Course Title: World Regions
Room: B 1.1
COURSE DESCRIPTION:
World Regions is a one-year
course designed to study other cultures so that students can understand the
global community in which they live.
Students develop skills necessary to analyze change and continue the
study of cultures and geography begun in earlier grades. An overview of physical geographic concepts
and skill is basic to the course. Its emphasis is on the cultures of Southwest
Asia (Middle East), Africa, Asia, Central Asia, Southeast Asia, and
Europe. Students will locate major
cultures in specific geographic areas, compare the development of different
societies, and use geographic skills to explore physical and cultural
diversity.
COURSE
GOALS/OBJECTIVES/STANDARDS:
Grade
Nine - World Regions/Cultures
The standards for ninth grade students provide opportunities to expand knowledge of world cultures and world regions. The standards include major emphasis on the themes of Culture, Space and Place, Individuals, Groups and Institutions, and Power, Authority and Governance. Students learn to recognize characteristics of a community or culture and explain reasons for cultural diversity. The ability to compare and contrast regional geographic features throughout the world is an important student outcome. Activities include using texts, maps, charts, other resources, research, and technological skills to aid in historical analysis.
SK1a.
Interpret world maps
SK1b.
Interpret data and create and design graphic displays (charts, graphs,
diagrams, graphic organizers) using technology
SK1c.
Infer information from captions, cartoons, political posters,
photographs, etc.
SK1d.
Test the validity of information using primary sources (biographies, journals, interviews, letters)
SK1e.
Correlate and cross reference social studies materials (index, appendix,
glossary)
SK1f.
Observe, analyze interpret and draw conclusions using the Internet and
databases
SK1g. Create
multimedia presentations using text, color, and importing graphics, sound,
special effects and/or animation
SS1 Citizenship: Social studies programs should include
experiences that provide for the study of the ideals, principles, and practices
of citizenship in a democratic republic, so that the learner can:
SS1a. Model
the qualities of being a global citizen.
SS1b. Exhibit
tolerance for people from other cultures.
SS1c. Participate
in service programs.
SS2 Culture: Social studies programs should include experiences that
provide for the study of culture and cultural diversity, so that the learner
can:
SS2a. Compare
and contrast cultures.
SS2b. Analyze
and describe how language, literature, the arts, and artifacts demonstrate
beliefs and values and contribute to the transmission of culture.
SS2c. Analyze
changes in traditional cultures.
SS2d. Explain
reasons for cultural diversity and the need for tolerance.
SS3 Time, continuity, and change: Social studies programs should include
experiences that provide for the study of the way human beings view themselves
in and over time, so that the learner can:
SS3a. Identify
the influence of developed nations on developing nations.
SS3b. Analyze the roles of art,
music, literature, and folklore in historical development.
SS3c. Describe
the historical development of culture in a specific region.
SS3d. Analyze
attitudes, values, and behaviors of people in different historical contexts.
SS4 Space and place: Social studies programs should include
experiences that provide for the study of space and place, so that the learner
can:
SS4a. Apply
geographical tools (e.g., maps, charts, tables, graphs) to analyze and solve
problems.
SS4b. Explain
how topography, climate, vegetation, population, distribution, and resources
impact a region or country.
SS4c. Differentiate
ways that humans shape and adapt the environment to meet their needs.
SS5 Individual development and
identity: Social studies programs
should include experiences that provide for the study of individual development
and identity, so that the learner can:
SS5a. Explore
how gender, race, culture, nationality, family, economic, and religious status
influence an individual’s self concept.
SS5b. Explain
how knowledge and experiences broaden an individual's perception.
SS5c. Describe
how individuals can contribute to the well-being of others.
SS6 Individuals, groups, and
institutions: Social studies
programs should provide for the study of the interaction among individuals,
groups, and institutions, so that the learner can:
SS6a. Identify
groups based on language, religion, family, and nationality.
SS6b. Discuss
ways in which technological, political, economic, or environmental changes
affect a social system.
