• World History

    7th Grade World History

    Syllabus
    https://docs.google.com/document/d/1jQxLLzB6G-HgMJuQXDDhIqTra5ChsHqWS9rdzPuso3M/edit

    7th Grade World History Syllabus 2019 - 2020 

    Soicial Studies 2241 and 3241 

    Room 2084

    Mrs. Vade Hanlon 

    Email address: vhanlon@longbranch.k12.nj.us 
    Office phone number: 732-229-5533 extension 42284

    Student Hours for assisstance:  Tuesday and Wednesday 3 pm - 4:30 pm

     

    Course Description 

    7th Grade World History explores the time periods from 500 BCE to 1800 CE.  During each unit students will explore historical empires, events, and people that have had an enduring legacy that has shaped our world today.  Students will build on skills in geography and citizenship. Our focus will be to build on reading, writing, research, and critical thinking skills.  

    Every unit of study includes writing assignments, tests, analyzation of primary documents, image analysis, and assessments.  Students are encouraged to think critically and develop questions that they have about various topics and research their questions.  Our students will be prepared to be engaged citizens of the world and their local communities with the skills and connections made in each unit.
    Empires of Asia
    Islamic World
    Early African Civilizations
    Early Middle Ages
    Later Middle Ages
    The Renaissance & Reformation
    Science & Exploration
    Enlightenment & Revolution
    The Early Americas

     

    Units of Study Overview and General Assignments:
    Unit 1 Empires of Asia

    Students will evaluate how the Asian civilizations of China and Japan were great centers of learning and culture.  In China, a series of dynasties ruled a unified land and made many advances in technology, economy, and culture. To the east, Japan reached a golden age of art and literature by blending the Chinese culture to its own.  Japan's developed a government run by generals called shoguns and warriors known as samurai.

    Formative Assessments - 30%                                                      

    Notes and quizzes                  

    Geography                                             

    China Reunifies
    Tang and Song Achievements                   

    Yuan and Ming Dynasties                          

    Confucianism

    Japan's Military Society                             

    Homework Packet   

                                      

    Summative Assessments  70%

    Activities One              
    Activities Two              
    Mongols Essay       

    Test 

    Social Studies Standards:
    6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.

    6.2.8.A.4.b Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order.

    6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world.

    6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.

    6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies.

    6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.

    6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.

    6.2.8.D.4.e Analyze the immediate and long-term impact on China and Europe of the open exchange between Europe and the Yuan (Mongol) Dynasty.

    6.2.8.D.4.g Evaluate the importanceand enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.

    Language Arts Standards:

    RH 6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

    06-08.RH.07 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

    06-08.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

     

    Unit 2 Islamic World

    One-fifth of the world’s population practices Islam as a religion and a lifestyle. Students will research Islam to gain a better understanding of the Islamic Culture.  Students will understand the importance of Arabian Peninsula location in spreading religion. Students will be able to describe the role of Muhammad in spreading Islam to others and to point out the how religion became and is still weaved into every part of the lives of the Muslim people.  Finally, students will learn about the significant advances in science and the arts made by those living in Muslim lands.

    Formative Assessments - 30%
    Notes
    Study Guide 
    Classwork and Homework
    Short Constructive Response   --- Mumatz Muhal 

    Summative Assessments - 70%
    Constructive Response    --- Map Analysis
    Research Project
    Assessment 

    Social Studies Standards:
    6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
    6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world.
    6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.
    6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.
    6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies.
    6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.
    6.2.8.D.4.f Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe.
    6.2.8.D.4.g Evaluate the importanceand enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.

    Language Arts Standard
    06-08.RH.01 Cite specific textual evidence to support analysis of primary and secondary sources.
    06-08.RH.06 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
    06-08.RH.07 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    06-08.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    Unit 3 Early African Civilizations

    The continent of Africa is so large that it includes many varied kinds of terrain.  Each region has a different climate and provides different resources for the people who live there.  In West Africa rivers provide water for crops and the land is rich in minerals, especially gold and iron. These resources played a large role in the development of West African cultures.  Students will learn about the great empires of West Africa, which grew rich from trade, spread Islam and became the center for knowledge. Students will also investigate the lasting impact of Mansa Musa on the world today.

    Formative Assessments
    Study Guide
    Constructive Writing  
      Map Analysis
    Africa Notes    

    Summative Assessments  70%
    Africa Empires Essay:    Outline Essay 
    Project
    Africa Assessment  

    Social Studies Standards
    6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
    6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world.
    6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers.
    6.2.8.B.4.c Determine how Africa’s physical geography and natural resources posed challenges and opportunities for trade and development and the spread of religion.
    6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.
    6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.
    6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies.
    6.2.8.C.4.a xplain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
    6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.
    6.2.8.D.4.g Evaluate the importanceand enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.

