A Single Shard Book Trailor:

http://www.youtube.com/watch?feature=player_detailpage&v=9QjGvDPZ__g

Text @mrsgolfin to 23559 to sign up for text updates for Mrs. Golfin's Class!

• Sun August 12 - Lunchtime: Buy a new beanie hat

• Mon August 13 - 6pm: Go rollerblading

• Mon September 3 - Labor Day No School

• Tue September 4 - HW: Have fun exploring Mrs. Golfin's protopage! Write down 5 discoveries that you can use, and your favorite tool on here. Get your class newsletter signed.

• Fri September 7 - Goal Setting Party

• Wed September 5 - HW: complete the All About Me Activity

• Mon September 10 - Pre-Test

• Tue September 11 - H.W. World Map Activity & 9/11 Article Summary and Response

• Wed September 12 - Complete your vocabulary words and color your compass rose.

• Thu September 13 - Vocabulary & Rubric Signature

• Fri September 21 - Map Skills Vocabulary Quiz

• Thu September 20 - Your Own Island Project DUE!!!

• Fri September 14 - Latitude Longitude W.S. finish for HW

• Tue September 18 - Open House @ 6:30 Post on wall wisher, finish vocab packet

• Mon September 24 - Finish 5 Themes Pwpt (Due Tuesday!)

• Fri September 28 - 5 Themes Quiz

• Tue September 25 - 5 Themes Power Point Due 5 Themes Activity Sheet

• Wed September 26 - Reflection & Progress Report Signed

• Thu September 27 - Study for 5 Themes Quiz

• Mon October 1 - Create 20 Flashcards for 5 xtra credit pts.

• Fri October 5 - Map Skills & 5 Themes Test

• Wed October 3 - Watch the Presidential Debate @ 9pm for extra credit!!

• Mon October 8 - Unit 1 Test & Complete Climographs

• Tue October 9 - MEAP

• Wed October 10 - MEAP

• Thu October 11 - MEAP

• Tue October 16 - MEAP

• Wed October 17 - MEAP

• Thu October 18 - Research information for Mock Presidential Debate Friday

• Fri October 19 - Mock Presidential Debate

• Mon October 22 - Begin Africa Unit

• Tue October 23 - HW= Vocabulary

• Wed October 24 - HW= Map Activity

• Thu October 25 - Vocab Flashcards & Study for Quiz

• Fri October 26 - North Africa Quiz

• Wed October 31 - map and vocabulary activity

• Thu November 1 - H.W. Reading Selection on Africa Unit tab & follow link. Read p. 291-295 & Complete Q's 1-4 Write Q's

• Mon November 5 - Mock Election

• Tue November 6 - No School - Election Day

• Thu November 8 - Complete "Scramble for Africa" Q's using Powerpoint on Africa Unit Tab

• Fri November 9 - Study ppt. & vodcast tutorial for short quiz on Monday

• Mon November 12 - Pictionary Vocab Assignment Must Be Colored!!

• Tue November 13 - Read Impact of Colonialism on Africa & answer Q's 1-4 Write all Q's. Under Unit 2 Africa Tab

• Wed November 14 - Complete your activity sheet and your choice activity for the Slave Trade Lesson

• Fri November 16 - Work on Group Projects & Acivity Sheet

• Mon November 19 - Group Projects

• Tue November 20 - Group Projects

• Wed November 28 -

• Mon December 17 - Movie Review

• Mon December 10 - East Africa Presentation

• Wed December 12 -

• Mon December 3 - STEM Field Trip

• Thu January 3 - Apartheid Web Quest Investigation

• Sat January 5 - Continue Apartheid Web Quest

• Mon January 7 - Chapter 21 Activity Notes & Questions

• Thu January 10 - Russia Overview & Map/Vocab Activity

• Mon January 14 - Review Chapter 21 for Test

• Thu January 17 - H.W. 5 Facts about Russia

• Mon January 21 - No School MLK Day

• Tue January 22 - H.W. Russia Map/Vocab Activity

• Mon February 4 - Ch. 15 Sect 2 Activity

• Tue February 5 - Study your Russia Notes & Handout

• Fri February 8 - Snow Day

• Thu February 7 - Russia & Ind. Repub. Study Guide

• Wed February 6 - Ch. 15 Sect 3 & 4 Completed H.W. = Study Vocabulary

• Mon February 11 - Russia & Independent Republics Test

• Tue February 12 - Black History Unit Kick Off

• Wed February 13 - Civil Rights Power Point Presentation

• Thu February 14 - Civil Rights: Awakenings

• Fri February 15 - Civil Rights: Fighting Back

• Tue February 26 - Black History Month Project Due!

