Mrs. Kelso’s World History Syllabus IB MYP Individuals & Societies

2014­15 “Be the change you want to see in the world.”                                               ­Mahatma Gandhi 

TEACHER - Mrs. C. Kelso Education: Master of Education, Social Science, DePaul University; Bachelor of Science Criminal Justice, Loyola University International Baccalaureate Certificates: MYP 2014, History 2001, 2008, 2009 TOK 2002 Diploma Coordinator 2003, 2004, CAS 2005 CONTACT: Email is best for parents. clmurphy@cps.edu Phone 773/ 535 2550

 You’ve got the world in your hands…

What will you do with it?

 

Dear Students and Parents / Guardians, Welcome to your World Studies class. I’m Mrs. Kelso and I’ll be your teacher this year. I am so excited to inform you                                           that all of you are now part of the International Baccalaureate Middle Years Program (IB MYP). What this means is                                     your teachers will be using the IB MYP framework to design their curriculum. This framework encourages students                                 become creative, critical, and reflective thinkers.The MYP emphasizes intellectual challenge, encouraging students                       make connections between all their subject courses and the world around them. I WILL expect a lot from all                                   students. There will be times when students will become frustrated, this is a natural human feeling when learning new                                   material and skills, learning done well is messy. Parents need to be                       supportive of their child’s learning and contact me when they feel                     their child is in need of help. Students need to use these times to                           build perseverance by pushing through and seeking help in the way                     of tutoring from myself or peers. I am available for personal                     tutoring through Edmodo.com or in person by appointment.   

You will do fine in this class if you always put forth your BEST effort and remember that in this class, as in life …   

 

Why should we study world history? 

The study of world history is a way to understand the                     

growth and evolution of HUMANITY. It enables us to learn from our past and teaches us ways to build a                                       

BETTER future. History is more than just dates and places. It is about understanding the relationship                               

between cause and effect and how nothing is a constant in an ever­changing world. We, HUMANS, are the                                   

generators of history, good and bad. As you are reading this, there are people around the world taking                                   

action that could change history. So, we should study history because we are a part of it! More importantly,                                     

history has the capacity to inspire and empower us to make the world a better place.   “Education is the most powerful tool with which we can change the world”                                                                                                             ­Nelson Mandela 

 

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Course Description: This CPS graduation required course has been designed to give students a better understanding of the diverse world COMMUNITIES that we  are all a part of, how historical events past, present, and future impact the way you think about those communities and your own lives, and finally give you the tools you will need to be ACTIVE CITIZENS. The curriculum is organized thematically. The overall theme for the course is SOCIAL JUSTICE,a very difficult term to define. For the purposes of this course we will understand it to mean that ALL people should have the same opportunities and resources available to them throughout the world society. What this means is that as westudy different aspects of our world we will be looking for and analyzing examples of or the absence of social justice. Todo this we will focus on different concepts throughout the year such as identity, culture, fairness, justice, power, and conflict to name a few. One­two global problems/issues will be examined per quarter. This course contains TWO service learning projects. First, all students will present a two to three minute “soapbox” speech on a community issue they care about at the end of the first quarter. The second class service learning project will be focused on AIDs. There is also a requirement for all students to earn at least ten service learning hours from a project they develop on their own. Additionally all students will be encouraged to work toward earning the Presidential Service Award, (http://www.presidentialserviceawards.gov/ ). There will be many opportunities for students to connect service action toour curriculum throughout the year. Each student will be required to have a personal conference before the end of the first semester to discuss and plan their action. 

Curriculum Map subject to change due to IB constraints and/or student interest-a new map will be made available if changed

Quarter One Unit 1 -Just what is IB MYP and World Studies? Unit 2 -History, Geography, & Time - Understanding and applying the five themes of Geography Unit 3 -BIG ERA 1 - Humans in the Universe 13 billion - 200,000 years ago Unit 4 - Soapbox Speech -Today’s civilization Community issues, why should we care, what can be done

Quarter Two

Unit - 5 - BIG ERA 2 - Human Beings Almost Everywhere 200,00 -10,000 years ago Unit 6 -BIG ERA 3 - Farming & the Emergence of Complex Societies - 10,000-1,000 BCE Unit 7-BIG ERA 4 - Expanding Networks of Exchange & Encounter 1200 BCE - 500 CE

Quarter Three Unit 8 - BIG ERA 5 - Patterns of Interregional Unity 300 CE - 1500 CE Unit 9 -BIG ERA 6 - The Great Global Convergence 1400 CE - 1800 CE Unit 10 BIG ERA 7 - Industrialization and it’s Consequences 1750 CE - 1914 CE

Quarter Four Unit 11 BIG ERA 8 - A Half Century of Crisis - 1900 CE - 1950 CE Unit 12 -BIG ERA 9 - Paradoxes of Global Acceleration 1945 CE - Present

Content Specific Goals. We will use the IB objectives and Common Core Standards for students to be able to:

1. develop and use the FIVE HABITS* of mind when reading, viewing, speaking and listening, or writing about global world issues, through the lens of Social Justice.

