Geography Syllabus
Geography Syllabus
Mr. Cutts
2015-16
Welcome Aztecs!
“No Excuses”
Course Description:
Each place on Earth has a unique set of local conditions and connections to other places. Some activities are appropriate in a given place and other activities are not. Events in one place influence events in other places. Geographic inquiry helps people understand and appreciate their own place in the world, and fosters curiosity about Earth’s wide diversity of environments and cultures. Geographic reasoning rests on deep knowledge of Earth’s physical and human features, including the locations of places and regions, the distribution of landforms and water bodies, and historic changes in political boundaries, economic activities, and cultures.
Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.
Course Objectives:
Meet the goals of California’s history-social science and Common Core state standards
Increase historical analysis skills
Improve reading and writing skills
Cultivate individual and group work habits
Promote personal organization and study skills
Required Materials:
Textbook (In Class)
Binder with lined paper
Pens
Pencils
Grading: Weight Scale
Homework 10% 90-100% =A
Classwork 20% 80-89% =B
Quizzes 20% 70-79% =C
Essays/Projects/Tests 50% 60-69% =D
Extra Credit TBD Below 60% =F
*Students will have opportunities to earn extra credit per Mr. Cutts’ discretion.
Absence Policy:
It is a student’s responsibility to inquire which assignment(s) they missed during their absence. This inquiry is to be done before school, after class, during break or lunch.
Any missed assignments (quizzes, tests, etc.) can be made up during lunch or after school per Mr. Cutts’ approval.
Late Work:
An absent student may turn in assignments for full credit per Mr. Cutts’ approval.
A non-absent student can turn in an assignment the following day it was due for 80% credit or by the end of a unit of study for 50% credit.
If a student has any missing assignments they will not be eligible for extra credit.
Classroom Rules:
1. Students will line-up outside of the classroom before the tardy bell rings.
2. Students will immediately sit in their assigned seat upon entering the classroom.
3. Students will not to leave their seat at anytime without permission.
4. Students will place backpacks under their desks and be ready to use required materials.
5. Students will work on an assigned warm-up task during the first 5 minutes of class.
6. Students will raise their hand in order to speak during class.
7. Students will be given permission to discuss group assignments during class.
8. Students will not pack their belongings before the dismissal bell rings.
9. Students will remain in their seats until they are dismissed by Mr. Cutts.
10. Students will abide by all rules in the Mendota Junior High 2015-16 Student Handbook.
*Mr. Cutts reserves the right to change any rule at any time with or without notice.
Disciplinary Steps:
1. Verbal warning
2. Conference with student
3. Lunch detention
4. Phone call home and/or after school detention
5. Referral to principal
*Mr. Cutts reserves the right to change any disciplinary step at any time with or without notice.
Classroom Expectations:
1. I expect students to embrace the “no excuses” mindset.
2. I expect students to be respectful and courteous to others at all time.
3. I expect students to not talk about non-classwork or socialize during class.
4. I expect students to be organized and prepared for every class.
5. I expect students to perform and complete all assignments to the best of their abilities.
Guidelines on All Papers:
1. Papers must have name, date, and period at the top right hand corner of the paper.
2. Papers must be turned in without scribbles, inappropriate markings, and ragged edges.
*Failure to comply with guidelines will result in the paper being returned without a grade.
Students please tell me in person if…
1. You are having difficulty understanding the class instruction and/or assignments.
2. You are seated near someone or something that distracts your attention.
3. You are unable to see or hear the teacher’s instruction.
4. You are unable to complete an assignment within the given time.
5. You have any issue that is preventing you from performing to the best of your ability.
Contact:
Parents please feel free to call or contact me via e-mail: [email protected]
Projected 1st Quarter Curriculum Map
Creating maps and using geospatial technologies requires a process of answering geographic questions by gathering relevant information; organizing and analyzing the information; and using effective means to communicate the findings. Once a map or other representation is created, it prompts new questions concerning the locations, spaces, and patterns portrayed. Creating maps and other geographical representations is an essential and enduring part of seeking new geographic knowledge that is personally and socially useful and that can be applied in making decisions and solving problems.
D2.Geo.1.6-8. Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.
D2.Geo.2.6-8. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.
D2.Geo.3.6-8. Use paper based and electronic mapping and graphing techniques to represent and analyze spatial patterns of different environmental and cultural characteristics.