• Mon March 4 - STEM Permission Slips Begin Reading A Single Shard

• Tue March 5 - Begin Novel Packets

• Fri March 15 - Complete Korea PPT Activity Sheet

• Mon March 18 - Review & Discuss A Single Shard Literature Packets

• Tue March 19 - A Single Shard Artifact Presentation

• Wed March 20 - STEM Field Trip to University of Michigan

• Fri March 22 - A Single Shard & Koreas Unit Test

• Mon March 25 - Chapter 24: Japan

• Mon April 8 - Return from Spring Break

• Tue April 9 - Intro to China: Map & Vocabulary Activity H.W. = Research 10 facts on China

• Wed April 10 - China Section 1 Guided Rdg. H.W.= Read China Current Event Article & Answer Questions

• Thu April 11 - China Government & Economy H.W. Sheet Get China Project Rubric Signed

• Mon April 15 - Group Project Work H.W. Read "A Silk Road & A Clay Army" Article & Questions

• Tue April 16 - Group Work Create Crossword Puzzle & Study for Quiz Wednesday Make a list of 5 things from your home that are made in China.

• Wed April 17 - China Quiz & Group Work H.W. Read "From Dynasties to Communism" & Questions

• Thu April 18 - Group Work H.W. Read "China Culture" & Questions

• Tue April 23 - All About China Group Presentation Day! Projects are Due! Don't forget your 3 artifacts!!!

• Fri April 26 - China Unit Assessment

• Thu April 25 - China Unit Review & Study Guide H.W. =Finish Study Guide

• Wed April 24 - Discovery Education Video on China

• Mon April 22 - Last day for Group Work

• Fri April 19 - Make sure you have read & completed Q's for both "China Culture" & "From Dynasties to Communism". Also, make your hand crafted artifact-from my list only.

• Fri June 14 - Lunchtime: Buy a new beanie hat

• Sat June 15 - 6pm: Go rollerblading

Map Skills Vocabulary List: Beginning 9-10-12

Author

Cartographer

Compass Rose

Date

Distortion

Equator

Grid System

Hemisphere

Latitude

Legend

Longitude

Prime Meridian

Projection

Scale

Sphere

Title

Axis

International Date Line

Physical Map

Political Map

Revolution

Rotation

Thematic Map

                     Current Event

Use a newspaper, magazine, or a reputable internet site to report on a current SOCIAL, GEOGRAPHIC, POLITICAL, OR HISTORICAL EVENT.  After reading, you must summarize the article.  Discuss the main

idea as well as supporting information.  You MUST staple a copy of the article to your written response.

Title:_____________________________________  Date:______________________________

Source:___________________________________   Author:____________________________

Article Summary:__________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Why is this article social, political, or historical?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Why is this issue or event important to you or others?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Select a Core Democratic Value and explain how it relates to this issue/event.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Discuss your personal response or feelings about this article.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Your child should have brought home a Novel Letter asking for $3.50 to order their copy of Journey to Jo'Burg.  Please have money turned in by this Friday, Septermber 14.  This is the last day money will be accepted.

Check the PROJECTS tab to see our Map Skills Project which is DUE on THURSDAY, SEPTEMBER 20!!!

Did your child turn in their 5 Themes Paired Power Point Project on Tuesday, September 25?

Current Progress Report and Reflection Sheet was sent home today, Wed, 9/26/12, and should be signed and Returned on Thursday.  Your child may turn missing assignments in by Friday, September 28.

Welcome Team C Parents!

I hope the summer has found you well rested and ready for an exciting new school year!  As the seventh grade Eastern Hemisphere teacher, I am pleased to be working with you and your child.  I am excited about a new school year, and have planned many exciting and engaging learning experiences for our journey through the Eastern Hemisphere!  I hope you find this an easy and useful tool to stay connected with our classroom.  If there are any important "news updates," you will find them posted on my site.  As always, any assignments, homework, projects, and due dates will always be given and provided in class as well.  Please feel free to peruse our class website and check in for homework and other updates regularly.  I look forward to meeting you and having a fantastic school year!

Mrs. Golfin

Eastern Hemisphere

owenshb@southfield.k12.mi.us

Tips For Parents

The first tip is thinking ahead... One of our best tools as parents is being prepared. As your son or daughter gets to the middle school years, get ready for at least occasional conflicts. Think through what is truly important to you. Is the youngster's hairstyle as important as homework? Isn't curfew more of a concern than crabbiness? Obviously, dawdling is a lot easier to accept than drugs. As these give-and-take situations start, know ahead of time what areas you are willing to negotiate and what areas are absolutes.

Break down big chores into small parts. Sometimes young people feel overwhelmed by tasks, especially those they've let go for a long time. A disastrous bedroom, twenty-three overdue math assignments, a long-term project that's "suddenly" due in a few days (or hours!);all of these cause the preadolescent to choose to give up rather than get started.