2. master content specific vocabulary 3. make connections between local and global issues, past and present, as well as making connections across different

content areas. 4. become critical consumers of the media while using the media to examine current events around the world. 5. Complete two class service learning projects and one independent project of at least ten hours and to reflect on their

service learning actions NOTE - UNIT objectives will be posted with each new unit. These will be posted to edmodo.com and http://morganparkcps.enschool.org/

*Common Core State Standards (CCSS), IB MYP aims, and ACT College Readiness Standards are attached separately.

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Class text and supplemental readings: Prentice Hall WORLD HISTORY will be our main text. There will be a numbered class set in the classroom. For use outside of the classroom students will be given a code to access the text online. If the student needs a physical book due to no internet connection in the home the parent/guardian is to contact me through email at clmurphy@cps.edu. Once confirmed I will make arrangements for a book to be issued. Please note that books must be returned in the same condition as given. Students will be charged for missing/lost or damaged books.

I will also provide students with many supplemental readings taken from various sources as history is BEST learned from multiple sources. Additionally, students will be responsible for locating and printing supplemental readings to bring to class as homework assignments. ALL Students are expected to keep all distributed and printed readings in order according to units and dates distributed in a binder. REQUIRED course materials : All students are required to have all supplies and completed beginning of the year tasks listed below no later than September 9, 2014 in order to earn full credit. You will earn edmodo badges for each completed task - each badge is worth 5 points for supplies and 10 points for tasks. Completing this is necessary for a successful year in this class. Because of that I will give late credit. Supplies and tasks completed late will be awarded LATE badges which will be worth 60% of original grade 3 for supply badges & 6 for task badges.

Supplies Date completed TO DO Date completed

● 1”-1 ½ “Three RIng Binder For this class only

● FIVE dividers ● Looseleaf Paper ● A Notebook ● Pack of colored

pencils ● 2 Blue or Black Ink

Pens ● 2 #2 pencils ● 1 manual pencil

sharpener

● Join class on Edmodo.com

● Connect parent on Edmodo

● Set up binder ● Printed copy of

Syllabus packet in binder

● Returned Parent signature slip

The five sections for you binder are as follows; 1. General Course Information (syllabus, class norms, rules & procedures, rubrics, service learning logs…) 2. Supplemental text (readings) with accompanying work, 3. Class work & homework in order by date 4. . writing portfolio; journaling, first, second, final drafts of essays, reflections 5, Returned timed readings, quizzes, and test

Grading Scale Conversion IB -CPS % Weighting Scale Letter Grade

Percent Range (%)

8 100 Classwork 10%

A 90-100 7 90 Quiz 15% B 80-89 6 85 Test 20% C 70-79 5 80 Mid-term/Semester Finals 20% D 60-69 3 75 IB Assessments/ Projects 25% F 0-59 2 65 Homework 10% 1 60

NOTE -Grades will be input weekly and will be current on Monday Mornings. It is important for students to understand that not everything completed in class will be entered in gradebook. Student & parents are to use impact to track grades & attendance. If there is a question regarding either, parents can contact me using email, clmurphy@cps.edu or impact message. Students are to use edmodo - parents are able to view messages between instructor and student as long as parent has an edmodo account connected to the student. Edmodo.com instructions in this packet.

Explanation of Different Grading Categories:

Tests & Exams: These are summative assessments, meaning that they assess students acquired course knowledge as well as skill

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level. Course content (knowledge) tests will be given at the end of each Chapter/Unit. Reading and writing skills will be assessed from the very beginning so you can track your progress. Students are expected to maintain a writing portfolio as part of their binder to track progress. Exams at the midterm mark & semester end. Note that if a test or exam is given using an IB criteria rubric it will be worth 25% of your grade. For students struggling with the material tutoring is available after school one day a week. Day and time will be posted, along with a signup sheet. Additionally, a retake test is offered after school for content specific multiple choice unit tests. Students must sign up beforehand and be in the room seated by 3:15 on the scheduled day.

