Social Studies Syllabus

Sixth Grade Social Studies Seventh Grade Social Studies Eighth Grade Social Studies

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Parents and students should review this course outline and sign the back sheet to show that you have read and understand the policies and procedures to be followed in the classes at Oak Hill Middle School.

In sixth grade, students begin the study of major world regions. The four strands are integrated, with history as the central strand. The history strand focuses on historical developments essential to understanding a specific region in the modern world. The geography strand relates the importance of geography to each region’s development. The civics strand examines political structures in each region. The economics strand continues to build basic economic concepts and introduces students to the economic development of each region.

Upon completion of this course, students will be able to……

· describe the culture and development of countries prior to exploration

· describe the impact of European exploration on civilizations.

· explain the development of Latin America and the Caribbean and Canada as colonies of European nations and on through their independence.

· describe the important developments in Europe from 1400 CE to the 20th century

· analyze important 20th century issues in Latin America, the Caribbean, Canada, Europe, Australia and Oceania.

· describe and locate the important physical and human characteristics of Latin America and the Caribbean, Canada, Europe Australia and Oceania.

· discuss the impact of government policies and individual behaviors on Latin American, the Caribbean, Canada, Europe, Australia and Oceania.

· explain the impact of location, climate, physical characteristics, natural resources, and population size on Latin America, the Caribbean, Canada, Europe, Australia and Oceania.

· describe the cultural characteristics of Latin America, the Caribbean, Canada, Europe, Australia and Oceania.

· explain the structure of national governments in Latin America, the Caribbean, Canada, Europe, Australia and Oceania.

· describe different economic systems and how they answer the basic economic questions and explain the basic types of economic systems found in Canada, Mexico, Cuba, Argentina, England, Germany and Russia

· give examples of how voluntary trade benefits buyers and sellers in Latin America, the Caribbean, Canada, Europe, Australia and Oceania.

· describe the factors that influence economic growth and examine their presence or absence in countries such as Canada, Mexico, Brazil,

Argentina, England, Russia, Poland and Romania

· explain personal money management choices in income, spending, credit, saving, and investing

Methods of Evaluation and Assessment

A variety of methods will be used throughout the year to assess your progress toward meeting the Georgia Performance Standards. To help you understand how your assignments will be weighted, please review the following scale:

1. Test and Projects - 30%

2. Classwork and Homework - 30%

3. Notebook, quizzes, journals and other assignments - 30%

4. Final - 10%

Expected Classroom Behavior

In order to fully participate in the planned activities and achieve the outcomes, certain classroom behaviors must be followed. These behaviors include:

Behave as ladies and gentlemen at all times.
Show respect to other people as well as their property
Report to class on time and ready to learn
Listen and follow directions

Failure to follow the classroom expectations will result in the following consequences:

Verbal warning
Isolation/New seat within the classroom/Silent Lunch
One-on–one meeting to discuss future consequences for continued inappropriate behavior/letter home
Parent notification/phone call
Parent conference
Referral to principal

Make-Up/ Zero Policies

Students who are absent from school for any reason (this includes absences for School Sponsored Activities) are responsible for arranging make-up work.
All graded assignments during a student’s absence must be completed before or after school at the convenience of the teacher within the next 5 days.
Missed work will not be made up during regularly scheduled class time.
Incompletes will not be given. If a student has missed an assignment due to an absence, a grade of zero will be averaged in the place of that grade until the student makes up the work within a prescribed length of time. All pre-assigned work will be due on the day of a student’s return from an absence.
No more than one (1) grade of zero (0) should be assigned during a grading period unless a parent contact is made. A parent should be contacted each time a grade of zero (0) is assigned after the first zero (0). It is not acceptable for students to not complete assignments.

Based on the policy of our new program, zeros are not permitted (ZAP), students who fail to complete assignments will be assigned a day to stay after school to complete the missing work. The day will vary by teacher. Students assigned to ZAP will be required to attend. A bus will be available to take students home if they are not picked up by 4:30.

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Seventh Grade Social Studies

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In seventh grade, students conclude the study of major world regions. The four strands are integrated, with history as the central strand. The history strand focuses on historical developments essential to understanding a specific region in the modern world. The geography strand relates the importance of geography to each region’s development. The civics strand examines the political structures in each region. The economics strand continues to build basic economic concepts and introduces students to the economic development of each region.

Upon completion of this course, students will be able to ……..

· identify important African empires.

· explain the reasons for the independence movement , describe major developments since independence and explain modern government in Africa

· describe and locate the important physical and human characteristics of Africa.

· explain the impact of location, climate, physical characteristics, natural resources, government population and individual behaviors on the African environment

· describe the cultural characteristics of different people who live in Africa.

· describe the development of the three major religions that originated in the Middle East.

· describe the importance of the Ottoman Empire to Southwestern Asia.

· describe major developments in the Middle East during the 20th century.

· describe and locate important physical and human characteristics in Southwestern Asia (Middle East).

· explain the impact of location, climate, physical characteristics, natural resources, government policies, individual behaviors and population size on various Southwestern Asian countries.

· describe the diverse cultural characteristics of the people who live in Southwestern Asia.

· describe the different political structures of the Middle East.

· explain the growth and development of Southern and Eastern Asia.

· describe the policies of China that led to isolation and the reaction to western desire to trade with China.