    Language Arts Standards
    06-08.WST.01 a-e Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
    Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
    Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
    Establish and maintain a formal style.
    Provide a concluding statement or section that follows from and supports the argument presented.
    06-08.RH.01 Cite specific textual evidence to support analysis of primary and secondary sources.
    06-08.RH.07 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    06-08.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

     

    Unit 4 Early Middle Ages

    The period after the collapse of the Roman Empire—from about 500 to about 1500—is called the Middle Ages.  During this period, barbarian tribes created many small kingdoms in Europe. The Franks emerged as one of the most powerful groups, creating a huge Christian empire. As Christianity slowly spread north, invaders continued to threaten much of Europe during the 700s and 800s.  After about 1000, towns and trade began to grow, greatly altering society. Students will analyze the role of Christians to unify and centrally govern expanding territories with diverse populations, which still left Europe as a dangerous place after the fall of Rome.  Students will compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order.


    Formative Assessment 30%
    Study Guide
    Activities
    Flash Cards  

    Supportive Assessment 70%
    Assessments
    William the Conqueror Short Constructed Response
    Eleanor of Aquitaine Short Constructed Response

     

    Social Studies Standards
    6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
    6.2.8.A.4.b Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order.
    6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world.
    6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.
    6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies.
    6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
    6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.
    6.2.8.D.4.d Determine which events led to the rise and eventual decline of European feudalism.
    6.2.8.D.4.f Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe
    6.2.8.D.4.g Evaluate the importanceand enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.

    Language Arts Standards
    06-08.RH.01 Cite specific textual evidence to support analysis of primary and secondary sources.
    06-08.RH.06 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
    06-08.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

     

     

     

    Unit 5 Later Middle Ages

     

    During the Later Middle Ages popes of the Roman Catholic Church and kings dominated society.  The Crusades, the bubonic plague, and the Hundred Years' War were important events that shook European society.  These events also moved Europe slowly away from feudalism and outlined democratic societies. Students will be able to develop a deeper understanding about how the religious, economic, and geographic interaction influenced people’s personal lives in Europe during the Middle Ages by completing various tasks, including one SCR (Black Death) and Research Essay with primary their finding of a topic (Magna Carta, Spanish Inquisition, Black Death, Crusades, Popes vs. Kings, or Hundred Years’ War).

     

      

    Formative Assessments
    Study Guide
    Vocabulary Terms
    Notes for each of the following sections. 
    Research Notes
    Black Plague Constructive Response 

    Summative Assessment

    Research Project
    The Research Essay 

    Social Studies Standards
    6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
    6.2.8.A.4.c Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions.
    6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world.
    6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers.
    6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.
    6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies.
    6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
    6.2.8.C.4.b Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.
    6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.
    6.2.8.D.4.c Assess the demographic, economic, and religious impact of the plague on Europe.
    6.2.8.D.4.g Evaluate the importanceand enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.

    Language Arts Standards
    06-08.RH.01 Cite specific textual evidence to support analysis of primary and secondary sources.
    06-08.RH.02 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
    06-08.WST.01 a-e Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
    Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
    Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
    Establish and maintain a formal style.
    Provide a concluding statement or section that follows from and supports the argument presented.
    06-08.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    Unit 6 The Renaissance & Reformation

    By the late 1300s the Black Death’s horrors had passed.  Europeans could worry less about dying and concentrate more on living.  They wanted to enjoy some of life’s pleasures; art, literature, and learning.  Students will be able to evaluate how out of the ashes of the plague and Crusades in the Middle Ages emerged a rebirth of knowledge, culture, artistic contributions, and religious ideas in the Renaissance.  Students will also evaluate how during the Renaissance there were major advances in science and education that impacts our lives today.

     

    Formative Assessments
    Art Short Constructed Response
    Study Guide
    Martin Luther Investigation

    Summative Assessments
    Martin Luther Short Constructed Response
    Assessment

    Social Studies Standards
    6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
    6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.
    6.2.8.C.4.b Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.
    6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.
    6.2.8.D.4.g Evaluate the importanceand enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.

    Language Arts Standards
    06-08.RH.06 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
    06-08.RH.07 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    06-08.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    Unit 7 Science & Exploration

    In the 1500s, Europe was undergoing dramatic changes.  Educated people began to focus more on the world they lived in. It was a time of great advancements in art, writing, and education that set the stage for the Scientific Revolution.  Discoveries made during this period changed thw way people thought of the world, brought wealth and influence to countries bold enough to explore the world, and developed new economic systems. Students will be able to identify how Europeans developed a new way of gaining knowledge, leading to a Scientific Revolution that changed the way people thought about the world.

     

    Summative Assessment: 
    Unit Assessment

    Formative Assessment:
    Galileo Short Constructive Response
    Chirstopher Columbus Revealed
    Slave Trade Primary Documents
    Study Guide

    Social Studies Standards
    6.2.8.A.4.c Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions.
    6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world.
    6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers.
    6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.
    6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies.
    6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
    6.2.8.D.4.b Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.
    6.2.8.D.4.g Evaluate the importanceand enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.

