus 2017 - 2018

**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!

Tentative Course Themes for the year.

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

*Population *Migration *Development *Urban Patterns

*Language *Religion *Food and Agriculture *Resource Issues

*Political Geography *Ethnicity *Industry *Services & Settlements

Student Learning Goals for this class:

3.Geography: Geospatial Skills

*Create tables, graphs, charts, diagrams & various kinds of maps including symbol, dot & choropleth maps to depict the geographic implications of current world events or to solve geographic problems.

*Apply geographic information from a variety of print & electronic sources to interpret the past & present & plan for the future.

*Provide rational (explanation) for using specific technologies for each application.

*Use geospatial technologies (like a Google earth) to make a justify decisions about the best location for facilities.

*Use geospatial technologies to develop plans for analyzing & solving local & regional problems that have spatial dimensions.

3.Geography: Places & Regions

*Make inferences and draw conclusions about the physical & human characteristics of places based on a comparison of maps, geographic representations, & geospatial technologies.

*Apply geographic models to explain the location of economic activities (like farming crop location, animal hearths) & land use patterns in the U.S. A. & the world.

*Identify the primary factors influencing the regional pattern of economic activities in the U.S.A. & the world.

*Explain how technological & managerial changes associated with the 3^rd agricultural revolution.

*Explain the importance of Norman Bourlaug had regarding regional patterns of crop & livestock production.

*Describe patterns of production & consumption of agricultural commodities that are traded among nations.

3.Geography: Human Systems

*Describe the patterns of human population distribution in the U.S.A. & major regions of the world.

*Explain the purpose of the demographic transition model.

*Explain the impact of changing birth & death rates in major world regions.

*Compare the population characteristics of places at a range of scales using population pyramids, birth & death rates, & other key demographic variables.

*Explain migration patterns in the modern era at a range of scales, local to global.

*Describe the factors influencing the growth & spatial distribution of large cities in the contemporary world.

*Analyze how transportation & communication systems have affected the development of systems of cities.

*Describe how changes in transportation & communication technologies affect the patterns & processes of urbanization of the U.S.A.

*Describe the factors that shape & change urban & suburban areas in the United States.

*Use generally accepted models to explain the internal spatial structure of cities in regions of the United States & other regions in the world.

*Explain the spread of culture using the concept of diffusion and diffusion models.

*Describe the spatial distribution of significant cultural &/ or ethnic groups in the U.S.A. & the world.

*Describe how these patterns are changing.

*Explain how social, political, & economic processes influence the characteristics of places & regions.

*Define the concepts of nationalism & sovereign political states.

*Explain how sovereignty is impacted by international agreements.

*Define nationalism & supernationalism.

*Describe the effects of nationalism & supernationalism on the establishment of political boundaries & economic activities.

*Analyze the impact of colonialism on the emergence of independent states & the tensions that arise when the boundaries of political units do not correspond to the nationalities or ethnicities of the people living within them.

3. Geography: 3. Human Environment Interaction

*Analyze the interconnectedness of the environment & human activities (including the use of technology), & the impact of one upon the other.

*Describe the patterns of production & consumption of fossil fuels that are traded among nations.

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.

PRINTED STUDENT NAME: ___________________________________

PRINTED PARENT NAME: _____________________________________

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

Parent/Guardian Signature Student Signature Date

Parent Email Address: ________________________________________ Parent Phone:_______________