Course Syllabus

 

8^th Grade HS/SS Course: Civics and Citizenship

Part I: Course Description:

This course explores the society and history of the United States of America as a global nation through four central themes: governance; identity; diversity; and technological change. The principle goal of the course is to connect certain concepts and issues in U.S. society and history to current trends and to the lives of the people in our classroom. Some of the events and trends we will study are: The content and importance of the U.S. Constitution, the changing identity of the United States as a world power, the diversity in our society, and the on-going industrial and technological revolution. In our exploration of the concepts of civics and citizenship we will focus on the conflict and consensus that have been reached through history and that continue to unfold in our world today.  We will also focus on how and why various groups have struggled for positions in the democratic fabric and how group alliances and fractures have contributed to the construction of today’s society.  Class discussions and projects will require students to consider the relationship between the past, and the issues that dominate our national and international policies and news today. The class will use an array of primary and secondary resources, as well as film and literature.

A Sample of the documents, texts and literature that will be used in the course is given bellow:

Eyewitnesses and Others: Readings in American History, Volumes I and II, Holt, Rinehart and Winston (Take home handouts as needed).

Animal Farm, by George Orwell (take home reading).

Fast Food Nation, by Eric Schlosser (take home reading)

Nickel and Dimed, by Barbara Ehrenreich (Excerpts readings)

Waging a Living Documentary, by Roger Weisberg (in-class viewing)

Many other readings will also be used in part or whole to enhance different lessons or units. We will also use internet-based resources widely to keep up with information and events as they occur. We will use a variety of print and web based information to conduct research throughout the year.

A significant amount of time, both: in and out of class, will be devoted to finding answers through research. Students will develop their skills in using one or more digital presentation programs. A variety of assessments and projects will be used throughout the year, including expository writing, argumentation, mind mapping, simulation and self-assessment. Students will also have the opportunity to assess the class on a regular basis through informal and formal periodic assessment.

Procedures and Policies

This course should give every student the opportunity to grow and benefit though enhanced knowledge of the subject matter. My goal is help students develop interest in, and a deeper understanding of their role as citizens of the United States and of the World family. I want every student to do well, but “well” to me means that the student is interested in learning and actively participating by challenging him/herself to grow in his/her knowledge of American and world history. If the student is experiencing a problem with the class material or requirements, he/she should feel free to address it to me at any time.

A. Materials.

1. A spiral (or other) notebook for class notes and homework assignments that will not be handed in. Using the laptop for taking notes is discouraged in this class as the only mode of note-taking, but I am always open to your questions or ideas about this.

2. A separate loose-leaf notebook/folder for homework assignments that will be handed in that might need to be written by hand in class.

3. A USB memory stick to save assignments from home and for using at school to save documents that will be worked on in class and that the student will be expected to continue to work on or have to access at home.

4. A writing utensil (pen/pencil)

5. A folder for collecting and organizing class handouts.

B. Homework/ Grading

1. Students will receive regular take-home assignments, which will require them to read, write, communicate with people, and to think and reflect. Students should give careful and regular consideration to how they organize their time and work to meet those demands.

2. Doing homework is very important. Normally, homework is given one class and then discussed or treated in some way in the next class. If a student does not do the work on time, the group suffers. Absences aside, late or missed assignments will be penalized. In the case of an absence, students are still expected to get homework from my Internet page or a friend in their section and arrange to complete it in a timely manner.  If illness or some other valid reason keeps the student from completing class work in a timely manner, I expect the student to write me an email to let me know what the special circumstances are, or to stop by my classroom to speak with me.   

3. Students should not approach grades as goals, but instead should focus on the processes of learning and the progress of their own improvement. Students should seek to be pleased and fulfilled by the work they do. Assessment criteria will be made clear for each graded assignment with an explicit rubric that explains what criteria will be assessed. Students should carefully read and understand the parameters of each assignment. Evaluations will be done through a variety of assessment tools, such as in-class work, projects, presentations, homework, and tests. Points will weight all work. However, a % or letter grade for each individual assignment can always be calculated from the points given. For each day an assignment is late, ten percent will be subtracted up to fifty percent. Any assignment more than five days late will not be accepted.

D. Parent Communication

1. Eight grade students should receive a greater degree of autonomy as they are preparing for their transition into high school and adulthood. Students will be expected to keep up with class-work, and will be given more responsibility than they are perhaps used to from their past experiences. To facilitate in this process, every student will receive a progress report from me in the first quarter. If concerns arise prior to this date, I will be contacting individual parents

2. Whenever concerns arise, or the student or parent has a question, please feel free to contact me at school between 7:45 – 4:00, or at home before 8:00pm. Email is perhaps the best communication tool. 

3. The website for my classes will be up and running by the end of the first week of class. Feel free to use it when wanting to review this course description, upcoming homework assignments, homework partners, or other pertinent information. OwlNet will be used for class documents, internet discussions, projects and more. Parents without internet access may request these materials in their analog form.