Quizzes: Quizzes are formative assessments, meaning they allow the student and teacher to assess where the student is in the learning process. Planned and pop quizzes will be given one-three times weekly to assess understanding of current material. Quizzes are normally three-five questions and may be given at the beginning or end of class, however in the beginning of the year reading and writing assessments will be weighted as a quiz. Quizzes missed due to an unexcused absence may NOT be made up. Note that not all quizzes count - some of them are part of classwork grades. Quizzes are usually reviewed in class immediately after they have been taken.

Homework: Homework is mostly work to prepare for an upcoming lesson. However there may be times when it is used as a formative assessment. Students are also required to complete in class assignments when they did not have enough time in class. Homework will be assigned on a regular basis. Assignments will be posted on edmodo.com. and usually can be completed on edmodo. NOTE that assignments graded on edmodo are feedback for student - these grades will be transferred to impact weekly as noted above. Discussion questions should always be written out and answered in complete sentences with examples from text and current events given to back up answer. Always explain answer. It will do students well to remember to PEE when writing – make a Point, Explain the point and give Examples/Evidence to back up the point.

Class work & Binders: Classwork is one weekly grade using an average of daily grades. The rubric is based upon the IB learner profile, building and using habits necessary to be a well educated world citizen. (see Five Habits of Mind page) I will use an app on edmodo to track progress. Students will be able to see entries as I enter them on edmodo to help track and improve performance. Edmodo will create graphs and charts to track progress throughout the year. This weekly grade will be entered Before the beginning of the next week**. An exception to the weekly grade is any work completed with a substitute teacher. Substitute work is to be turned in to the substitute teacher at the end of the period - NO EXCEPTIONS. Students present in class who did not complete the work may NOT make it up. Binders will be checked at midterm marking only, that is ONE time per semester, no late submissions - students either are organized or not. FIRST semester students will be allowed to fix their binder and resubmit by SCHEDULING an after school conference to have it regraded no later than three weeks after report card pick up.

Special Assignments and Projects – These are used as an alternative method to assess knowledge of course material, skills, as well as required IB MYP assessments. There will be a variety of projects and special assignments throughout the course. Each comes with a set of guidelines and IB grading criteria. Please note that EVERY STUDENT will complete two service learning projects in this class, as well as be required to complete ten hours on a project designed by the students.

MISSED Work /Late Work: ZEROS are placed in grade book as a place holder. When I grade the work everyone receives a grade, if there is no work then a zero is given. The reason for this is for the student to remember to make up missed work within the three day window when they return. Impact must show an absence to be excused in order for any zero to be replaced with a grade. It is the responsibility of the student to check edmodo DAILY. Best way to not miss work is to set up Edmodo to send text messages. The general rule is work missed for an EXCUSED absence or hall sweep is to be made up within three days of the absence, after three days the zero remains. However, if a student misses a number of days and has a lot of work to make up for multiple classes the student is to meet with me after school within the three day window to develop a plan for making up missed work. Generally, I do not accept late work, however you may gamble by putting work completed late into the round 2 IT bucket. If I am ever caught up, have a free moment I may just get aROUND TO IT. This is a gamble on the students end, there is no guarantee the work will be graded, better to turn work in on time.. Exceptions may be made for extenuating circumstances. Keep in touch by sending me a message on edmodo.

In the event of an expected absence (personal or school function), the student is responsible for getting any assignments in advance, WORK MISSED IS POSTED TO EDMODO.COM - Due upon your return to class.

TUTORING -Struggling students are encouraged to sign up for tutoring offered after school one day a week. Day and time will be posted along with a signup sheet. There will also be many activities throughout the year to help students build their study skills. I am a big fan of study groups and will gladly help your group develop a plan to prepare for upcoming tests and exams. Bonus Points are ONLY awarded for going ABOVE & BEYOND. Meaning you meet the criteria for the highest mark and have then gone beyond that criteria by giving an insightful comment using content specific vocabulary, your work is correct and you HELP another student without giving them the answer, you are able to make connections between different school subjects, current events, and global context.

Classroom NORMS:

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The purpose of this room 221 is to educate students. In that respect students are expected to adhere to the following NORMS. Each class will also be responsible for developing additional Rights & Responsibilities.

● BE PREPARED Come to class prepared, on time & wearing your ID in school approved attire. I will not let you borrow supplies this includes #2 pencils - if testing and you do not have one you may write answers on scratch paper and wait until you can borrow one to transfer answers. The test will not be graded until answers are transferred. If this means coming back after school then you come back after school.

