Social Studies

US History: 11th Grade

Syllabus

Instructor: Ms. Glaspie

1037 University Avenue West

Email: jolene.glaspie@stpaul.k12.mn.us

Office Hours: 3:00-4:00 daily in room 1040

Course Length: One Year-2 quarters  (Offered all year)

 

Course Description:

This journey into our nation’s past will be filled with themes relating to five key ideals for which our country has been built upon: DEMOCRACY, RIGHTS, LIBERTY, OPPORTUNITY, AND EQUALITY. Throughout the course these ideals will be considered as we explore the major events, laws, people, and places that helped to shape who we are as a society. The course begins with the story of the Indigenous experience, a focus of colonial settlement, the economics and politics of enslavement, as well as significant social movements like the Civil Rights era. The goal will be to study the nations origins in the 1400’s through present day, however, although this is the ideal, it not always the reality.  This one-year course presents historical and contemporary views of people, places, events and dates from multiple perspectives. Students will examine how the development of the United States of America has been impacted by many influences including its resources, documents, ideals, and relationships with other nations and its peoples whose many cultures have enriched the country. Upon completion of the course, students will have developed the knowledge and skills needed to satisfy the Minnesota Academic Standards in U.S. History.The content of the course is huge! However, we will do our best to learn as much as we can about the most important times and people that created what we now call the United States of America.

 

Essential Content Questions Explored in the Course:

Quarters 1 & 3

• How did migration, trade and conflict influence selected indigenous nations? How do they compare and contrast? (1400-1500’s)
• How did Indigenous nations of North American and European colonists have an impact on each other?
• How did the Triangular Trade develop and impact the Colonies? (1600’s)
• How did political and social ideas affect the colonies? (1600’s)
• What military and political events led the North American colonies to break with Great Britain? (1700”s)
• What were the major political events of the new nation? (1700’s)
• What were the domestic and international reactions to US expansion? How were Indigenous nations impacted? (1800’s)
• How did new technology impact agriculture, transportation and communication? How did these technologies in turn affect labor?
• What were social reform movements? What were the major cultural and religious reform movements? (1800’s)
• Why did the Civil War begin? (1861-1865)
• What were the stages of emancipation for enslaved African Americans
• What federal policies were successful during Reconstruction? Which were unsuccessful? (1870’s)
• Why did the struggle for emancipation have to continue after the Reconstruction amendments?
• What were the failures of Reconstruction?
• How did federal policies affect indigenous nations?
• Why did the United States expand its influence beyond its borders?
• How did citizens and the federal government address social, political and economic inequalities?

Quarters 2 & 4

• What were the Roaring 1920’s?
• What led to the Great Depression? (1930’s)
• How did the New Deal address the Great Depression?
• Why did the U.S. enter World War II? (1940’s)
• How did strategies differ during campaigns in different world regions?
• How did World War II affect the US?
• What were the differing social, political and economic ideologies of the USSR and the USA that led to the Cold War? (1950’s)
• How did conflict between the USSR and the USA play out during the Cold War?
• What was the historical context of the anti-Vietnam War movement? (1950’s-1970’)
• What were the causes and effects of the Secret War in Laos?
• Which U.S. foreign policies led to compromise and which policies led to conflict during the Cold War?
• What were the roots, obstacles, tactics and legacies of the Civil Rights Movement? (1960’s-1980’s)
• What were changes in the federal government's policy towards American Indians?
• What is the long term legacy of the Civil Rights Movements?
• How has the United States been involved in World affairs since the end of the Cold War?
• What Is the difference between an immigrant and a refugee?
• How have immigrants and refugees contributed to United States society? (present day)
• Do Black Lives Matter? What are the current social movements of our day? How are we impacted?

Course Requirements:

*Students are expected to complete all assigned readings, use the AVID learning strategies taught  and participate in class discussions and other engaging exercises. Students also need to complete quizzes, test, essays and assignments.

*US History Journal (Keep all lessons for the course in the self-created notebook)

*Schoology (Check Schoology daily as a way to know what lessons are assigned and to keep up with the grade you’re striving to earn.)

*Use the textbook, “History Alive” and various articles assigned as a means to answer the essential questions.

*Give presentations.

*Help to create and be a part of an atmosphere that promotes positivity and support for self and others in the course.

 

Student Evaluation & Assessments

“A” 90-100% (Student earns high tests scores, turns in all essays, completes all journal lessons, participates in class discussions, gives presentations, misses less than 3 days in the course.)

“B” 80-89% (Student earns high tests scores, turns in all essays, completes all journal lessons participates in class discussions, gives presentations, misses less than 5 days in the course.)