Help your child by setting up smaller goals: clean off your bed; get five assignments done tonight; assemble the materials for the project. Preadolescents have trouble structuring tasks so that they are more approachable. In an even and off-hand way, we can help them in this.

Encourage your middle schooler to keep a daily list (weekly is too much) with a few things on it to be done that day. It may be necessary to assign a specific time to each task. When the task is completed, draw a line through it to show accomplishment.

Don't hesitate to remind your middle schooler about appointments and due dates. Try to think ahead about materials required for a project (unless you look forward to late-evening visits to K-Mart). This will not last forever. When this same child was learning to walk, we held his or her hands and made the path smooth. Now he or she is learning to take on a tremendous assortment of life-tasks and changes; hand-holding (but not the firm, physical grip previously necessary) is needed for about a year or so as your middle schooler gets started on the road to being a responsible adult.

Be willing to listen — but don't poke or pry. Kids this age value independence and often seem secretive. Keeping to themselves is part of the separateness they are trying to create. Let them know you'd love to help them, but don't push them into a defensive position.

If your child is in the midst of a longtime friendship that is falling apart, the best thing you can do is stand by and be a good listener. It is devastating for us to see our children hurting, but taking sides or intervening is not appropriate, nor will it help. Preadolescents do survive these hurts, especially if they know we are there to listen to their pain.

Friends are people who accept us as we are. They listen, they don't needlessly criticize, they back us up when we're right and pick us up when we're down. Be a friend to your middle schooler; some days kids feel you're the only one they have.

All friendships have ups and downs. Children need to learn that being "best friends" isn't always smooth sailing. People have differences of opinion and even get angry, but they still care for each other. This is what's going on when we get involved in those "I-hate-her-she-is-so-stuck-up-and-how-could-she-do-this-to-me" conversations. As parents we must help our kids see that one problem doesn't ruin a relationship, but stubbornness might. Middle schoolers have a lot of spats and falling outs, but often the friends are back together again in a short time.

When reprimanding, deal only with the precise problem, don't bring in other issues. "The trash is still here, and I want it out, now," is better than, "You are so lazy! I told you to take that trash out two hours ago and it's still here! You'd live in a pigsty, wouldn't you? Well, you aren't the only one in this house, you know..."

If the issue is minor, keep things light. The shoes on the floor, the wet towel on the bed, the carton left open; these are maddening, perhaps, but not earth-shattering. Call attention to them in a humorous way, so your middle-schooler knows you want action but you aren't being punitive. "Either the cat's smarter than I thought or you left the milk carton open on the counter. One of you please put it back before it spoils."

Don't use power unless it's urgent. Parents have the ultimate power, and kids know it. We don't have to "prove" it to them at every turn. Save your strength for those really important issues you've decided are non-negotiable. Eventually kids are going to possess power of their own, and we want them to be able to use it wisely.

http://www.amle.org/advocacy/pressroom/middleschooleducationnews/articles/article1/tips/tabid/394/default.aspx

Helping your middle-school student with homework:

1. Be prepared.

• Assume your child will have to study every night. Even if there isn't a specific assignment to complete, establish and maintain regular homework time. If students don't have any homework on a particular night, suggest that they study for upcoming tests, do background research for long term assignments, review notes from class or read a book.
• Set up a comfortable location for doing homework. Students need a distraction-free place to do homework. The kitchen table (with proper lighting), a clean work surface and a supportive chair can be an ideal place. Avoid letting your child do homework in an environment that is too comfortable, such as on a bed or a couch.
• Make sure your child has the necessary supplies. Many middle school teachers require specific tools, such as red pens, highlighters, graph paper, calculators and three-hole punches. They may also expect students to have access to a computer and the Internet, which most school and public libraries make available for everyone's use.
• Work with your child’s outside activity schedule and preferences when setting up a regular homework time. Many middle school students have an assortment of outside activities that might limit their time to do homework. Try to make it easier by establishing a routine homework time. Some children have a better attention span in the afternoon or evening and can order their priorities based on their family schedules.
• Help your child get organized. It's a good idea—and often a requirement—for your child to keep a schedule planner. Encourage your child to write down all assignments daily and even use the planner to maintain a longer-term "to-do" list. Students may enjoy checking off assignments as they are completed.

2. Understand teachers' policies and expectations.

• Ensure that your child knows each teacher's homework policy. Most middle school teachers either hand out a printed summary of homework expectations or post it on the class Web site at the beginning of the school year or new semester. Review the expectations together and have your child keep the summary in a personal binder or in a safe place at home that is easily accessible.
• Encourage your child to ask questions. Some middle school students are nervous about asking their teachers about assignments or instructions they don't understand. Reinforce the notion that teachers want students to ask questions before leaving the classroom or school for the day so that they have the information they need to complete assignments properly.
• Remind your child to visit teachers if needed. Teachers often make a point to be in the classroom before school, at lunch or after school. If your child still has trouble understanding homework assignments, encourage him or her to take a few minutes to discuss homework questions with the teacher when they can talk one-on-one.

