Tennessee Landforms Lesson Plans - Download Now DOC
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Ms. Bee 毕老师 Grade 6 & 7 Social Studies Syllabus Dear Students and Parents and Guardians, Welcome to Hosford and Welcome back! I hope you had a wonderful and relaxing summer! This year, I am the social studies teacher in the Chinese Immersion Program as well as teacher for Mandarin Chinese elective classes. I'm very excited about the upcoming school year. I believe very strongly in incorporating study skills, cooperative learning activities and reading strategies into daily lesson plans. It is also my belief that it's just as important to teach students how to learn, as it is to teach the academic content of the course. I will do my best to make the course an interesting and enlightening experience for all my students. Allow me to introduce myself to you. I am a graduate of OSU with a BS and a MA degree in Health Education and Foreign Languages. I also hold a certificate to teach Mandarin Chinese from National Taiwan University. Shortly after college, I resumed my teaching career in a private international school in Taiwan, and have taught there for 12 years. During the last two years, I became the Associate Principal of the school. I left Taiwan after 12 years of service and came back to Portland Oregon in 2005, as my two boys who became proficient in Mandarin, were scheduled to enter the academic system here in the States. Austin is now in Freshman and Brandon in Junior at Lincoln high school. I am very excited about teaching at Hosford, and look forward to creating another fruitful year with your child in the year to come! COURSE DESCRIPTION: In World Geography / World History, we will use a variety of teaching techniques to provide your child with opportunities for applying skills and factual knowledge. This year, for the Chinese text, we will be using a translated version on Historical Overviews by Michael Maxwell 2004. It is composed of 6 units. Topics of the units are as follows: Overview of History Unit 1: Origins of the earth and humans: The Stage and the actors. Unit 2: Ancient Mesopotamia and Egypt: Civilization is born. Unit 3: Ancient India and China: Civilization spreads east. Unit 4: Ancient Greece and Rome: Civilization spreads west Unit 5: The Early Middle-Ages, 500 AD to 1000 AD Unit 6: The Late Middle-Ages, 1000 to 1500 AD All students are encouraged to use the text in English for reference. I will send home separate handouts in the Chinese translated version according to the corresponding topics we will discuss throughout the year. To obtain a copy of the handout, click on the attached website, or cut and paste the following website, and retrieve ‘Historical Overview’: http://22.214.171.124/schools/hosford/staff_websites/bee/link_to_links_1.html CONTENT AND TOPICS: - Geography skills: oceans, continents, equator, prime meridian, latitude/longitude, cardinal/intermediate directions, and geographic landforms - Timelines: Personal and historical - Current Events: discussions, www. research, videos and newspapers - Early civilizations and the development of culture: early people and their migration, agriculture, specialization, artifacts, and the study of archeology - - Ancient Egypt: Nile River, landforms, major cities, government, pharaohs, daily life, religion, trade/transportation, tombs/temples, hieroglyphics, pyramids, role of women, mummification, military, art/architecture, and legacies - Ancient Mesopotamia: Tigris/Euphrates Rivers, landforms, major cities, Judaism, Code of Hammurabi, government, daily life, cuneiform, military, trade/transportation, art/architecture, legacies and the current conflicts in the Middle East that relate to ancient history - - Ancient India: Indus River, major cities, landforms, Buddhism, Hinduism, government, daily life, trade/transportation, art, and legacies - - Ancient China: Huang River, major cities, landforms, Great Wall of China, dynasties, role of the family, Confucius, trade/transportation, Taoism, Buddhism, art, and legacies - Ancient Greece: Aegean world, major cities, landforms, writing, democracy, military, Alexander the Great, architecture, philosophy, religion, daily life, role of women, trade/transportation, Olympics, and legacies - Ancient Rome: Italian Peninsula, major cities, landforms, republic, dictator, military, Caesar, Christianity, trade/transportation, role of women, daily life, art/architecture, and legacies - - Ancient Maya, Inca, and Aztec: Mexico and Peru, major cites, landforms, religion, art/architecture, government, trade/transportation, writing, and legacies Teaching Climate: Students will be receiving a balance of direct instruction (text handout, resource books, websites, videos, www., notes) and exploration (individual/group research). The information will be assessed by quizzes, tests, projects, and presentations. COURSE REQUIREMENTS: 1. Reading all handout materials. Attend all classes on time and be prepared to discuss reading and written assignments. Actively participate in class and group discussions. No missed assignments or tests can be made up unless they are excused absences. 2. Keep all classroom notes and handouts in the Social Studies Interactive Notebook or the designated portfolio. This notebook should be brought to class everyday while the portfolio will remain in the classroom until a big topic is completed. 