• 7th Grade Social Studies syllabus   Ms. Coleman icoleman@amphi.com 520-696-6276

    What I will learn this semester

    How I will know what I am learning?

    Key Social Studies Vocabulary-use separate paper for vocabulary words or Cornell Notes

    Writing-begin with one paragraph response to writing-develop and convey understanding, focus on and make arguments, and convey experiences events and or procedures

    Reading: understand and use close reading. Cite evidence from text, determine central ideas, and determine meaning of words and phrases as they are used in the text. Analyze text structure

    Content:

    Geography:

    1. Construct Maps, charts, graphs to display geographic information –-construct regions on a mpa graphing in information for each
    2. Identify Maps purposes and differences. Locate physical features using an atlas
    3. Locate physical and cultural features-key vocabulary-create a comic of a groups hiking and identify and describing geographic terms.

    History:

    Key Vocabulary will be on a separate sheet of paper

    Understand how the Northern and Southern regions of the United States developed differently as the nation grew creating conflict that would lead to Civil War.

    Writing: Understand and use quick writes to cite evidence, central ideas and analyze text. To write a 3 paragraph essay analyzing how each region developed and compare the two regions and explain how the development led to conflict

    Analyze the factors leading to the Civil War.

    1. The role of abolitionists and Underground Railroad
    2. Sectionalism and State’s Rights
    3. Westward expansion and the balance of slave and free states
    4. Missouri Compromise, 1850 Compromise, Kansas Nebraska Act, and Dred Scott Decision

    Create an un rest o meter of the causes of the Civil War

    Determine the significance of

    1. Firing on Fort Sumter
    2. Major battles, Bull Run, Antietam, Vicksburg, Gettysburg,
    3. The Emancipation Proclamation
    4. Sherman’s’ March
    5. Surrender at Appomattox

    The leaders of the Civil War:

    1. Abraham Lincoln
    2. Jefferson Davis Robert E Lee, Sherman, Jackson
    3. Role of African Americans
    4. Role of women

    Analyze the impact of personal, social and economic aspects of American life

    1. Americans fighting Americans
    2. High casualties from disease and the type of warfare
    3. Destruction of Americans property
    4. Change of status of slaves
    5. Value of railroads and industry

    Reconstruction Era impact

    1. Lincoln’s assassination
    2. Ku Klux Klan and Jim Crow Laws
    3. Freedmen’s Bureau and Military Districts
    4. The Constitutional Amendments

     

     

    Syllabus for 8th grade Social Studies: Ms. Coleman icoleman@amphi.com 520-696-6276

    Here is what I will learn this semester!

    How I will know what I am learning?

    Key Social Studies Vocabulary-use separate paper or Cornell Notes

    Writing-begin with one paragraph response to writing-develop and convey understanding, focus on and make arguments, and convey experiences events and or procedures

    Reading

    Content:

    Geography:

    1. Construct Maps, charts, graphs to display geographic information
    2. Identify Maps purposes and differences.
    3. Locate physical and cultural features-key vocabulary

    History:

    Analyze the following events and how they led to the American Revolution

    1. Tea act
    2. Stamp Act
    3. Boston Massacre
    4. Intolerable Acts
    5. Declaration of Independence

    Describe the role of the following key individuals and their impact on the Revolutionary War and the foundation of United States Government

    1. Benjamin Franklin
    2. Thomas Jefferson
    3. George Washington
    4. Patrick Henry
    5. Thomas Paine
    6. James Madison
    7. John Adams
    8. King George III

     

    Civics/Government:

    Foundations of United States Government:

    Describe how these Philosophies and documents influenced the creation of the US Constitution

    1. Magna Carta
    2. English Bill Of Rights
    3. John Locke’s and Montesquieu’s separation of power
    4. Mayflower Compact
    5. Declaration Of Independence
    6. Articles of Confederation
    7. Federalist Papers
    8. Bill Of Rights

    Understand the following parts of the United States Government

    1. Federalism
    2. Popular sovereignty Congressional and legislative districts
    3. Separation Of Powers
    4. Checks and balances
    5. Limited and states vs. federal government
    6. Federal and state government

    Understand the three branches of government and their roles

    Compare the roles and relationships of different government levels and understand how elections work

    1. federal
    2. state
    3. city
    4. county

    Describe how a bill becomes a law

     

     

    Español 1 (High School Credit Spanish 1)

     

    Señorita Coleman   Room 501

    (520) 696 6276

    icoleman@amphi.com

     

    La Maestra:

    I was first exposed to Spanish in middle school, but then continued learning in college. Each summer I would go visit friends in Arica, northern Chile and travel to Peru and Bolivia to force myself to learn more and learn to speak more fluently. Eventually I attended a semester at Guadalajara, Mexico and met friends there who I still visit today. My degree is in Latin American Studies with a major in History and minor in Spanish. My post-Bach is in education with a major in History and Social Studies and a minor in Spanish. I taught Spanish exclusively for the first four years before switching to Social Studies. I also taught 1 semester of Spanish for Native Speakers in 2004. Now I’ve been asked to teach this course Español 1 high school credit for the first time. It is so exciting to be teaching Spanish again and I’m very excited to share my enthusiasm for learning languages with all of you.

     

    Course Description:

    This year-long elective is designed for 8th graders who have little or no previous knowledge of the Spanish language. It is meant to spark student interest in the language and to get them to take Spanish all through high school. This class counts for one of the required two years of high school foreign language credit necessary for admittance to college, as long as students earn a B- (80% average) or above for the year and an 80% or higher on the final exam in May. Students with an 80% or higher in the class and on the final exam will get credit for Spanish 1 and will be eligible for Spanish 2 in High School. This grade will go on their official high school transcript and form part of their high school G.P.A. next year.

     

                Evaluation (per quarter)

    35%     Assessments

    25%     Homework & Notebook

    20%     Projects

    20%     Participation (To achieve full points in this category students must be actively engaged in all classroom activities at all times. You will be expected to speak Spanish in this class, as you learn it. This grade will be based not only on the continuous adherence to classroom procedures, but on the consistent practice of being a positive, actively contributing member of the class. Students who always do their best will succeed in this category.)

               

                Classroom Expectations

    1. Be a respectful person of character
    2. Prepare well for your assessments and do work on time
    3. Listen well to understand Spanish
    4. Speak Spanish to the best of your ability
    5. Actively engage yourself in all activities at all times

     

                 Classroom Procedures and supplies

    Materials Needed:

    1. A notebook with pockets just for Spanish
    2. 2. Pencils and dry erase markers for use on whiteboards
    3. Spanish-English Dictionary

    Bring these to class everyday. You can find these used at Bookman’s or online at Amazon.

                          

    Attendance: Class attendance is essential for growth in a foreign language. There a many activities that simply cannot be made up if missed. Late work is not acceptable and will result in lost credit unless there is a parent excuse by phone or email. You will have 1 day to complete the assignment for every excused day.  

     

    Expectations & Procedures:

    I know that students learn best in a positive environment and I use a lot of music and games because I feel that learning is really fun. To have fun everyone must be really paying attention and we have to always follow ARGGH and SLANT in my classroom.

    In the space blow write at least 3 of the class procedures that we go over as a class: