MISSION STATEMENT
created by the 2013 class
(adapted from the Planet Fitness Mission Statement)

We in Miss Cipriano's class are here to provide an educational and growing environment in which everyone, and we mean everyone, can become comfortable- a diverse judgement free class where a positive attitude can be built. Our class is a team, not just a group of separate individuals, but a team in which everyone is an equal member. In the end, it's all about us.  As we evolve and educate ourselves, we will seek to perfect a safe learning environment where everyone feels accepted and respected.  We are not here to give each other the answers, only to guide each other towards a way to find them.  We need each other, because face it, our class wouldn't be the same without each and every one of us... we belong!
  

COURSE ESSENTIAL QUESTIONS:  
What is culture?  
How does geography and climate influence culture?  
Why does conflict often occur among people of different cultures?
How do countries and regions interact as a global community?

Quarter 3

EXPECTED PERFORMANCES 
Geography 

  • identify, locate, and label major countries within the region of Europe, Russia, & the Independent Republics
  • locate major landforms and bodies of water of the region
  • apply basic map/atlas skills (such as identifying and locating landforms and bodies of water, navigating direction, etc.)
  • defining and applying/using geography vocabulary in cooperative activities and discussions
  • describe how the physical geography has influenced the life, culture, and economy in the region


Europe, Russia, & the Independent Republics
  • students will explore the characteristics, cultures, and contributions of the ancient Greek and Roman civilizations (including religion, art, way of life, and government)
  • students will describe, compare, and discuss aspects of life and relationships among people in the Middle Ages under the feudalism and manorialism systems
  • students will describe the contributions of literature, art, architecture, and science of the Renaissance and the Ages of Exploration, Scientific & Industrial Revolutions
  • defining and applying/using content vocabulary in cooperative activities and discussions
  • discuss types  (including democracies, theocracies, and monarchies) and functions of government in a Socratic Seminar



IMPORTANT ASSESSMENTS
(*dates are subject to change)

Monday, March 10th:  Ancient Greece & Rome Post-test 

Tuesday, March 18th:  Middle Ages Post-test

Wednesday, March 26th & Thursday, March 2th: Socratic Seminar Essential Question:  Who should govern?  How can we keep government responsive to its citizens' needs and interests?

April 4-8: District SS Quarterly Assessment 



IF YOUR SON OR DAUGHTER TELLS YOU THAT THEY HAVE NO HOMEWORK THEY CAN...


1)  Reread the content/pages from their  present lesson/textbook/article/notes and record any of the following: 


~ Talking to the Text & Socratic Seminar Preparation Sheet
~  Cornell Notes
~  3-2-1 Thinking Map 
~  Vocabulary Map
~  Non-Fiction Square Activity
~  SS Learning Log


2)  Further explore unit/chapter/section concepts on the Internet, in newspapers, magazines, etc. and complete any of the activities listed above

3) Quiz themselves on unit concepts/vocabulary/Cornell Notes

4) Watch the news (world/national/state/local) and complete any of the activities listed in number 1.





IF YOUR SON OR DAUGHTER TELLS YOU THAT THEY DID THEIR HOMEWORK YOU CAN...

1)  Ask them to show you it/review spelling/grammar/usage

2)  Have them read the section/chapter/article aloud to you

3) Quiz them

4) Have a conversation with them about the material



For more information about the class and grading policies, 
click on this link!

To see information from marking period 1 & 2, click here.

ART-A-DEMICS