SS6c. Explain
how groups and institutions influence and perpetuate people’s values, beliefs,
attitudes, events, and culture.
SS6d. Compare
differences in gender roles for various cultures.
SS6e. Identify
resources for participation in community/related projects.
SS7 Production, distribution and
consumption: Social studies
programs should include experiences that provide for the study of how people
organize for the production, distribution, and consumption of goods and
services, so that the learner can:
SS7a. Compare
how countries’ resources are allocated and utilized.
SS7b. Analyze
how the unequal distribution of wealth creates conflict.
SS7c. Describe
the significance of international economic organizations.
SS8 Power, authority, and governance: Social studies programs should include
experiences that provide for the study of how people create and change
structures of power, authority, and governance, so that the learner can:
SS8a. Compare
and contrast basic political and economic systems.
SS8b. Explain
the development and role of international political organizations and
multinational organizations.
SS8c. Discuss
how universal human rights are viewed by different political systems.
SS9 Science, technology, and society: Social studies programs should include
experiences that provide for the study of the relationships among science,
technology, and society, so that the learner can:
SS9a. Explain
how science and technology have transformed the physical world and have
influenced economic and political
institutions.
SS9b. Evaluate
the effects of technology on cultural values and the physical environment.
SS9c. Explain
societal changes in values, beliefs, and attitudes that have resulted from new
scientific knowledge.
SS9d. Identify
laws and policies which affect science and technology.
SS10 Global connections: Social studies programs should include
experiences that provide for the study of global connections and
interdependence, so that the learner can:
SS10a. Identify behaviors which
foster global cooperation and create conflict.
SS10b. Explain how technology and
economics affect global cooperation.
SS10c. Analyze how language, art,
music, literature, belief systems, and other cultural elements can either
connect people or cause misunderstandings.
SS10d. Describe the historical
development of a global consciousness and concept of a world citizen.
SS10e. Develop an awareness of
current events.
Continuous
School Progress: AFNORTH International Middle/High School’s CSP (Continuous School
Progress) goal is “All students will improve their written communication skills
across the curriculum.” The 6+1 trait
is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a
powerful way to learn and use a common language to refer to characteristics of
writing as well as establish a common vision of what “strong” writing looks
like. Teachers and students will use
the 6+1 trait model to identify areas of strength and weakness as they continue
to strive towards continued writing improvement. Success of all students requires that the 6+1 Trait become a
consistent and integral component of each course taught at AFNORTH
International Middle/High School.
Students will be writing in response to the text and developing vocabulary nearly every class. Research projects with class presentations will be assigned at least three quarters. Major writings and projects will be graded with emphasis on the 6+1 traits of ideas and content, organization, voice, and word choice.
COURSE GRADING/ASSESSMENT: Quarter grades are determined by:
1.
Cumulative Unit Tests - 50%
2. Daily Assignments/Class Participation -20%
3.
Quizzes and other assigned projects- 30%
The AFNORTH grading scale, as published in the
Parent/Student Handbook, is used to determine applicable letter grades.
TEXTBOOK:
SUPPLIES (REQUIRED/RECOMMENDED):
Students are required to bring paper, pencil or pen,
and textbook to class everyday. A
3-ring binder is preferable, and loose-leaf paper should be used for written
work that is turned in. Outside work
can be either written or word-processed.
|
CLASSROOM EXPECTATIONS |
CONSEQUENCES FOR NONCOMPLIANCE |
|
Arrive to class on time. |
May result in lunch, after –school detentions or other
discipline corrections. |
|
Be respectful of classmates and teacher. |
Disruptive or disrespectful behavior may result
in: in lunch, after –school
detentions or other discipline corrections and/or the student being removed
from the class and/or call to the student’s parents, parent conferences,
discipline referral to administration as appropriate to the level of offense |
HOMEWORK
POLICY: Homework and
long-term assignments are collected at the beginning of class unless otherwise requested. Late work is not accepted without penalty of
one letter grade per school day (not class meeting).
MAKE-UP
POLICY: Students are
held to the make-up policies as outlined in the Parent/Student Handbook.