E. Extra help/ Extra curriculum.

1. There is a movie and literature curriculum which functions outside of class, and which students may use to supplement and increase their learning opportunities. These film/book sharks will count as extra credit assignments, and will receive credit according to their level of completion.

2. If a student has a particular passion in a topic in history/social studies that is not covered in our class but has connections to our topics and would like to pursue an independent study for extra credit, s/he should talk to me and arrange for completion schedule and extra credit options.  See the detailed description of the Book/Film Shark in my website.

3. Any student needing extra help is welcomed to make an appointment to see me outside of class. Please make an appointment to see me, or come talk to me when I am not in class.

Part II: Class Processes

 

Writing
We will use the art of writing throughout the course to explore what we know. Essay, summary, analysis, reflection, journaling and creative writing are some of the forms of writing on which we will rely.

Communication
Discussion, presentation, debate and written reflection on those processes will be consistently used to create knowledge and understanding of what we learn.

Research
Both small and large, individual and group research projects and activities will be used as we utilize the library and other research sources as both, and integral part and an extension of what we do in the classroom.

Human Relations/Responsibility
Students will work in pairs and small groups throughout the year. A good amount of time will be devoted to teaching and discussing group processes, the accompanying problem-solving/resolution skills, and their connections to our everyday lives.

Basic Study Skills
Use and organization of class notes, use of computer skills such as power point presentations, organization of thoughts in writing through summary and analysis, ability to communicate ideas orally, and content area reading will be covered.

Critical Thinking Skills
Improving the ability to formulate critical questioning, analyzing and making connections between past and present, facts and generalizations, and changes in our lives and society will be consistently addressed. Students will be asked to evaluate and apply their own ideas based on class content.

Participation Skills
Basic discussion skills and the significance of mutual respect will be reinforced daily.

Reflection/ Assessment/ Evaluation
Students will regularly reflect on and assess their own work based on understood criteria. Self–evaluation will be central to most major assignments as an integral aspect of the student’s learning and as a preparation for the individual student’s portfolios.

Global Responsibility
Global/personal responsibility and the relationship between individual actions and a social reality will be a recurring theme in this course.

Part III Critical Questions

Critical questions will focus our study in each of the four major units. Below are several examples:
1. How do conflict and consensus interact to form a social reality?
2. How are consensus and conflict significant elements of a democratic society?
3. What is the role of an individual in a democratic society?
4. What does it mean to have a national identity? How and why do identities change?
5. How do intolerance, love, hope and despair among many other human feelings and actions affect the relationships between groups of people?
6. What are the principle forces of social change? How do they interact?
7. What is the nature of social change in the 21th century?

Part IV Technology Use and Library Use

The greatest use of technology in the classroom whether with students’ laptos or other multi-media will be used primarily for:
Extensive research
Class Presentations such as Power Point presentations
In-class collaboration and communication
Video, multimedia presentations.

Part V Topic Summary & Key Concepts

I. Government: freedom, democracy, individual and state interests, conflict and consensus.
II. Identity: national identity, group identity, pluralistic society, conflict and war, Americanism, cultural imperialism.
III. Diversity: the American dream (myth and reality), intolerance, social movements, conflict resolution.
IV. Technology and Social Change: technological change, social change, capitalism, consumerism.

Part VI Student Outcomes:
(What skills do we want students to possess after successful completion of course?)

The student will be able use the tools and vocabulary of the Middle School Social Studies Tool Kit.
The student will know and be able to articulate their own understanding of their political ideals.
The student will be able to utilize the social sciences to better understand the world as they see it.
The student will be able to use a variety of documents to sort and evaluate social studies information.
The student will understand the value and use of primary sources in social studies.
The student will use creative sources (literature, the arts, and visual literacy) to increase their understanding of societies and culture.
The student will demonstrate group skills and an understanding of how groups work and interact.
The student will be able to identify and connect patterns in events of different time periods, and across geographical space.
The student will be able to relate facts to generalizations and recognize stereotypes.

Part VII Examples of Expanded Assessment

Student progress will be assessed in a variety of ways. Assessment and evaluation strategies will vary according to the nature of the topic and the instructional methods used. An array of such strategies will be used throughout the year.
Performance Assessment: Formal Debate, Round-Table discussions, skit presentations, speeches.
Written Assessments: Analytical and expository essays, tests for idea understanding and vocabulary quizzes.
Oral Assessment: Oral presentations and discussion.
Creative/Symbolic Assessment: Mind mapping.
Creative/Project Assessment: Projects requiring students to integrate verbal, visual, and audio information will be used throughout the year.
Self and peer reflection/evaluation.

Preparation of this syllabus:
Sara Baquero-Garcia, MS/US Humanities, History teacher, The Overlake School 2012