3. Be available and teach by example.

• Make yourself available during homework time. While you've probably had a long day, just like your child, and may want to watch TV or run errands, it can benefit you both if you are nearby while your child does homework. You may consider using this time to read, pay bills or do paperwork that you can easily set aside if your child needs assistance with homework.
• Stop by and check in while your child does homework, offering your support and advice. Teachers believe parents are the best source of motivation for students. You may serve as a sounding board as your child works through interesting ideas or challenging problems.
• Show interest in your child's schoolwork and discuss what your child is learning. Although they might not admit it, middle school students still like to know that their parents are interested in what they do. Ask questions about school that day, new homework assignments or what your child likes or doesn't like about a particular lesson, class or subject.
• Watch for signs of failure or frustration. If you sense that your child is getting frustrated or discouraged, try to provide guidance without necessarily providing answers. Sometimes suggesting that your child take a short break can be the best advice you can give. Offer to talk through the problem following the break. Your positive attitude about working through frustrations also can be part of the learning process. You will be helping your child develop a healthy ability to stick with problems until they can be solved.

• 4. Identify other resources.

•  

  • Don't hesitate to line up extra support if needed. If your child is having regular problems completing the homework for a certain subject, it may be time to schedule a conference with the teacher for you and your child. A teacher may be willing to offer suggestions for tutors or small-group study sessions in your area. Some schools offer peer tutoring or, in some instances, local high school students or community members may volunteer as tutors at the middle school.
  • Get to know the guidance counselors and other school employees. Educational support professionals generally know most of the students in the school, and their relationship with your child will continue as they advance from one grade to the next. In addition to teachers, other school employees can be great resources for homework assistance.
  • Encourage your child to find homework buddies. It is always a good idea for children to identify a homework buddy in each class, someone they can call with questions or if they miss class.
  • Consider providing technology aids to boost homework help. You may want to take advantage of the many technology-based tools now available. Today, parents can choose from a variety of educational software programs and a vast array of online resources.

  5. Stay in touch with your children's teachers.

•  

  • E-mail can be an effective way to maintain regular contact with middle school teachers. The typical middle school teacher has about 150 students, many more than grade school teachers have. While this may limit the time teachers are available to talk with you by phone or meet with you in person, e-mail can be a great way to catch them during their daily breaks and in the evening. Check to see whether your child's teacher has access to e-mail.
  • Let teachers know of any significant changes at home. Especially because they have so many students, middle school teachers need to have all the information possible regarding things that are going on with your family that may affect your child’s school performance.
  • Get involved where you can. Unlike elementary school, parents in middle school are not often asked to help in the classroom. But you can offer to help in the classroom for special projects, to drive and chaperone on field trips, or to share some relevant expertise.
  •  

  6. Nurture your child's interests.

•  

  • Inspire learning outside of school. Children who see opportunities for learning everywhere are more likely to view schoolwork as an extension of their interest in the world, rather than as a burden. If they enjoy sports, encourage them to hunt for articles in the paper or magazines about their favorite teams. If they love the arts, share reviews of movies or plays from newspapers and magazines. If you have a budding scientist, explore local parks and look for interesting plants to identify and study.
  • Find activities that parallel what your child is studying in school. Learning expands for children who live what they learn in school. If your child is studying a foreign language, check out a popular teen movie in that language from the library or find a cookbook with recipes from that country to prepare together. Visit a museum exhibit on mummies if your child is studying ancient Egypt. Encourage your child to use new math or writing skills to balance an allowance budget or to write a poem or essay for a local contest.

                         Levey Middle School

                      7^th Grade Eastern Hemisphere Syllabus

2012-2013

Mrs. Golfin

E-mail: owenshb@southfield.k12.mi.us

Class Webpage: http://www.protopage.com/mrsgolfin

Course Description:

The seventh grade social studies curriculum introduces students to cultures of the Eastern Hemisphere.  Emphasis will be on the contemporary geography of Africa, Eurasia, Australia, and Oceania. Through the study of geography, students learn the locations of significant places in each of these world regions; explore the cultural and natural features that characterize each region; trace movement of people, ideas, and products within the regions; and discover ways that regions can be divided into sub-regions. Historical background is provided to enable students to understand how a region developed from the past to the present, and examine their current relationships. The civics component will provide students the opportunity to observe governments throughout the Eastern Hemisphere and compare them to the United State’s governmental system.  Throughout the course, using analysis, discussion, and writing, students will study public issues of global significance, and consider their regional and global implications.