“C” 70-79% (Student tries to complete all or most of the lessons in the course and misses less than 9 days in the course.)

“D”60-69% (Student misses assignments and days of school, but takes all quizzes and completes all essays assigned.)

“D-” 50-59% (Student misses many lessons taught, but still takes quizzes missed due to multiple days missed in the course.)

“N”-0-49% (Very little lessons completed, nor effort put into the course, and misses far too many days of school to pass.)

 

All tasks completed  in the course are used to create a formative and summative assessment grade that will be accumulated at the end of the course to show how many points earned. The final grade will be determined by the amount of points earned for all lessons completed.

 

Late Work: I will accept late work, but points will be reduced (usually 5-10 points for everyday the lesson is not done for up to two weeks.).  If turned in three weeks late, the grade for the lesson will be reduced by 50% automatically.

Essays: All essays should be written using the guiding prompt questions provided for the lesson. Also, use MLA double spaced, 12 point Times New Roman). You must complete these essays to pass the course. Rough drafts will need to be completed in your journals for the class.

Course Title: Human Geography

Instructor: Ms. Glaspie                                   

Email: jolene.glaspie@spps.org               

Course Length: One year

Grade: 10th

Period: 2nd hour

 

Welcome to Human Geography.  The goal of this course is to learn about the physical, cultural, economic, and political factors that make up places around the world. We will also evaluate the uses, abuses, and preservation of natural resources and the population of an environment.  We will use guiding questions to help us establish the key ideas that are most essential to our learning according to what our state standards are and to help us gain a full understanding of the role we play as global and knowledgeable citizens of the world. 

 

The scope of this course will include:

Unit 1:  Geo-Spatial Technology and Geographic Inquiry

Unit 2: Population and Migration

Unit 3: Agriculture and Land Use

Unit 4: Resources

Unit 5: Economic Development and Industrialization

Unit 6: Political Geography

Unit 7: Cultural Geography

Unit 8: Urban Geography

 

Course Activities:

Map labeling and examinations, class participation, discussions, note-taking from text and video, current event assignments, independent study, guided practice, multi-media presentations, group and individual projects, research reports and various other writing assignments, quizzes, tests and alternative assessments are all a large portion of the types of activities that you will engage in throughout the year.

 

Materials:

Pen/Pencils

Notebook Paper

All class work, handouts, notes, assessments, maps and other materials received or used in class should be kept in Human Geography notebook.                 

Evaluation • Tests, quizzes, homework, reports, and other class activities and participation assignments are assigned a point value.  These points will be added accumulatively and banked as points earned out of the points possible for each assignment or activity.  The total number of points earned during a grading period will determine class grades.  Five week (mid-term) and 9 week or quarter grades are based on the following:

90%—100%=A                   80%—89%= B                   70%—79%= C                   60%—69%= D                  50%-59%= D-

Late Work/Absence Policy:

                  Work submitted after due date may be deducted points.   Usually the policy is that a student will lose 10 points on the late assignment per day.  This does not apply to quizzes and test however.  Class participation activities cannot be made up because your presence is strongly encouraged daily.

Tardy Policy: Please note that five tardies may result in a referral to the principal and truancy policies may apply to this kind of behavior as well. 

 

Classroom Rules:

Be punctual and prepared.

Respect your teacher and your classmates.

Follow directions the first time they are given.

Pick up after yourself.

*IPODS, MP3 players and other music players will only be permitted for specific instructional purposes.  These purposes will be determined by the teacher.  Music players being used at any other time during the class period will be confiscated and turned in to the principal. 

Consequences:

First offense Verbal Warning

Second Offense parent notification by teacher

Third Offense Referral to principal*

*This last measure is also used for emergency situations and insubordination to a substitute.

 

Student and Parent Signatures:

Students will be expected to sign a documentation sheet upon receipt of any grade report or information, which needs parental notification or signature. Students, it is your responsibility to communicate with your parents regarding your progress, your responsibilities, and your grade for this course. Parent communication is encouraged and supported.  Students are required to return this document, signed by both student and parent/guardian, the class day after it is received.

 

Parent Signature_________________________________________________ Date: _____________

 

 

Student Signature________________________________________________ Date: ______________

US Government: 12th grade

Syllabus

Instructor: Ms. Glaspie

Agape High School

1037 University Avenue West

Email: jolene.glaspie@stpaul.k12.mn.us

Office Hours: 3:00-400 daily in room 1040

Course Length: ½ Year (One Quarter)

Course Description:

Your voice matters; even when it’s quiet, shaky and unsure. This course is designed to teach you that fundamental principle. To understand the foundations for laws and our current political climate, we will deeply explore the foundations of how our democracy works, the essential Constitutional Amendments, voting requirements, race and politics, gender (#me too movements), immigration and citizenship. The goal is to have you fully prepared to participate in government as an informed citizen of the United States of America by the end of the class; that is if you’re 18 of course. You will be expected to demonstrate political and social skills through active participation in the course regardless.

