WELCOME TO MRS. BRADLEY’S CLASS!!



I wish to welcome you to my class. I am looking forward to working with you and your child this school year. Below you will find a wealth of information concerning classroom expectations, general procedures and an outline of our curriculum for this school year. Please read through the information with your child. I hope it answers any questions that you may have!

Students on the Sandpiper Team can expect homework nightly in the areas of Language and Math. I will try to keep homework to a minimum, but it can be expected at least two/three nights a week in my Science and Social Studies classes. In addition, students should study current vocabulary every night. Two ways you can help to ensure that your student is doing his/her work are: THE HOMEWORK HOTLINE 704-633-9561 EXT.6200 for our team also HOMEWORK Agendas are given to each student at the beginning of the school year. Teachers post assignments and homework assignments on the board each day. Students need to record these assignments and any other important information in their planners as a reminder of the day's events. Parents need to check agendas nightly in order to assure that your child is completing assignments and also for notes that may be add concerning your child's work.

Social Studies
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Student Outline for the Month of April, 2007

Big Idea: Geography

Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.
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The following is an outline of the lessons your student will be learning this month. Please have your child study the vocabulary terms a little bit each night. This will help them greatly when it is test time.
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Unit 4
Middle Ages
Unit 5
Renaissance

EXPLORERS
The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de Leon, Jacques Cartier and Christopher Newport;
b) identifying reasons for exploring, the information gained, and the results from the travels.

EQ1 – Who were some of the important European explorers from Spain, England and France?
EQ2 – What were the different motivations of these early European explorers?
EQ3 – What obstacles did these early European explorers encounter?
EQ4 – What were the successes of these early European explorers?
The student will develop map skills by
c) locating the countries of Spain, England and
France;
d) locating the regions in the Americas explored by Christopher Columbus ( San Salvador in the Bahamas), Juan Ponce de Leon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia).

EQ1 – Where are the countries of England, Spain and France located on a world map?
EQ2 – Where are San Salvador, St. Augustine, Quebec and Jamestown located on world map?

The student will interpret geographic information from maps, tables, graphs, and charts.
EQ1 – What are regions?
EQ2 – What visual aids are used to gather and classify information on regions?
- The first explorers had different motivations and different sponsors, faced different obstacles and met different successes.
- Explorer – a person who travels seeking new discoveries.

- European – a person from one of the countries of Europe.
Explorer
Country
Motivations
Obstacles
Successes
Christopher Columbus
Spain
To find a western sea route to Asia
Small ships, weather, disease
First European to discover a sea route to America; discovered New World
Juan Ponce de Leon
Spain
To discover riches and land to conquer
Poor weather, poor maps
First European to land in Florida; gave Spain claim to Florida
Jacques Cartier
France
To colonize the New World
Poor maps
Explored the St. Lawrence River Valley and gave France a North American claim
Christopher Newport
England
To discover riches, a western sea route to Asia and colonize Virginia.
Poor weather, small ships
Arrived at present-day Jamestown; made four additional voyages bringing more people to Jamestown; was one of the first Europeans to reach the fall line of the James River
- Most of England and Spain are located in the northern and western hemispheres. Most of France is located in the northern and eastern hemispheres. The United States is located in the northern and western hemispheres.
- locate the regions in the Americas explored by Christopher Columbus ( San Salvador in the Bahamas), Juan Ponce de Leon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia).
- Students should understand the meaning of:
• Regions – places that have common characteristics; areas having no specific boundaries. Examples – land around the Mediterranean Sea and the Western region of Africa
• Common characteristics – same features that belong to a place or a region
- Pictures, maps, tables, graphs, and charts are visual aids used to gather and classify geographic information.
Resources
Textbook
Map Skills Booklets from various sources.
Student workbook.
SOL Coach Books
Assessment
Teacher Created Tests
Flanagan Tests
Worksheets
Quizzes
Projects
Activities
Worksheets
Games
Videos
Create Vocabulary Flash Cards



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Unit 6
World War 1

Essential questions:
1. What were the causes and consequences of World War I?
2. Who comprised the opposing sides of World War I?
3. What circumstances and events occurred to draw the U.S. into World War I?
4. What efforts were made in mobilizing the American homefront for this war?
History Sub-strands:
The Emergence of Modern America, 1890-1930
Standard:
The students will understand the causes and consequences of World War I.
Skills and Benchmarks:
1. Understand the meanings and roles of nationalism, imperialism, and the formation of alliances in the onset of World War I. (M)
2. Describe the fighting tactics and new weapons used in World War I. (D)
3. Explain why this war exceeded the expectations people had for its length and deadliness. (I)
4. Identify how events in Russia changed that country and how Russia’s withdrawal affected World War I. (I)
5. Analyze the Treaty of Versailles and the failure of the League of Nations. (D)