    Language Arts Standards
    06-08.RH.01 Cite specific textual evidence to support analysis of primary and secondary sources.
    06-08.RH.06 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
    Provide a concluding statement or section that follows from and supports the argument presented.06-08.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    Unit 8 Enlightenment & Revolution

    In the 1600s and 1700s, people began to question sources of authority in society, particulary those of religion and government.  They thought that using reason and logic would lead to improvements in society. Their ideas influenced the growth of democratic governments in Europe and America through revolutions.  Students will evaluate how the legacy of Enlightenment thinkers has impacted governments and our lives.

    Formative Assessments
    Study Guide
    Enlightenment Thinkers
    American and French Revolution
    Mary Wollstonecraft Short Constructive Response

    Summative Assessments
    Assessment
    Essay

    Social Studies Standards
    6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
    6.2.8.A.4.c Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions.
    6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world.
    6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.
    6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.
    6.2.8.D.4.g Evaluate the importanceand enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.

    Language Arts Standards
    06-08.RH.01 Cite specific textual evidence to support analysis of primary and secondary sources.
    06-08.WST.01 a-e Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
    Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
    Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
    Establish and maintain a formal style.
    Provide a concluding statement or section that follows from and supports the argument presented.06-08.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    Unit 9 The Early Americas

    Before the arrival of European explorers, the Americas were teaming with powerful civilizations.  The Maya developed an advanced civilization that thrived in Mesoamerica from about 250 to 900s. The strong Aztec Empire, founded in central Mexico in 1325, lasted unitl the Spanish conquest in 1521.  The Incas controlled a huge empire in South America. Students will create a poster of the Aztec, Maya, or Inca civilizations that evaluate how their geography, religion, and technology affected the Americas in the past and today.

    Formal Assessment
    Poster
    Study Guide

    Sumative Assessment
    Assessment

    Social Studies Standards
    6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
    6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world.
    6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.
    6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies.
    6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
    6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.
    6.2.8.D.4.g Evaluate the importanceand enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.

    Language Arts Standards
    06-08.RH.07 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    06-08.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

     

     

    Course Goals

    Our Humanities Department Goal is to help students understand perspective, empathy, and accountability.  In order for us to be empathetic of our peers we need to understand how our perception based on our life experiences can be helpful and harmful unless we seek out other perspectives.  With the ability to view other perspectives and be empathetic students will transform their intellectual, social, and emotonal skills necessary to be responsible citizens in the 21st century.  As responsible citizens, students will be able to track their own growth and take responsibility for their success.  

     

    Supplies

    • Notebook or binder
    • Pocket folder
    • Pencils and colored pens
    • Highlighter
    • Dryerase marker 

     

    Universal Grading 

      • Summative Assessments – 70%
      • Formative Assessments/Homework – 30%

    Grades for this course will be determined through a number of assignments.   I recognize that different kinds of assignments feed into the strengths of different students, and I work to provide a range of opportunities for you to show what you’ve learned.  For a list of specific assignments refer to the units of study above. 

    Grading Scale

    92 - 100 A

    84 -  91       B

    77 -  83       C

    70 -  76       D

      0 -69.5       F

     

    • Assignments are due on the dates indicated in the units of study.  Students will have one day grace period.
      - Projects students will lose 5 points for each day their projects are late after
        the due date.
    • Integrity and honesty is very important.  If students plagarize they will recieve a zero and have the opportunity to complete their assignment depending on the time remaing in the marking period.
      - Copying another student’s work or cheating on a test will also result in a zero.
    • Homework is assigned and is very important to prepare students for high school and college.  



    Attendance, Participation, and Classroom Climate

    • Student Attendance will be tracked by Daily Attendance. *Students who exceed the allotted number per marking period will fail course.*  You may refer to the student handbook for Credit Recovery policy.
    • Students must arrive to class on time and prepared to work.   Tardy students will recieve a detention for late arrival.
    • Discussion and participation are a major emphasis in this course. This means that it is your responsibility to come to class ready and willing to take part in group knowledge building. Your in-class participation grade for this class will be primarily based upon the small group work and activities that we do in class. This grade will also reflect your level of investment in classroom discussion and how often you bring required materials to class. 

    Dress Code

    See Student Handbook online. You may wear acceptable Long Branch Public School District Affiliated non-collared shirt and/or sweatshirt and/or solid green, grey, white non-collared shirt or sweatshirt.

     

    Resources for Students

    • Technology is an important part of our day students will be assigned a Chromebook to be used in class.  They need to be treated with respect. Students will make sure all Chromebooks are placed in cart properly in the correct numbered shelf for charging.  If students do not take care of their Chromebook they will lose the privilage of technology.  
    • Textbooks are used in class only when computers are not available.  If a students would like to borrow a book to take home they will have to sign one out and must return the book the next class.
    • There are books in the our class library  that students may borrow.
    • Our school library is staffed if students would like to check out a book.
    • My teacher page can be accessed on the Middle School website or by clicking on “teacher page” within this sentence.
    • After school assistance will be on Tuesday and Wednesday from 3 to 4:30

     

    Student Responsibility
    Track grades using Genesis and with Google Sheet that you will share with Mrs. Hanlon

     

    Date

    Topics/Assigned Readings/Homework

    Major Assignments and Deadlines