3. Homework will be given approximately two to three times a week and will vary. Typically these assignments should take approximately twenty (20) to thirty (30) minutes to complete and are due the following day. However there will be some assignments that are of a continuous nature (notebooks, reports and projects). These assignments will have a due date given. All assignments are the responsibility of the student to complete and turn in on the due date. There will be a weekly quiz on vocabulary every Thursday. EVALUATION SUMMARY Tests and quizzes: 10% Homework: 30% Class-work/Participation: 30% Projects/Portfolios: 30% Grading Scale: The following is the grading policy (Student Effort will be graded separately) 6-----------------------------98-100% 5-----------------------------90-98% 4-----------------------------80-89% 3-----------------------------70-79% 2-----------------------------60-69% 1-----------------------------59% or lower STUDENT PORTFOLIO: Portfolios are collections of student work in a file representing a selection of performance. Each student will create a portfolio to be kept in the class from the start of the school year. Every now and then, we will take out our work and reflect upon what we have learned. Portfolios capitalize on students' natural tendency to save work and become an effective way to get them to take a second look and think about how they could improve future work. Students will also be pressed to consider: What would I like to reread or share with my parents or a friend? It will thus serve to emphasize the student's role in constructing understanding and the teacher's role in promoting understanding. Student Portfolio will be used during occasions such as Parent-Teacher Conferences as well as Student Led Conferences. Materials: The students must have the necessary materials for ALL their academic subjects. Being prepared to learn is one of the keys to success at school. Success in my class is generally easier to attain when the student is organized. To reach these means, the following materials brought each day will be required: 1. Social Studies handouts 2. Interactive notebook 3. Pencil 4. Glue stick 5. Scissors Late Work: The use of pink slip technique is served to give students an opportunity to explain why they did not, or chose not to do their homework. All the pink slips that you signed will be kept in the teacher’s file to be use as evidence of your responsibility as a student. Parents will be contacted if I have more than five in my record. Students who do not generate pink slips will get a prize* at the end of the month. (*to be determined by class) Absent Work: Any student who is absent must talk with Ms Bee when they return!! All make-up work will be dealt with on a student by student basis. Students who know they will be gone (i.e. vacation) may request work ahead of time. Another key to success is good communication among teachers, students and parents. Please contact me if you have any questions about your child’s progress. I can be reached at school (503) 916-5640 or via e-mail at (email@example.com). I know this year is going to be a wonderful experience for all of us! Sincerely, Adrianne Bee Social Studies Teacher 本课程依选择不同时代的重大变迁事项做为讲论和探讨的重点，以明瞭历史文化演变的趋 势，训练学生综合、分析的思考能力。同时辅以图片、史料、及文章的研读、讨论，网上查 询资料，以充实历史知识，奠定研究历史的良好基础。 ○ Hosford Middle School ○ 503 916-5640 ○ 503-916-2637 A P F 2303 SE 28th Place Portland, OR 97214 ------------------------------------------cut here-------------------------------------------- Student Signature _____________________________ Parent Signature ______________________________ (These two signatures are worth 5 points) 每个人都能创造历史， 但是只有伟大的人才能写下历史 Why Study History? On the importance of History as an educational discipline: Why Study History? (Peter N. Stearns / American Historical Association, 2004) - a concise but comprehensive piece explaining that the study of History: facilitates understanding of people and social change; has an aesthetic aspect; contributes to moral understanding and good citizenship; provides identity; develops skills; is useful in the workplace. Why Study History? (Gabrielle Matters and Geoff Masters / Australian Council for Educational Research: January 2007) - 'Studying history trains students to think and write clearly, to organize and interpret evidence, and to confront complex issues in informed and insightful ways. These skills build the confidence and versatility that our fluid economy rewards...' Why Study History? (Steven Kreis / A Student's Guide to the Study of History: revised 2004) - 'The study of history can be fun.' And a journey of self-discovery in the Socratic tradition. Why Study History? (Frank Luttmer / Hanover College: updated 1999) - '... an understanding of the past is fundamental to an understanding of the present. The analysis and interpretation of history provide an essential context for evaluating contemporary institutions, politics, and cultures ... history also provides unique insight into human nature and human civilization.' Note also the appended selection of Essays on the Study of History. Why Study History? (Tennessee Technological University, 2006) to understand people to seek self knowledge to make sense of other times to provide perspective to help us understand how we got to where we are.