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Unit 7
World War 2

Essential questions:
1. How did the global depression contribute to the outbreak of World War II?
2. What were the causes of World War II?
3. Why did countries respond rather passively at first when Germany began invading other European nations?
4. What actions did Japan take that contributed to World War II?
History Sub-strands:
The Great Depression and World War II, 1929-1945
Standard:
The student will understand the origins of World War II, the course of the war, and the impact of the war on American society.
Skills and Benchmarks:
1. Identify actions that represent American relations with Latin America prior to World War II. (I)
2. Describe the economic difficulties facing the world in the 1930s. (D)
3. Explain the links between depression, dictatorships, and World War II. (D)
4. Compare international conditions with respect to the dictators governing throughout the world and the vulnerability of numerous nations. (M)
5. Understand the Non-Aggression Pact between Germany and the Soviet Union. (D)
6. Trace American policy in the early years of the war; explain the rationale for each stage with respect to the war’s events. (D)
7. Explain how public opinion in the U.S. changed with various events leading up to December 7, 1941. (M)

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Unit 8/Unit 9 The objectives will be taught for the first three weeks in May.
Russia
Europe
The student will be able to describe and locate the important physical and human characteristics of Europe.
a. Describe and locate major physical features; include the Arctic Ocean, Norwegian Sea, Baltic Sea, Volga River, Danube River, Rhine River, Elbe River, Seine River, Po River, Thames River, the Alps, the Pyrenees, the Balkan Mountains, Ural Mountains, Strait of Gibraltar, English Channel, Iberian Peninsula, and Scandinavian Peninsula.
b. Describe and locate the nations of Great Britain, Norway, Sweden, Finland, Russia, Poland, Germany, France, Spain, Switzerland, Italy, Hungary, Austria, Czech Republic, Romania, Netherlands, Belgium, Estonia, Latvia, Lithuania, and Ukraine.
c. Describe the geographic and cultural boundaries of Europe; include whether Turkey should be considered part of Europe or Asia

The student will describe the cultural characteristics of Europe.
a. Explain the diversity of European culture as seen in a comparison of German, Greek, Russian, French, and Italian languages, customs, and traditions.
b. Describe the customs and traditions of the major religions in Europe; include Judaism, Christianity (Catholic, Orthodox, and Protestant), and Islam and locate where each religion is the primary religion.

Culture:
The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society.

How does a society become culturally diverse?

How do European languages, customs, and traditions differ? (German, Greek, Russian, French, Italian)

What are the major religions in Europe and where are they located?

Governance: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.
Why do countries have different types of governments?

How are the governments of the United Kingdom, United States and France different and how are these governments similar?

What is the purpose of the European Union and describe the relationship of its member nations?

How did the concept of the European Union develop?
Is this a positive or negative institution for European countries?

Location:
The student will understand that location affects a society’s economy, culture, and development.
What are the major physical features of Europe?
What are the major countries of Europe?
What are the geographical boundaries of Europe?
What are the cultural boundaries of Europe?
Why do cultural boundaries form?
Why is Turkey considered part of Europe or Asia? Should it be one or the other? Production,

Distribution, Consumption: The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.
What is an economic system?
What economic systems exist in the world?
Why do countries develop different economic systems? What are the economic systems which exist in European countries? (England, Germany, and Russia).
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Unit 10
South America
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Course Overview: The focus for sixth grade is on the continued development of knowledge and skills acquired in the fourth and fifth grade studies of North Carolina and the United States and connecting those studies to the study of and Europe, Russia and South America. As students examine social, economic, and political institutions they analyze similarities and differences among societies. While concepts are drawn from history and the social sciences, the primary discipline is geography, especially cultural geography. This focus provides students with a framework for studying local, regional, national, and global issues that concern them, for understanding the interdependence of the world in which they live, and for making informed judgments as active citizens.
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Strands: Geographic Relationships, Historic Perspectives, Economics and Development, Government and Active Citizenship, Global Connections, Technological Influences and Society, Individual Identity and Development, Cultures and Diversity

Social Studies Syllabus: aligned with North Carolina Standard Course of Study
1. use geographic tools and skills to answer geographic questions and analyze geographic concepts
2. assess the relationship between physical environment and cultural characteristics
3. analyze the effects of interactions between people and their environment
4. identify patterns in the movement of people, goods and ideas
5. evaluate the way decisions are made about the allocation and use of economic resources
6. investigate the relationship between economic activity and quality of life
7. assess connections between historical events and contemporary issues
8. assess the influence of individual people and of culture groups
9. analyze different forms of government
10. compare people's rights and civic responsibilities
11. identify common characteristics of different cultures
12. assess the influence of major religions, beliefs and values
13. describe the historic, economic and cultural connections between North Carolina, the USA, Latin America and Europe.

