Annual Course Syllabus

Subject: Humanities 7th Grade / 2009-2010
Teacher/Instructor: P. Tubbs/L. Matthews / Year 2 (Grade 7)
Annual Guiding Question: How do changes in the environment (social and physical) affect conditions in our lives?
Timeline /

Unit of Study

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Student-Centered Activities

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Assessment Tasks

Quarter 1 Guiding Question: How has voluntary and involuntary movement shaped the culture and history of Africa?

2 weeks / Intro to 7th grade. Summer Reading discussion. Review of map skills. Learning about geographic terms and regions. NCSCOS Goal 1 / Map skills review
Culture review
Socratic Seminar / End of unit test
Socratic Seminar on Summer Reading
IB Criteria: C
2 weeks / Intro to Africa south of the Sahara. Begin West Africa and Nigeria study. Constitution Day activity. NCSCOS Goals 7, 8, 10 / Investigative design cycle
Socratic Seminar / Socratic Seminar on Constitutional issues
IB Criteria: B
2 weeks / Eastern Africa and Kenya study

NCSCOS Goal 2

/ Investigative design cycle / End of section test
IB Criteria: A
2 weeks / Southern Africa. Learning the proper format for writing papers and conducting research.

NCSCOS Goals 7 and 10

/ African postcard project
African issues research – Quarter Project / African issues paper
End of Quarter Test
Quarter Project – Power Point presentation on African issues
IB Criteria: C,D
1 week / Northern Africa and Egypt study
NCSCOS Goals 3 and 8 / Investigative design cycle / Completed during quarter 2

Quarter 2 Guiding Question: What policies should the United States develop to deal with crisis situations in the Middle East?

1 week / Continue North Africa and Egypt study / Investigative design cycle / End of section test
IB Criteria: A, B
1 week / Introduction to Southwest Asia
NCSCOS Goal 2 / Map activity
Examination of the development of Sumerian civilization / Questions will be answered relating to the development of Sumerian civilization
IB Criteria: A,B
2 weeks / Development of Judaism, Christianity, and Islam
NCSCOS Goals 8, 11, 12 / Comparison and contrasting the three different religions / Essay comparing and contrasting the three religions
IB Criteria: A, C
1 week / Saudi Arabia and the state of Islam today
NCSCOS Goal 12 / Socratic Seminar / Socratic Seminar- how to promote moderate Islam
IB Criteria: A, B
1 week / Turkey
NCSCOS Goal 8 / Middle East Magic Carpet Project / Magic Carpet Project- introduction to proper research techniques
IB Criteria: A, C
3 weeks / Iraq, Iran, and Afghanistan
NCSCOS Goals 7, 12, 13 / Investigative design cycle
Socratic Seminar
Quarter Project – Middle Eastern conflicts / Socratic Seminar on Iraq
End of Quarter Test
Quarter Project – Tri-board and presentation on Middle Eastern conflicts
IB Criteria: D

Quarter 3 Guiding Question: How can economic development be promoted in India and China without harmful effects to the environment?

4 weeks / India and its neighbors
Development of Hinduism and Buddhism
NCSCOS Goals 11,12 / Socratic Seminar
Investigative design cycle / Socratic Seminar- effectiveness of nonviolent principles of Gandhi - End of Section Test
IB Criteria: A, B
4 weeks / China
NCSCOS Goals 5, 6, 9, 13 / China Inventions cube project
Quarter Project / Inventions Project
End of section test
Quarter Project _ Power Point on environmental issues
IB Criteria: A, C, D
1 week / Vietnam and Cambodia
NCSCOS Goals 7, 9 / Vietnam War study
Investigative design cycle
Socratic Seminar / End of Quarter Test
Socratic Seminar on the similarities between the Hitler Youth, the Red Guards, and the Khmer Rouge
IB Criteria: A, B
Quarter 4 Guiding Question: How have traditional values influenced contemporary society in Japan and Australia?
1 week / Korea
NCSCOS Goals 7 and 9 / Investigative design cycle / Questions will be answered related to the conflict between North and South Korea
End of section Quiz
IB Criteria: A, B
3 weeks / Japan
NCSCOS Goals 2, 6, 7, 11 / Student research and group presentations of information on Japan
Socratic Seminar / Group presentations on Japan
Test on Japan
Socratic Seminar on the Rules of War and the dropping of the atomic bombs
IB Criteria: A, D
3 weeks / Australia and New Zealand
NCSCOS Goals 2, 7, 8 / Investigative design cycle
Rabbit Proof Fence movie
Quarter Project / End of section quiz on Australia and New Zealand
Quarter Project – Travel Guides for Australia and New Zealand
IB Criteria: A, D
1 week / PacificIslands and Arctic and Antarctic regions
NCSCOS Goal 3 / Investigative design cycle – environmental concerns for these regions / Students will answer
questions related to articles on environmental issues being faced by these areas of the world, specifically in regards to global warming.
IB Criteria: A, B
1 week / Reflection on topics covered during school year
Diversity and Tolerance / Socratic Seminar / Socratic Seminar on self segregation
Reflection questions
* Current Events will be discussed throughout the year
* All social studies goals will be covered (see below)
* Daily Geography Questions will be asked throughout the year with occasional quizzes off the Daily Geography questions also given

Social Studies Goals

Goal 1: The learner will use geographic tools to answer geographic questions and analyze geographic concepts.

Goal 2. The learner will assess the relationship between the physical environment and cultural characteristics of selected societies and regions.

Goal 3. The learner will analyze the impact of interactions between humans and their physical environments.

Goal 4. The learner will identify significant patterns in the movement of people, goods, and ideas over time and place.

Goal 5. The learner will evaluate the varied ways people make decisions about the allocation and use of economic resources.

Goal 6. The learner will recognize the relationship between economic activity and the quality of life.

Goal 7. The learner will recognize the connections between historical events and contemporary issues.

Goal 8. The learner will assess the influence and contributions of individuals and cultural groups.

Goal 9. The learner will analyze the different forms of government.

Goal 10. The learner will compare the rights and responsibilities of individuals in political structures.

Goal 11. The learner will recognize the common characteristics of different cultures.

Goal 12. The learner will assess the influence of major religions, ethical beliefs, and values on cultures.

Goal 13. The learner will describe the historic, economic and cultural connections among North Carolina, the United States, Africa, Asia, and Australia.

Implementation of the Areas of Interaction throughout the year:

Approaches to Learning: Throughout the year many different assessment types are used (i.e. Tests, essays, Socratic Seminars, PowerPoint, Oral Presentations) to promote different styles of learning by the students. They also have the opportunity to work in small groups and individually so they can become adept at fulfilling the different assessment criteria.

Community and Service: Seventh grade Humanities promotes learning about many different cultures and religions, most of them significantly different than American society, so students will gain a level of respect and toleration for people different than themselves. They also are sensitized to terrible humanitarian conditions faced by many people throughout the world and are encouraged to develop ideas to assist such people.

Human Ingenuity: Students are able to develop their creativity through the completion of various projects throughout the year. Using their artistic and technological skills, they produce PowerPoint presentations, tri-boards, a cube featuring Chinese inventions, a detailed travel guide for Australia and New Zealand, and a “Magic Carpet” that profiles a Middle Eastern country.

Environment: Students are made aware of how human actions impact the environment through studying concerns about global warming, the impact of pollution on China, and the desertification process and lack of adequate drinking water in Africa.

Health and Social Education: Seventh grade Humanities encourages students to view social issues from a global perspective and to develop appropriate avenues of dialogue with those they come into contact with from different cultural backgrounds.