Goals of the Course:

Students will be knowledgeable, able to describe, compare, explain, apply, and analyze content in the following areas:

1. Use of Map Skills and Geography Tools
2. Themes of Geography
3. Historical, Civic, Economic, and Geographical perspectives of the Eastern Hemisphere
4. Core Democratic Values
5. Current Issues and Global Concerns
6. Demonstrate satisfactory mastery and understanding of the Common Core Standards for 7^th grade

Social Studies curriculum.

Goals are designed to ensure that all students are fluent in reading and writing in the Social Studies content area.  Reading successfully empowers students to discover, create, and analyze spoken, written, and electronic texts. The following historical fiction novels which support Michigan’s Common Core Standards Curriculum are incorporated into this course:

1. The Breadwinner by: Deborah Ellis
2. Journey to Jo'burg: A South African Story  by: Beverley Naidoo
3. A Single Shard  by: Linda Sue Park

Organization of the Course:

• Themes and Tools of Geography
• Russia and the former Soviet Union
• Southwest Asia and North Africa
• Africa (South of the Sahara)
• Indian Subcontinent
• China and Japan
• Southeast Asia, Australia, and Oceania

Assessment Strategies:

Teacher-created Tests (Online & Written)                            Classroom/Group Participation (Online & In-Class)

Homework (Online & Written)                                               Individual/Group Projects and Presentations

Warm-ups/Journals/ Skill Checks (In-Class)                           Formal Essays

Class Discussions/Debates                                                     

Standards/Requirements for Successful Completion of the Course:

1. Students must attend class regularly.  If absent, students are responsible for any assignments given.
2. Students must complete all reading assignments (novels, articles, textbook, and online articles).
3. Students must complete daily journal/warm-up and skills check activities, as well as homework

assignments. 

4. Students must have moderate to high levels of success in Assessment strategies.
5. Students should complete all assigned group or individual projects.

Textbook: Geography: The World and its People

Grading Policy:                                                                                  Course Grading Categories & Weights:      

100-94/A                                 77-74/C                                               Warm-ups/Skill Checks           20%

93-90/A-                                  73-70/C                                               Tests/Quizzes                          25%

89-88/B+                                 69-68/D+                                             Projects                                   25%

87-84/B                                   67-64/D                                               Homework/Class work            30%

83-80/B-                                  63-60/D-

79-78/C+                                 59 & Below Unsatisfactory

**Online Communication- As teaching and learning shifts more and more into a 21^st Century environment, our classroom has grown to incorporate a variety of teaching, learning, and communication opportunities online.  My class webpage, http://www.protopage.com/mrsgolfin , provides easy-anytime access for my students and for parents who want to easily stay connected with their child’s classroom.  Many assignments, project rubrics, student updates, classroom updates, parent communications, tests/quizzes, and homework assignments will be communicated via my online webpage. Although, ALL assignments will be communicated in-class, it is expected that students check http://www.protopage.com/mrsgolfin daily. In the event there is not an update or post on my class website, students are 100% responsible for ALL homework/class assignments and announcements given in class.  Parents may check the “Parent’s Corner” tab for any parent

updates or noteworthy reminders.

Classroom Folders: I will provide each student with a color coded folder which stays in the classroom and 

serves as an organizational tool.  Each day, students will complete a unit related Warm-up and Skills Check activity which will remain in their classroom folder.  Every two weeks, students will turn in their warm-up and skills check sheets for a grade.

Homework: Homework will consist of activities designed extend and enrich each unit of study. Such assignments may stem from:  the class period, related vocabulary, reading assignments (web based or handout), or project related.  All work is to be turned in to the appropriate class basket by the door.

Late Work- All assignments are due at the time they are collected.  Late work will be accepted at the teacher’s discretion, within a short window of time following its original due date, and will receive partial credit.  Work that is not handed in on time is noted as “missing” and registers as a “zero” on Zangle until it is handed in and recorded.

Absences- If a student is absent, they are solely responsible for ensuring they follow up with the teacher and attain any assignments they have missed during their absence.  The number of days absent is equal to the number of days allowed to complete make-up work.  In extenuating or pre-arranged circumstances additional time may be given. 

Academic Dishonesty/Plagiarism- Student work must be original and not copied in any way from any other source including print and computer sources.  Students may not copy from another student’s work or answers.  Proper citation or bibliography must accompany the use of language and/or ideas from outside sources.  Dishonesty of this kind will result in a ZERO for both parties.

Behavioral Expectations:

PROMPT: Be inside the classroom, seated, and ready to begin when the bell rings.

POLITE: Be respectful to your teacher and your classmates.

PREPARED: Arrive to class with all classroom materials and assignments.

PRODUCTIVE:  Use your time efficiently, and put forth 100% effort.

POSITIVE: Engage in all classroom activities with a positive attitude.