● UNPLUG & be Present. be an active participant in your learning. Smart phones & tablets are to be put aside unless being used for teacher approved purposes. IT IS NEVER OK TO BE CHECKING GRADES DURING CLASS TIME!

● Classtime is not for excuses; if you need to discuss something schedule an appointment!

● Make an HONEST attempt. Plagiarizing and cheating are not tolerated and result in a ZERO grade for all involved. ● CONVERSE DON’T CONVINCE ● STEP UP…..STAND BACK

● ASSUME BEST INTENTIONS - Respect the person who has the floor

● BE SOLUTIONS BASED / ASSET FOCUSED

● DO NOT YUCK ANOTHER PERSONS YUM

● RESPECT others & school property.

● THIS IS A CLASSROOM - Not a cafeteria, powder room, your house - NO eating, NO drinking (except water), NO grooming (hair, lotion, …), NO Music unless being played by Instructor

Consequences for rule infractions will be dealt with according to CPS Student Code of Conduct and MPHS Policy, as well as having an effect on your weekly grade. (see rubric for weekly grade) ALL unacceptable behavior will result in a written message on edmodo to parent in addition to CPS/MPHS required discipline. Please be familiar with MPHS policy and CPS Student Code of Conduct. I have attached Morgan Park policies from the administration. . Additional classroom procedures may be found on a separate handout called Kelso’s Classroom Procedures. This will be posted on the edmodo.com, in the classroom and distributed for students to place in their binder. FIRE ALARM - you are expected to exit building using stairway A Door 1. Then turn left and proceed west to sidewalk, turn left again and proceed towards Monterey St. Stop on Monterey across street from Post Office. I will take attendance outside and again when we return to the building. Return to class as quickly as possible. We will still complete as much of the days lesson as time allows, this includes quizzes, presentations, Additional items attached - You will keep your syllabus and items 1-4 in your binder as well as other handouts distributed during week one.

1. Morgan Park H.S. Administration Expectations & Policies 2. Goals, Aims, Objectives, & Standards (IB, Common Core, ACT College Readiness 3. Five Habits of Mind 4. Bell Schedules 5. Edmodo Instructions / Parent reference guide / Parent signature slip

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GOALS, OBJECTIVES, AIMS & STANDARDS

The course curriculum aligns with the Common Core History /Social Studies & Language Arts State Standards (CCSS ELA), ACT’s College Readiness Standards, as well as with the IB MYP aims and objectives. Common Core State Standards for Social Sciences Grades 9-10 - working with primary and secondary documents http://www.corestandards.org/ELA-Literacy/RH/9-10/ (RH = reading history)

● RH 9-10.1-3 Key Ideas and details; 1) Cite textual evidence to support analysis of readings. 2) Determine central ideas and be able to provide an accurate summary, 3)analyze series of events in text to determine causal relationships

● RH 9-10.4-6 Craft and Structure; 4) Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. 5) Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. 6) Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

● RH 9-10.7-9 Integration of knowledge and ideas; 7) Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.8) Assess the extent to which the reasoning and evidence in a text support the author's claims. 9) Compare and contrast treatments of the same topic in several primary and secondary sources.

Common Core Standards for Language Acquisition, Writing and Speaking and Listening http://www.corestandards.org/ELA-Literacy/L/9-10/ (L=Language)

● CCSS.ELA.Literacy.L9-10.1 (a-b) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

● CCSS.ELA.Literacy.L9-10.2 (a-c) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

● CCSS.Literacy.L9-10.3 (a) Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

● CCSS.Literacy.L9-10.4 (a-d) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

● CCSS.Literacy.L9-10.5 (a-b) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

● CCSS.Literacy.L9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

http://www.corestandards.org/ELA-Literacy/W/9-10/ (W = writing) ● CCSS.ELA.Literacy.W.9-10.1 (a-e) Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence. ● CCSS.ELA.Literacy.W9-10.2 (a-f) Write informative/explanatory texts to examine and convey complex ideas, concepts,

and information clearly and accurately through the effective selection, organization, and analysis of content. ● CCSS.ELA.Literacy.W9-10.3 (a-e)Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences. ● CCSS.ELA.Literacy.W9-10.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

● CCSS.ELA.Literacy.W9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

● CCSS.ELA.Literacy.W9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

● CCSS.ELA.Literacy.W9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

● CCSS.ELA.Literacy.W9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

● CCSS.ELA.Literacy.W9-10.9 (a-b)Draw evidence from literary or informational texts to support analysis, reflection, and research.