· describe the major developments in eastern Asia during the 20th century.

· describe and locate important physical and human characteristics in Southern and Eastern Asia.

· explain the impact of location, climate, physical characteristics, natural resources, government policies, individual behaviors and population size on Southern and Eastern Asian countries.

· describe the diverse cultural characteristics of the people who live in Southern and Eastern Asia.

· demonstrate an understanding of modern governments of Eastern Asia

· give examples of how voluntary trade benefits buyers and sellers across time.

· describe the factors that cause economic growth and examine their presence or absence in Southern and Eastern Asian, the Middle East and Africa

· describe different economic systems and how they answer the basic economic questions and explain the basic types of economic systems found Southern and Eastern Asian, the Middle East and Africa

Methods of Evaluation and Assessment

1. Test and Projects - 30%

2. Classwork and Homework - 30%

3. Notebook, quizzes, journals and other assignments - 30%

4. Final - 10%

Expected Classroom Behavior

In order to fully participate in the planned activities and achieve the outcomes, certain classroom behaviors must be followed. These behaviors include:

Behave as ladies and gentlemen at all times.
Show respect to other people as well as their property
Report to class on time and ready to learn
Listen and follow directions

Failure to follow the classroom expectations will result in the following consequences:

Verbal warning
Isolation/New seat within the classroom/Silent Lunch
One-on–one meeting to discuss future consequences for continued in appropriate behavior/letter home
Parent notification/phone call
Parent conference
Referral to principal

Make-Up Work Policy

Students who are absent from school for any reason (this includes absences for School Sponsored Activities) are responsible for arranging make-up work.
All graded assignments during a student’s absence must be completed before or after school at the convenience of the teacher within the next 3 days.
Missed work will not be made up during regularly scheduled class time.
Incompletes will not be given. If a student has missed an assignment due to an absence, a grade of zero will be averaged in the place of that grade until the student makes up the work within a prescribed length of time. All pre-assigned work will be due on the day of a student’s return from an absence.
No more than one (1) grade of zero (0) should be assigned during a grading period unless a parent contact is made. A parent should be contacted each time a grade of zero (0) is assigned after the first zero (0). It is not acceptable for students to not complete assignments.

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Eighth Grade Georgia Studies

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In eighth grade, students study Georgia geography, history, government, and economics. While the four strands are interwoven, ample opportunity is also provided for in-depth study of the geography of Georgia and the government of Georgia. U.S. historical events are included, as appropriate, to ensure students understand Georgia’s role in the history of the United States.

The purpose of this communication is to inform you of the basic requirements and expectations of this course.

Upon completion of this course, students will be able to …..

evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
analyze the colonial and revolutionary period in Georgia.
describe the impact of events that led to the ratification of the United States Constitution and the Bill of Rights.
explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840.
analyze the impact of the Civil War and Reconstruction on Georgia.
evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918.
describe the impact of World War I and World War II on Georgia’s development economically, socially, and politically.
evaluate key post-World War II developments of Georgia from 1945 to 1970.
evaluate the role of Georgia in the modern civil rights movement.
explain the importance of significant social, economic, and political developments in Georgia since 1970.
describe Georgia with regard to physical features and location.
explain how the Interstate Highway System, Hartsfield-Jackson International Airport, and Georgia’s deepwater ports help drive the state’s economy.
describe the role of citizens under Georgia’s constitution.
analyze the role of the legislative branch, executive branch and the judicial branch in Georgia state and local government.
explain how the Georgia court system treats juvenile offenders.
give examples of the kinds of goods and services produced in Georgia in different historical periods.
explain the benefits of free trade and evaluated the influence of Georgia’s economic growth and development.
identify revenue sources and services provided by state and local governments.
explain personal money management choices in terms of income, spending, credit, savings, and investing.

Methods of Evaluation and Assessment: Methods of Evaluation and Assessment

1. Test and Projects - 30%

2. Class work and Homework - 30%

3. Notebook, quizzes, journals and other assignments - 30%

4. Final - 10%

Expected Classroom Behavior

In order to fully participate in the planned activities and achieve the outcomes, certain classroom behaviors must be followed. These behaviors include:

Behave as ladies and gentlemen at all times.
Show respect to other people as well as their property
Report to class on time and ready to learn
Listen and follow directions

Failure to follow the classroom expectations will result in the following consequences:

Verbal warning
Isolation/New seat within the classroom/Silent Lunch
One-on–one meeting to discuss future consequences for continued in appropriate behavior/letter home
Parent notification/phone call
Parent conference
Referral to principal

Make-Up Work Policy

Students who are absent from school for any reason (this includes absences for School Sponsored Activities) are responsible for arranging make-up work.
All graded assignments during a student’s absence must be completed before or after school at the convenience of the teacher within the next 5 days.
Missed work will not be made up during regularly scheduled class time.
Incompletes will not be given. If a student has missed an assignment due to an absence, a grade of zero will be averaged in the place of that grade until the student makes up the work within a prescribed length of time. All pre-assigned work will be due on the day of a student’s return from an absence.
No more than one (1) grade of zero (0) should be assigned during a grading period unless a parent contact is made. A parent should be contacted each time a grade of zero (0) is assigned after the first zero (0). It is not acceptable for students to not complete assignments.

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