Essential Questions Explored in the Course:

• What are the sources of governmental authority in the United States?
• How and why is popular sovereignty articulated in the U.S. Constitution and other founding documents?
• What is a representative democracy? How do we use it in the US?
• What are the fundamental principles for which the United States government are based upon?
• How does the US Constitution divide power between the federal government and state government?
• How are Indigenous nations sovereign?
• What is the role of the legislative branch and how does Congress function?
• What Is the role of the executive branch and what are the duties of the US President?
• What role does the judicial branch play in laws? What is the role of the Supreme Court in the application and interpretation of laws?
• How and why do individuals seek to become US citizens?
• How do politics impact the American electoral process, and how do individuals participate in state and local elections?
• How do we discover, research, and evaluate issues and candidates for truth, validity accuracy and bias?
• What individual rights are guaranteed in the U.S. Constitution, and how do these differ from rights guaranteed in the Minnesota Constitution?
• How are laws and court rulings affected by First and Second Amendment rights?
• What are the limits of free expression?
• What Constitutional guarantees do individuals have to protect them from being treated unfairly by the government?
• How does due process protect individuals from unjust laws and wrongful government actions?
• How have civil rights protections been released and clarified through Supreme Court interpretations?
• What are the various way in which the US government promotes its foreign policy around the world?
• What reasons can be given for and against the United States maintaining a leadership role in international events?
• How are government in the world classified according to their political systems?

Course Requirements:

*Students are expected to complete all assigned readings, use the AVID learning strategies taught  and participate in class discussions and other engaging exercises. Students also need to complete quizzes, test, essays and assignments.

*US Government Journal (Keep all lessons for the course in the self-created notebook)

*Schoology (Check Schoology daily as a way to know what lessons are assigned and to keep up with the grade you’re striving to earn.)

*Use the textbook, “Government Alive” and various articles assigned as a means to answer the essential questions.

*Give presentations.

*Help to create and be a part of an atmosphere that promotes positivity and support for self and others in the course.

 

Student Evaluation & Assessments:

“A” 90-100% (Student earns high tests scores, turns in all essays, completes all journal lessons, participates in class discussions, gives presentations, misses less than 3 days in the course.)

“B” 80-89% (Student earns high tests scores, turns in all essays, completes all journal lessons participates in class discussions, gives presentations, misses less than 5 days in the course.)

“C” 70-79% (Student tries to complete all or most of the lessons in the course and misses less than 9 days in the course.)

“D”60-69% (Student misses assignments and days of school, but takes all quizzes and completes all essays assigned.)

“D-” 50-59% (Student misses many lessons taught, but still takes quizzes missed due to multiple days missed in the course.)

“N”-0-49% (Very little lessons completed, nor effort put into the course, and misses far too many days of school to pass.)

 

All tasks completed  in the course are used to create a formative and summative assessment grade that will be accumulated at the end of the course to show how many points earned. The final grade will be determined by the amount of points earned for all lessons completed.

 

Late Work: I will accept late work, but points will be reduced (usually 5-10 points for everyday the lesson is not done for up to two weeks.).  If turned in three weeks late, the grade for the lesson will be reduced by 50% automatically.

Essays: All essays should be written using the guiding prompt questions provided for the lesson. Also, use MLA double spaced, 12 point Times New Roman). You must complete these essays to pass the course. Rough drafts will need to be completed in your journals for the class.

World History: 9th Grade

Syllabus

 

Instructor: Ms. Glaspie

1037 University Avenue West

St. Paul, Minnesota 55104

Email: jolene.glaspie@spps.org

Office Hours: 3:00-4:00 daily in room 1040

 

Course Length: One Year (Two Quarters)

 

Course Description:

Welcome to 9th grade World History. This one year course examines the  patterns of human behavior using a thematic approach as a way to help us make sense of how people and societies have evolved over time. Often, historians use themes to understand how people developed cultural and societal ways of being. We’ll learn about the political and economic structures societies developed to advance their civilizations. And finally, we will also look at how people of the past interacted with their environments, which offers us clues for why they made the decisions that benefited them most.  Taking this approach to the study of world history allows us to have a “big-picture” of the diversity of major events that contributed to whom we are today. My hope is that you’ll enjoy the journey we take around the world as we explore how and why  things came to be.