Supplies:
In an effort to assist families in preparing for the next school year, each grade level has developed a general supply list. It may be necessary for individual teachers to make additional requests as needs arise during the school year; however, the lists below should ensure that your child has all supplies needed for the beginning of the year.

• Expand-A-File (with at least 6 divisions)
• Plenty of loose-leaf paper
• Black or blue pen
• Odd color pen (Green)
• At least 2 pencils
• Colored pencils
• 2 boxes of Kleenex
• 2 composition books (String bound not wire)

For families that would like to make other donations, the following items are always needed.

roll of paper towels Playdough
white copy paper craft Paper
colored
copy paper
paints
liquid soap snacks
card stock printer ink
Model Magic

Grading Scale: Grade Determination:
93 - 100 A Classwork/Labs/Quizzes - 65%
85 - 92 B Tests/Projects - 25%
77 - 84 C Homework - 10%
70 - 76 D
0 - 69 E



Tests/Projects:
• Throughout the year, we will have several assessments - most will be in a traditional format (pencil and paper).
• There will be one major project per quarter:
• Other smaller projects will be assigned throughout the year.

Classwork/Labs:
• Also worth 65%, but more of these grades will be given.
• Examples - Station work, lab experiments, notebook checks (random and scheduled)

Homework/Quizzes:
• Two kinds of homework:
1. Graded in class - will not be accepted late
2. Graded for detail - will not be accepted late

Do you accept late work?
As a general rule, No. I try very hard to allow sufficient time for assignments to be completed. I strongly believe that learning to be responsible for one’s own choices is an important character trait, which has to be nurtured through our own personal experiences.

• Quizzes: not given often - may not be announced



Agenda Books: "Your Lifeline!!"
• Required to be with you at all times! (Except lunch)
• A place to keep important info.
• Hall Pass
• Communication line with your parents - should be checked and signed once a week.

Absent from Class: Your responsibility - Not mine!!
• Talk to me before/after class - not during!
• Check website.
• Call classmate/teammate.
• Check missed class box.
• Get any notes you may have missed.
• Assignments not turned in DO COUNT! You are required to turn in any missing work due to an illness.

Daily Work: easy grade - easy extra credit - if you pay attention and try!!
• On TV, overhead, or board when you come in.
• Quote - DO NOT write the quote - Respond to it.
• Brainteaser – YES, write the ? - solve for extra credit.
• Keep on a continuous sheet of paper with your name on it.
• ALWAYS write the date.
• If you are absent - write the dates that you are absent when you return.

Class Rules: These apply to you, your classmates, your teacher, the animals in the classroom, and the things in the classroom.
• Be Prepared!
• Be Punctual!
• Be Respectful!
• Turn your work in on time!

Class Procedures: How to do stuff in room 601.
1. Beginning of Class
• Be in your seat on time - Not running down the hallway or in the doorway
• Begin daily work!
2. Trash Can
• To be used at the end of class! (never during a lecture)
• The floor is not the trash can, which is not a basketball goal.
3. Sinks
• Little sink - great for hand washing!
• Turn on slowly or you will get a shower.
• NOTHING SOLID EVER GOES IN THE SINK!!
4. Chairs (already not good)
• Keep all four legs on the floor at all times.
• Push chair in any time you leave your seat.
• AA - put chairs up 6th period - put chairs down
5. Food & Stuff
• Absolutely no gum allowed.
• Follow school and safety rules concerning food and drink
6. Pencil Sharpener
• May be used at the beginning of class.
• NEVER during lecture - very annoying.
• Keep it to a minimum.
7. Assignments
• Late work is not accepted
• Please turn in class work when collected
• Make sure your work is neat
• Assignments are to be turned in on whole sheets of lined notebook paper.
7. Dismissal
• The bell does not dismiss you - I do!!

Discipline: (dependent on action)
1. Warning/ Silent Lunch
2. Bounce/parent notification
3. sent to office
***Severe Disruption - free ticket to office***