*Please refer to the Student’s Code of Conduct for district expectations for behavior.

Eastern Hemisphere Supply List:

Pencils/Pens (Blue or Black)                                                   2 highlighters

Editing Pens (Red or Green)                                                   2 glue sticks

Color Pencils                                                                           2 single subject spiral notebooks

Pencil Sharpener-Hand-held non-electric                              2 double pocket folders

1 Pack of college ruled notebook paper                                 Correction fluid

**Flash Drive

Please sign below, tear-off and return for an assignment grade by Friday, September 7, 2012.

--------------------------------------------------------------------------------------------------------------------------------------------------                                                                                   

Name: ______________________________________

I have read and understand the 7^th grade Eastern Hemisphere Syllabus.

Please be sure to review and check the following:

˜       Late Work Policy

˜       Absence Policy

˜       Plagiarism Policy

˜       Online Communication Policy

Parent/Guardian email: ____________________________________________________

 Contact: Cell#_____________________________                         Home/Other_____________________________

_________________________________________              ________________________________________

Parent Signature                                                                                              Student Signature

Are there any special needs or considerations for your child (such as seat up front for vision problems, etc.)?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

                            Levey Middle School

                       7^th Grade Eastern Hemisphere/STEM Syllabus

2012-2013

Mrs. Golfin

E-mail: owenshb@southfield.k12.mi.us

Class Webpage: http://www.protopage.com/mrsgolfin

Course Description:

The seventh grade social studies curriculum introduces students to cultures of the Eastern Hemisphere.  Emphasis will be on the contemporary geography of Africa, Eurasia, Australia, and Oceania. Through the study of geography, students learn the locations of significant places in each of these world regions; explore the cultural and natural features that characterize each region; trace movement of people, ideas, and products within the regions; and discover ways that regions can be divided into sub-regions. Historical background is provided to enable students to understand how a region developed from the past to the present, and examine their current relationships. The civics component will provide students the opportunity to observe governments throughout the Eastern Hemisphere and compare them to the United State’s governmental system.  Throughout the course, using analysis, discussion, and writing, students will study public issues of global significance, and consider their regional and global implications.

Seventh grade Eastern Hemisphere/STEM students will participate in a variety of extended activities providing additional academic rigor, such as web based projects, presentations, blogging, science and technology related articles, and extensions in content related literature.

Goals of the Course:

Students will be knowledgeable, able to describe, compare, explain, apply, and analyze content in the following areas:

1. Use of Map Skills and Geography Tools
2. Themes of Geography
3. Historical, Civic, Economic, and Geographical perspectives of the Eastern Hemisphere
4. Core Democratic Values
5. Current Issues and Global Concerns
6. Demonstrate satisfactory mastery and understanding of the Common Core Standards for 7^th grade

Social Studies curriculum.

Goals are designed to ensure that all students are fluent in reading and writing in the Social Studies content area.  Reading successfully empowers students to discover, create, and analyze spoken, written, and electronic texts. The following historical fiction novels which support Michigan’s Common Core Standards Curriculum are incorporated into this course:

1. The Breadwinner by: Deborah Ellis
2. Journey to Jo'burg: A South African Story by: Beverley Naidoo
3. A Single Shard  by: Linda Sue Park

Organization of the Course:

• Themes and Tools of Geography
• Russia and the former Soviet Union
• Southwest Asia and North Africa
• Africa (South of the Sahara)
• Indian Subcontinent
• China and Japan
• Southeast Asia, Australia, and Oceania

Assessment Strategies:

Teacher-created Tests (Online & Written)                            Classroom/Group Participation (Online & In-Class)

Homework (Online & Written)                                               Individual/Group Projects and Presentations

Warm-ups/Journals/ Skill Checks (In-Class)                           Formal Essays

Class Discussions/Debates                                                     

Standards/Requirements for Successful Completion of the Course:

1. Students must attend class regularly.  If absent, students are responsible for any assignments given.
2. Students must complete all reading assignments (novels, articles, textbook, and online articles).
3. Students must complete daily journal/warm-up and skills check activities, as well as homework

assignments. 

4. Students must have moderate to high levels of success in Assessment strategies.
5. Students should complete all assigned group or individual projects.