 

Essential Content Questions Explored in the Course by Quarter:

Quarters 1 & 3

*How can world history be described using recurring themes?

*How did environmental factors cause early human migration out of Africa?

*How did farming change the way humans lived in prehistory?

*What are the characteristics of a civilization?

*What causes a civilization to decline?

*How did religion and philosophy influence a civilization's development?

*What impact did the rise and expansion of Islam have on other regions?

*How did belief systems influence China and Japan between 600 and 1450?

*How did Christianity influence Eastern and Western Europe between 600-1450?

*What were the results of increased interactions between Christians and Muslims during 60-1450?

*What were the characteristics of Ancient African kingdoms?

*How did Indian Ocean trade impact the cultures of South and Southeast Asia?

 

Quarters 2 & 4

*What changes were happening in Europe between 1450-1750 that led to exploration and colonization?

*What were the results of the expansion of the Ottoman Empire?

*What was the impact of interaction between Indigenous peoples and Europeans?

What were the causes, forms, and consequences of slavery found within African, European and Arab societies?

What are the causes and factors of revolutions and rebellions?

What are the effects and impact of revolutions and rebellions?

What were the consequences and responses to European and American imperialism?

How did the expansion chattel slavery and its abolition affect pepes and regions?

What were the causes and consequence of World War I?

What were the factors that led to the rise of fascist and nationalist dictators in Europe and Asia?

What were the turning points and their consequences of WWII?

What were the causes and consequences of the Holocaust?

What was the Cold War?

How did the Cold War affect the balance of power after World War II?

How did the concept of human rights develop during the Cold War?

What are the effects of globalization of trade on developing and developed countries (economical, technological and political)?

 

Course Requirements:

*Students are expected to complete all assigned readings, use the AVID learning strategies taught  and participate in class discussions and other engaging exercises. Students also need to complete quizzes, test, essays and assignments.

*World History Journal (Keep all lessons for the course in the self-created notebook)

*Schoology (Check Schoology daily as a way to know what lessons are assigned and to keep up with the grade you’re striving to earn.)

*Use the textbook, “History Alive” and various articles assigned as a means to answer the essential questions.

*Give presentations.

*Help to create and be a part of an atmosphere that promotes positivity and support for self and others in the course.

 

Student Evaluation & Assessments

“A” 90-100% (Student earns high tests scores, turns in all essays, completes all journal lessons, participates in class discussions, gives presentations, misses less than 3 days in the course.)

“B” 80-89% (Student earns high tests scores, turns in all essays, completes all journal lessons participates in class discussions, gives presentations, misses less than 5 days in the course.)

“C” 70-79% (Student tries to complete all or most of the lessons in the course and misses less than 9 days in the course.)

“D”60-69% (Student misses assignments and days of school, but takes all quizzes and completes all essays assigned.)

“D-” 50-59% (Student misses many lessons taught, but still takes quizzes missed due to multiple days missed in the course.)

“N”-0-49% (Very little lessons completed, nor effort put into the course, and misses far too many days of school to pass.)

 

All tasks completed  in the course are used to create a formative and summative assessment grade that will be accumulated at the end of the course to show how many points earned. The final grade will be determined by the amount of points earned for all lessons completed.

 

Late Work: I will accept late work, but points will be reduced (usually 5-10 points for everyday the lesson is not done for up to two weeks.).  If turned in three weeks late, the grade for the lesson will be reduced by 50% automatically.

Essays: All essays should be written using the guiding prompt questions provided for the lesson. Also, use MLA double spaced, 12 point Times New Roman). You must complete these essays to pass the course. Rough drafts will need to be completed in your journals for the class.

My College and Career Readiness course is a half-hour long class offered each day. The primary focus is to teach the fundamentals of writing an academic essay. The goal is to prepare students for writing for the ACT exam and first year college essays. Students are expected to practice fundamental writing skills and to complete formal essays throughout the quarter long course. On Mondays our focus is on building sisterhood at Agape. The lessons and activities are designed to help all students see the connections and similarities they share with one another. Also, to learn the importance of respecting their differences. The lessons used are well researched are helpful in bridging gaps and creating a greater sense of well-being for the leader and learner sharing the space.

Economics Systems Course Syllabus

Agape High School

½ Year (1 quarter course)

Ms. Glaspie

 

Course Description:

This Economics course is a one -semester course designed to prepare you to make important economic decisions.  These decisions will help you consider your personal life and the choices one makes relating to spending, saving, budgeting, investing, borrowing and other personal financial planning considerations.  Another topic explored in this course is preparing you to make economic choices that are also critical to being an informed citizen of a democratic society.  This study of economics will also enable you to make reasoned judgments about personal finances and the economic policy decisions of the various levels of government. Understanding of how markets work and of the tradeoffs involved in trying to accommodate unlimited wants with limited resources is essential for meaningful democratic dialogue on what governmental bodies should be doing. With this background, hopefully we’ll have a better chance of achieving the American dream.

