CAMPBELL MIDDLE SCHOOL
678-842-6873
2009-2010
Instructor Email Address Blog Address
Jenelle Kerr http://campbellms.typepad.com/Jenelle_Kerr/
COURSE SUMMARY:
EUROPE, CANADA, LATIN AMERICA and AUSTRALIA
Sixth grade is the first year of a two year World Area Studies course. Sixth grade students study Latin America, Canada, Europe, and Australia. The goal of this two year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas so as to help students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses on major events in each region during the twentieth and twenty-first centuries.
Our study of humanities will be:
· Holistic – we will use other disciplines to help us understand the human story, and we will always be looking for connections between “then and now,” and between “us and them.”
· Intercultural - we will examine a variety of viewpoints and consider alternative perspectives that frame issues from an international perspective.
· Focused on communication – we will examine communication modes, technologies and systems; we will expand our competencies in critical reading, speaking, and writing.
METHODOLOGY:
In the MYP, teachers work together to develop a variety of opportunities for learning, focusing on the approaches to learning, especially critical thinking and reflection. Individual and collaborative active learning are at the heart of the classroom instruction. Real world connections and opportunities to investigate and solve problems will help students become world citizens who understand contemporary issues with a depth and wisdom drawn from the experience of the past.
IB AIMS:
The aims of the teaching and study of humanities are to encourage and enable the student to develop:
· An inquiring mind
· The skills necessary for the effective study of humanities
· A sense of time and place
· A respect for and understanding of people, cultures, and events in a variety of places at different times
· An understanding of the interactions and interdependence of individuals, societies, and their environments
· An understanding of the causes and consequences of change through physical and human actions and processes
· An understanding of contemporary humanities issues
· A sense of internationalism and a desire to be proactive as a responsible global citizen
· An awareness of the connections with other subjects
· A lifelong interest in and enjoyment of humanities
METHODS OF ASSESSMENT:
A balance of formative and summative assessments will be used to assess student learning. Rubrics and checklists will provide students with assignments expectations.
All homework and many classroom tasks will constitute formative assessments for learning. Students receive credit for attempting and completing these assignments. Summative assessments of learning help students judge their academic progress toward state standards and MYP aims and objectives.
TEXTS: McDougal Littell: World Cultures and Geography
(Cost of textbook if lost- $45.99)
CLASSROOM MATERIALS:
In order to be prepared DAILY, each student should have:
· Any assignments that are due
· School agenda
· Pencils
· Pencil sharpener with receptacle
· Folder with pockets designated only for humanities within your 3-ring binder
GRADING AND REPORTING:
*Classwork/Projects (50%) – All daily activities are to be kept together in a folder in the student’s binder. (Examples: task rotations, graphic organizers, foldables, warm-ups, anticipation guides, vocabulary activities, etc.) Projects may be assigned at times to supplement the material covered in class. Ample time will be given for completion of projects.
*Tests (30%) – A test will be given at the end of each unit. Extensive review is utilized before tests.
*Performance Tasks/Quizzes (20%) – Performance Tasks allow students to demonstrate their understanding of the content through real-world simulations. If you do not understand a concept or assignment, it is your responsibility to ask the teacher prior to leaving the class.
Instruction will take place based on the following standards:
1st 9 weeksSS6G8 The student will locate selected features of Europe
SS6G9 The student will discuss environmental issues in Europe
SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe
SS6G11 The student will describe the cultural characteristics of Europe
SS6H6 The student will analyze the impact of European exploration and colonization on various world regions
SS6H7 The student will explain conflict and change in Europe to the 21st century / 2nd 9 weeks
SS6CG4 The student will compare and contrast various forms of government
SS6CG5 The student will explain the structure of modern European governments
SS6E5 The student will analyze different economic systems
SS6E6 The student will analyze the benefits of and barriers to voluntary trade in Europe
SS6E7 The student will describe factors that influence economic growth and examine their presence or absence in Europe
SS6G5 The student will locate selected features of Canada
SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada
SS6G7 The student will discuss environmental issues in Canada
SS6H4 The student will describe the impact of European contact on Canada
SS6H5 The student will analyze important contemporary issues in Canada
SS6CG3 The student will explain the structure of the national government of Canada
SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada
3rd 9 weeks
SS6G1 The student will locate selected features of Latin America and the Caribbean
SS6G2 The student will discuss environmental issues in Latin America
SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean
SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean
SS6H1 The student will describe the impact of European contact on Latin America
SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations
SS6H3 The student will analyze important 20th century issues in Latin America and the Caribbean / 4th 9 weeks
SS6CG1 The student will compare and contrast various forms of government
SS6E1 The student will analyze different economic systems
SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada
SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America
SS6CG4 The student will compare and contrast various forms of government
SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean
SS6G12 The student will be able to locate selected features of Australia
SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia
SS6G14 The student will describe the cultural characteristics of people who live in Australia
SS6CG7 The student will explain the structure of the national government of Australia
SS6E8 The student will analyze different economic systems
SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia
SS6E10 The student will describe factors that influence economic growth and examine their presence or absence in Australia
SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans
SS6H9 The student will explain the impact European exploration and colonization had on Australia
SS6E4. The student will explain personal money management choices in terms of income, spending, credit, saving, and investing
IB MYP GRADING:
IB assessment will be based on the following:
· Knowledge
· Concepts
· Skills
· Organization and presentation
MAKE UP WORK POLICY:
Students will be given the same number of days absent to complete his/her make-up work. Students and parents are encouraged to use the homework hotline and blog posts to check on work missed while absent. Students or parents may call the homework hotline after 6:00 p.m. each day to get homework assignments. Regardless of reason for absences, it is your student’s responsibility to make up missed work, and to make arrangements with the teacher to complete missed assignments. If a student wishes to turn in a late assignment for any reason other than being absent, a late penalty will apply. Students should visit the “Make-up Work Station” to obtain any handouts, etc. Make-up work should be turned in with a completed “Late Work” form attached.
Major tests and quizzes must be made up within one week of returning to school.
CONDUCT
Students must follow the CMS Scholarly Expectations Plan as outlined in the Student Agenda. The agenda must be with students at all times and will serve as their hall pass. In addition, students are expected to abide by ALL classroom procedures and expectations. Conduct grades will be determined using the number of classroom infractions earned by a student during the grading period. Additionally, the teacher’s assessment of the student’s overall behavior in his/her class will be considered in assigning conduct grades.
PARENT TIPS
Parents may register to receive access to Pinnacle Internet Viewer (PIV) (the free online grade book), which can be used to keep up with student progress. Students will record assignments and homework in their agenda. Teachers will update their blogs on a weekly basis. Please feel free to email anytime. If you do not receive a response within 48 hours, your email may have been blocked. Therefore, please send a note in your student’s agenda. While at home, parents are encouraged to:
· Set a regular time and routine for doing homework.
· Establish a regular place which is well lit and quiet for completing homework.
· Remove distractions during home study time. No television, phone calls, or text messaging.
· Insist that homework assignments are completed daily
This plan can be changed to reflect the needs of the students.
Students and parents please sign and return. It will be kept in the front of the humanities section of the binder for reference.
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Student Name (print) Date Parent/Guardian Signature
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Parent/Guardian Contact Number(s) Email Address
(Teachers are requesting that each student bring in a pack of copy paper- thank you)