Textbook: Geography: The World and its People

Grading Policy:                                                                                  Course Grading Categories & Weights:      

100-94/A                                 77-74/C                                               Warm-ups/Skill Checks           20%

93-90/A-                                  73-70/C                                               Tests/Quizzes                          25%

89-88/B+                                 69-68/D+                                             Projects                                   25%

87-84/B                                   67-64/D                                               Homework/Class work            30%

83-80/B-                                  63-60/D-

79-78/C+                                 59 & Below Unsatisfactory

**Online Communication- As teaching and learning shifts more and more into a 21^st Century environment, our classroom has grown to incorporate a variety of teaching, learning, and communication opportunities online.  My class webpage, http://www.protopage.com/mrsgolfin , provides easy-anytime access for my students and for parents who want to easily stay connected with their child’s classroom.  Many assignments, project rubrics, student updates, classroom updates, parent communications, tests/quizzes, and homework assignments will be communicated via my online webpage. Although, ALL assignments will be communicated in-class, it is expected that students check http://www.protopage.com/mrsgolfin daily. In the event there is not an update or post on my class website, students are 100% responsible for ALL homework/class assignments and announcements given in class.  Parents may check the “Parent’s Corner” tab for any parent

updates or noteworthy reminders.

Classroom Folders: I will provide each student with a color coded folder which stays in the classroom and 

serves as an organizational tool.  Each day, students will complete a unit related Warm-up and Skills Check activity which will remain in their classroom folder.  Every two weeks, students will turn in their warm-up and skills check sheets for a grade.

Homework: Homework will consist of activities designed extend and enrich each unit of study. Such assignments may stem from:  the class period, related vocabulary, reading assignments (web based or handout), or project related.  All work is to be turned in to the appropriate class basket by the door.

Late Work- All assignments are due at the time they are collected.  Late work will be accepted at the teacher’s discretion, within a short window of time following its original due date, and will receive partial credit.  Work that is not handed in on time is noted as “missing” and registers as a “zero” on Zangle until it is handed in and recorded.

Absences- If a student is absent, they are solely responsible for ensuring they follow up with the teacher and attain any assignments they have missed during their absence.  The number of days absent is equal to the number of days allowed to complete make-up work.  In extenuating or pre-arranged circumstances additional time may be given. 

Academic Dishonesty/Plagiarism- Student work must be original and not copied in any way from any other source including print and computer sources.  Students may not copy from another student’s work or answers.  Proper citation or bibliography must accompany the use of language and/or ideas from outside sources.  Dishonesty of this kind will result in a ZERO for both parties.

Behavioral Expectations:

PROMPT: Be inside the classroom, seated, and ready to begin when the bell rings.

POLITE: Be respectful to your teacher and your classmates.

PREPARED: Arrive to class with all classroom materials and assignments.

PRODUCTIVE:  Use your time efficiently, and put forth 100% effort.

POSITIVE: Engage in all classroom activities with a positive attitude.

Eastern Hemisphere Supply List:

Pencils/Pens (Blue or Black)                                                   2 highlighters                                                 

2 glue sticks                                                                            Color Pencils                                                  

2 single subject spiral notebooks                                            Pencil Sharpener-Hand-held non-electric     

1 double pocket folder                                                            1 Pack of college ruled notebook paper

Correction fluid                                                                       **Flash Drive

Please sign below, tear-off and return for an assignment grade by Friday, September 7, 2012.

--------------------------------------------------------------------------------------------------------------------------------------------------           

Name: ______________________________________

I have read and understand the 7^th grade Eastern Hemisphere/ STEM Syllabus.

Please be sure to review and check the following:

˜       Late Work Policy

˜       Absence Policy

˜       Plagiarism Policy

˜       Online Communication Policy

Parent/Guardian email: ____________________________________________________

 Contact: Cell#_____________________________                         Home/Other_____________________________

_________________________________________              ________________________________________

Parent Signature                                                                     Student Signature

Are there any special needs or considerations for your child (such as seat up front for vision problems, etc.)?

____________________________________________________________________________________________________________________________________________________________________________________

Impact of Colonialsism on African Life

Read Section 3 & Anser Q's 1-4 Write ALL Questions

http://www.nexuslearning.net/books/ML-WCG-East/10-3.pdf

Colonialism

Imperialism

Triangular trade

Berlin Conference

Missionary

Mangrove

Savanna

Harmattan

Cacao

Ethnic Group

Compound

Drought

Desertification

Cassava

Bauxite

Reading Assignment for Thurs. November 1 

The Geography of Africa South of the Sahara-

Read p. 291-295 & Complete  Q's #1-4 P. 295 Write Q's!

http://www.nexuslearning.net/books/ML-WCG-East/10-1.pdf 

Africa Information Page

Africa is the 2nd largest continent on Earth. Only Asia is bigger in size. Africa covers about 20% of the total land area on Earth. Africa is made up of 53 countries, some of which are among the poorest in the world.  The Sudan is the largest country in Africa and Seychelles is the smallest.

Africa is divided into several regions that have different climates.  The continent has highlands on both the east and west coasts. There are plains in the middle.  Africa has two deserts; the Sahara and the Kalahari.  The Sahara in the north is the largest desert on Earth. It covers 3,500,000 sq. mi. and is growing.  In contrast, the Kalahari Desert is about 100,000 sq. mi. in area. It covers most of Botswana, part of South Africa, and western Namibia.