 

Course Materials:

We will use a variety of sources to help us learn the key ideas for learning Economics.  We’ll use class activities, current event articles, various text, the Census Bureau, data, charts and graphs.  We will look at multiple kinds of sources that may come from primary and secondary documents, films, textbooks, and credible online resources.  The Minnesota Academic Standards for learning Economics will be our guide for what is to be learned and accomplished in this course.  These standards will be made visible and acknowledged on the classroom board for all to see and reference for guidance on direction of class.

 

Class Expectations:

·      Respect for self, others and teacher.

·      Be present and ready to learn.

·      Take responsibility for missed class sessions by doing homework.

·      Understand the importance of writing and thinking critically.

·      Stay engaged in the learning process by participating in class discussions, completing in-class lessons and group projects.

 

Grading Policy:

Your grade will be based on class participation assignments, daily reflection questions, individual and group projects, essays, daily quizzes and tests.  To earn a desirable grade you must earn as many points as possible on all kinds of assignments.  All quizzes and tests are graded on a 10- point basis; all written material is graded based on increments of 10- points per paragraph.  It is expected that you will strive to write full- length paragraphs that contain at least 5 full sentences.  Class participation points range from 20-100 points possible, depending on the kind of assignment and engagement level requested.  These kinds of assignments may not be made up outside of class.  The break down for points is as follows:

 

*90-100          A

*80-89            B

*70-79            C

*60-69            D

*50—59         D-

 

Standards, Course Topics and Essential Questions:

 

Topic 1: Introduction to Economics

Standard: The student will understand and use economic concepts, theories, principles and quantitative methods to analyze current events.

 

*People make informed Economic choices by identifying their choices and goals.

*People make informed economic choices by interpreting data, considering the short and long run cost and benefits of alternative choices and by revising their goals based on their analysis.

 

Essential Questions: How do people make decisions about their economic livelihood?  What influences one’s choice in purchasing particular goods and services?  Why do different households and people choose the way that they do?  How are budget’s made?  What needs to be considered in developing a budget?  What are some ways to track the success or progress of a budgeting plan?

 

Topic 2:  Market Economies

Standard: The student will understand the basic characteristics of markets and the role of prices in modern market economics.

 

Essential Questions:

What is the relationship between price and quantity?

What factors shift supply and demand?

How is equilibrium reached?

Why is disequilibrium bad?

How can we evaluate government responses to externalities?

 

Topic 3:  The U.S. Economy-Structures and Institutions

Standard: The student will understand business organization, market structures and financial institutions that operate within our economy.

 

Essential Questions:

How do various financial institutions work differently?

What is the role of competition and monopolies in industries?

How are businesses organized?

 

 

Topic 4: Microeconomics: Business cycles, Inflation, GDP, Unemployment

 

Standards: The student will analyze the causes and consequences of overall economic fluctuations.

Essential Questions:

How does interest rates affect the economy?

What is the relationship between unemployment and GDP?

 

Topic 5: Macroeconomics: Fiscal policy and Monetary policy

 

Standard: The student will understand the influence of the federal government budgetary policy and the Federal Reserve System’s monetary policy.

Essential Questions:

 

How can government budget decisions affect GDP?

How can central bank decisions affect GDP? 

 

Topic 6: Economic growth is the main way a country can improve its standards of living.

 

Standard: The student will understand that economic growth is the primary means by which a country can improve the future economic standard of living for its citizens.

Essential Questions:

How does a GDP impact material living standard?

 

Topic 7:  Trade benefits everyone.  International Trade and barriers.

 

Standard: The student will understand the factors involved in the United States relationships with other nations.

Essential Questions:

Why trade?

How do international economic institutions help and or hurt global economic growth?

Topic 8:  Financial management is important for general well-being.

 

Standard: The student will learn and be able to apply personal financial management and investment practice.

Essential Questions:

 

How can I make good choices?

How does credit work?

How do personal financial decisions impact your life?

 

Teacher Availability:

I’m available to answer questions, or address your concerns most mornings from 9:00-9:30.  This is generally your arrival time to school and the time you’ll get breakfast and take care of your child in the daycare.  However, it can also be a time to ask questions, take a missed quiz, finish typing or printing out an essay.  Let’s work with the time we have to help you earn the kind of grade you desire.

I can also be reached at: jolene.glaspie@spps.org or 651-744-7981