Samuel Inman Middle School

COURSE SYLLABUS
2017-2018
Sixth Grade Social Studies

Teacher: Ms.Gibson (Gibby) Phone Number: 470-771-2396

Email: marcia.gibson@atlanta.k12.ga.us
Room Number: 2036 Tutorial Day: Thursday morning
Semester: Fall 2017 Tutorial Hours: 7:50-8:50 AM
Textbook: no textbook Tutorial Location: My room, 2036

http://thesocialstudiesgarden.weebly.com
Parents and scholars should sign up for Remind and Class Dojo.

Welcome to sixth-grade social studies! Sixth-grade students study Latin America, Canada,
Europe, and Australia. The geography domain includes both physical and human
geography. The intent of the geography domain is for students to begin to grasp the
importance geography plays in their everyday lives. The government/civics domain focuses
on selected types of government found in the various areas so that students begin to
understand the variety of governments in the world. The history domain focuses on major
events in each region during the twentieth and twenty-first centuries.
Course Outline:

Economics
Analyze different economic systems
Unit 1 Analyze the benefits of and barriers to voluntary trade
Describe factors that influence economic growth and examine their presence or absence in different economies
Understand that a basic principle of effective personal money management is to live within ones income.
Europe: Physical and Human Geography
Locate selected features of Europe
Unit 2 Explain environmental issues in Europe
Explain the impact of location, climate, natural resources, and population distribution on Europe
Describe selected cultural characteristics of Europe
Europe: Conflict and Change
Unit 3
Explain conflict and change in Europe
Europe: Government and Economics
Unit 4 Compare and contrast various forms of government
Economic standards above, applied to Europe
Canada: Physical and Human Geography
Locate selected features of Canada
Unit 5
Explain the impact of location, climate, natural resources, and population distribution on Canada
Explain the impact of environmental issues in Canada
Unit 6 Canada: Government and Economics
 Samuel Inman Middle School
Describe Quebecs independence movement
Explain citizen participation in the Canadian government
Compare and contrast various forms of government
Economic standards above, applied to Canada
Latin America: Geography, Conflict, and Culture
Unit 7 Locate selected features of Latin America
Explain the impact of location, climate, natural resources, and population distribution on Latin America
Latin America: Government and Economics
Explain conflict and change in Latin America
Explain the impact of environmental issues in Latin America
Unit 8
Explain the impact of location, climate, natural resources, and population distribution on Latin America
Compare and contrast various forms of government
Economic standards above, applied to Latin America
Australia: Physical and Human Geography
Unit 9 Locate selected features of Australia
Explain the impact of location, climate, natural resources, and population distribution on Australia
Australia: Government and Economics
Explain the impact of English colonization on current Aboriginal basic rights, health, literacy, and language
Unit 10
Explain forms of citizen participation in Australian government
Economic standards above, applied to Australia
Capstone Projects
Unit 11` This is a new part of the SS6 curriculum.
We will tell you more about it as we learn.

Evaluation and Grading:

Course Components Weights

Homework 10% Grading Scale
Classwork 30% 100-90 A
Projects 20% 89-80 B
Quizzes 20% 79-70 C
Unit Tests 20% 69-0 F
TOTAL 100% Not Evaluated NE

Campus Portal for Parents and Guardians (Infinite Campus):

Visit https://ic.apsk12.org/portal to view class schedules, attendance records, and grades.

To activate your account, visit the school to receive your login (activation key).

Required Materials:
a one-inch binder
 Samuel Inman Middle School
three dividers
pencils
markers or pencils or crayons

School-wide Behavioral Expectations:

Be Safe...Be Responsible...Be Respectful...Be Helpful...Be Mindful...

Classroom Expectations:
Come in ready to work.
Manage your self.
Treat others with kindness.
Be prepared to change your thinking.

Late Assignments:

It is important that students are responsible and meet established due dates for assignments.
A late assignment is defined as work submitted after the teacher collected the
assignment. All missing/not turned in assignments will be recorded in Infinite Campus
with an "M-Missing" designation.