On the edge of the Sahara is the Sahel, an area of land between desert and tropical areas. It receives as little as 6 to 8 inches of rain per year.  It is an area of change, with the expanding Sahara Desert creeping over it.

Africa is also home to a rainforest in the Congo River Basin.  This fertile basin covers the Democratic Republic of the Congo and much of the Congo. It also reaches into Angola, Cameroon, the Central African Republic, and Zambia.  It occupies about 1,400,000 sq. mi. and contains nearly 20% of the world's rain forest.

Africa has several mountain ranges.  The Atlas Mountains are found along the coastline in the northwest. A number of large mountains line the Great Rift Valley in the east.  This valley is a low lying area that extends from the Red Sea to Mozambique.  Along the edge of the Great Rift Valley sits Mount Kilimanjaro, the highest point on the continent.

Africa is known for its unique land formations as well as its ancient man-made structures.  African travel destinations include Victoria Falls on the Zimbabwe and Zambia border, the Nile River, which is the longest river in the world, and the ancient Sphinx and pyramids.  The Great Pyramid of Giza in Egypt was the tallest man-made structure until the Eiffel Tower was constructed in 1889.

Today African nations are working toward a better life for their people through education, economic endeavors, and organizations such as the African Union.

http://www.readwritethink.org/files/resources/interactives/venn/venn.pdf

http://www.studenthandouts.com/3batch/venn2.pdf

Choose ONE of the "Dessert" options to complete for Extra Credit:

Option 1: Interview a grandparent, neighbor, family member, etc., who EXPERIENCED the Civil Rights Movement -OR- Segregation.  Create 10 important Questions & their annswers.

MUST BE TYPED!

Option 2: Create a 10 question survey "Every Kid Should Know" about Black History Month & The Civil Rights Movement. Include the answers. This MUST be typed.

Black History Month Celebration

Below is a choice board designed to meet our many intelligences.  Select and complete 3 activities, that most interest you, from the choice board, in a tic-tac-toe design. When you have completed 3 activities in a row, you have completed your project.  

Directions: Choose 3 activities in a tic-tac-toe design. When you have completed 3 activities in a row–horizontally, vertically, or diagonally–you may decide to be finished. Or, you may decide to challenge yourself, and complete more activities.  Bonus points will be available for extended learning.

I choose activities # _________, # ________, # ________.

Do you have ideas for alternate activities you’d like to do instead? If so, please see me for approval.

I prefer to do the following alternate activities: _________________________________________

______________________________________________________________________________

Name: _________________________________     Date:________________________

This Project is Due on: Tuesday, February 26, 2013

**All parts and presentations are due on this date. **

Student Signature: _____________________________ Date: __________________

Parent Signature: ______________________________ Date: __________________

Breakfast Biography (Cereal Box)

Wheaties, known as the Breakfast of Champions, spotlights an amateur or professional athlete on its cereal box.  You will create a cereal box for the biography of the African-American role model.

FRONT OF CEREAL BOX

Cover a cereal box with paper. Illustrate a memorable event from the book or you can choose to illustrate with important symbols related to your person.  For example, you could decorate the front of your Michael Jordan box with a basketball and the Chicago Bulls symbol, as well as anything else important in his life.  The name of the cereal must relate to the person (Jumping Jordans).   Also, include your person’s signature on the front of the box (just like a Wheaties box!!!).

SIDE / NUTRITIONAL FACTS / LIFE FACTS

Include information related to your person.  Some facts:  birth and death dates, famous for, where lived, family, at least 10 facts about the person, height/weight (optional), unusual facts, etc.  Also, on this side, you must include a Work Cited for your book. 

BACK OF CEREAL BOX 

Choose at least one, but it MUST be related to your person entirely: 

Ø  In the Life of….  (A short biography about your person.)  

Ø  Comic strip

Ø  Activity:  Game, crossword, word search, maze,

OVERALL DESIGN

Use of entire space, use of color, professionalism (typed, grammar, etc.)

BOX TOP

Company that produces the cereal, must include your name!

BOTTOM

Bar Code:  Should include Teacher name and class period.

FREE SIDE

You have one free side to do ANYTHING you want related to your person.  This could be a recipe, a collage, etc.

Chapter 14: Russia Vocabulary

Command Economy                            

Tundra

Free Enterprise System                      

Taiga

Communism                                          

Light Industry

Heavy Industry                                     

Consumer Goods

Cold War                                                

Czar

Serf                                                        

Glasnost

Ethnic Group                                         

Permafrost

China bird flu crisis claims new victims as death toll rises to 9

Directions for completing this assignment are at the botttom of this article.

China's Culture

From Dynasties to Communism