Missing Assignments (late assignments or unexcused absences):

Students with late assignments or unexcused absences will be expected to submit missed
work within two weeks of the end of the grading periods. The deadlines for missing
assignments are as follows:
Midterm is October 4. Deadline Sept. 22 Midterm is March 16. Deadline is March 2
(for assignments from Aug. 1-Sept. 21) (for assignments from Jan. -- March 1)

End of Semester is Dec. 22. End of Semester is May 25th.

Deadline is Dec. 8 Deadline is May 11
(for assignments from Sept. 22 -Dec. 7 (for assignments from March 2 - May 10)

As noted above, all missing/not turned in assignments will be recorded in Infinite Campus
with an "M-Missing" designation. Late assignments will be assessed a 20% penalty.

Make-up Assignments (unexcused absences):

Students with an excused absence will be expected to submit missed work on or before the
third class meeting after the absence. Pre-announced assignments are due upon return to
school.

Reassessment Opportunity:
Reassessment opportunities are available for all students on quizzes and tests only. The
reassessment will be a newly generated teacher assessment and the reassessment score
 Samuel Inman Middle School
will replace the original score. The reassessment can occur during the class period, tutorial,
and/or a lunch-and-learn session (at the teachers discretion).

Gifted:
Any student in a gifted course will be instructed at a pace that provides enrichment and
acceleration in areas of student strengths. Students in the gifted program will
receive differentiation of content, process, product, and/or learning environment in order to
appropriately challenge and maximize engagement of gifted learners. Information about the
gifted programming standards can be found at: http://www.gadoe.org/Curriculum-Instruction-
and-Assessment/Curriculum-and-Instruction/Pages/Gifted-
Education.aspxhttp://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-
and-Instruction/Pages/Gifted-Education.aspx

School-wide Expectations:
Mastery Learning:
With mastery learning, a unit of material is taught, and student understanding is evaluated
before students are able to move on to the next unit. Students who have not shown mastery
for a particular unit will receive feedback and support in reaching mastery. They may be
given practice exercises, study guides, group work or complementary resources to help
them improve and achieve mastery. Students who demonstrate mastery of the content for
a particular unit are given enrichment exercises like special projects, tasks or academic
games to further or broaden their knowledge of the material.
Progress Reports:
Parents and guardians are informed when students are making unsatisfactory progress in
classes. Poor performance will be reported to parents and guardians as soon as problems
are evident. Progress reports with plans for remediation will be provided for all students
making unsatisfactory progress, and parent-guardians conferences must be scheduled.
Unsatisfactory grades should never come as a surprise to parents, guardians, or students.
Also, see Board Policy Administrative Regulation IHA-R(1) under Students in danger of not
meeting academic expectations for further information. Teachers will:
-- Contact parents/guardians early in the semester if academic, attendance, or behavioral
difficulties are apparent.
-- Notify the counselor, Student Support Team (SST)/Response to Intervention (RTI) Chair,
and/or an Assistant Principal of serious problems that are affecting classroom performance.
-- Set up parent conferences as necessary.

Athletic Eligibility:
Students wanting to participate in athletic programs governed by the GHSA and
extracurricular activities must meet eligibility requirements to participate. The Athletic
Director (and the Extracurricular Activities sponsors) will collaborate with teachers to
monitor and to identify students in danger of failing courses. A master list of students
participating in extracurricular activities and athletics under the auspices of the GHSA will
be available to all staff.
 Samuel Inman Middle School

Our Vision:
Creating a Culture of Excellence

Our Mission:
Establish a rigorous curriculum that allows all students to work to their highest potential and
contribute to the community as socially responsive citizens.

Receipt of Syllabus

Course Name: Sixth Grade Social Studies

Teacher: Marcia Gibson\

______________________________ __________________________________
Print student name Parent/Guardian Signature

______________________________ __________________________________
Date Date