● CCSS.Literacy.W9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and

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shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. http://www.corestandards.org/ELA-Literacy/SL/9-10/ (SL = Speaking & Listening)

● CCSS.Literacy.SL9-10.1 (a-d) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

● CCSS.Literacy.SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

● CCSS.Literacy.SL9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

● CCSS.Literacy.SL9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

● CCSS.Literacy.SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

● CCSS.Literacy.SL9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

ACT College Readiness Standards (CRS) http://www.act.org/standard/planact/pdf/ReadingStandards.pdf The ACT benchmark for 9th grade to be on track is to score a 17. Class activities will be designed with this in mind. Students will be given timed reading exercises in class to practice and up their CRS skills. Much of the focus will be in 16­19 range, however, at times there will be activities in lower or higher ranges as determined using student readiness. By following the above link you can see a chart that explains all score ranges. Note to Parents: I highly recommend that you supply a wide range of reading material in the home such as magazines, books, newspaper and participate in discussions with your student about current events and other items you can both read and discuss. Highly successful people are critical readers. The only way to become a critical reader is to read, read, read. The new CRS Strands beginning 2014 are: 

I. Key Ideas & Details A.  Close Reading ­ (CLR) 

1. CLR 301. Locate simple details at the sentence and paragraph level in somewhat challenging passages 2. CLR 302. Draw simple logical conclusions in somewhat challenging passages 

B. Central Ideas, Themes, & Summaries (IDT) 1. IDT 301. Identify a clear central idea in straightforward paragraphs in somewhat challenging literary 

narratives C. Relationships (REL) 

1. REL 301. Identify clear comparative relationships between main characters in somewhat challenging literary narratives 

2. REL 302. Identify simple cause­effect relationships within a single paragraph in somewhat challenging literary narratives 

II. Craft & Structure A. Word Meaning & Word Choice (WME) 

1. WME 301. Analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages when the effect is simple 

2. WME 302. Interpret basic figurative language as it is used in a passage B. Text Structure (TST) 

1. TST 301. Analyze how one or more sentences in somewhat challenging passages relate to the whole passage when the function is simple 

2. TST 302. Identify a clear function of straightforward paragraphs in somewhat challenging literary narratives C. Purpose & Point of View (PPV) 

1. PPV 301. Recognize a clear intent of an author or narrator in somewhat challenging passages III. Integration of KNowledge & Ideas 

A. Arguments (ARG) 1. ARG 301. Analyze how one or more sentences in somewhat challenging passages offer reasons for or 

support a claim when the relationship is simple B. Multiple Texts (SYN) 

1. SYN 301. Make straightforward comparisons between two passages Aims of IB MYP individuals & societies are to encourage and enable students to:

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1. appreciate human and environmental commonalities and diversity 2. understand the interactions and interdependence of individuals, societies, and the environment 3. understand how both environmental and human systems operate and evolve 4. identify and develop concern for the well-being of human communities and the natural environment 5. act as responsible citizens of local and global communities 6. develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies, and

the environments in which they live. IB Course Objectives and Goals (there are rubrics for each of these categories in your rubric packet)

A. Knowing and understanding

B. Investigating C. Thinking critically

D. Communicating

use a wide range of content terminology in context

formulate a clear and focused research question and justify it’s relevance

discuss concepts, events, issues, models and arguments

communicate information and ideas using an appropriate style for the audience and purpose

demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples.

formulate and follow an action plan to investigate a research question

analyze and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations

structure information and ideas in a way that is appropriate to the specified format

use methods accurately to collect and record information consistent with the research question

interpret different perspectives and their implications

document sources of information using a recognized convention.

evaluate the research process and results

synthesize information in order to make valid, well-supported arguments.

MPHS ADMINISTRATION POLICIES & EXPECTATIONS

Classroom Teacher Expectations of Students ● Students are expected to arrive to class ON-TIME, QUIETLY AND PREPARED FOR INSTRUCTION. ● Students arriving late to class are expected to go straight to class and sign in on their teacher’s tardy log. ● An absence from school will require a reinstatement to class from the attendance office. ● Students are expected to wear their Morgan Park IDs at all times. No ID, No Entry. ● Students are expected to put all headgear in their locker and keep it there until the end of the school day. Headgear,

including headbands, head scarves and hoodies, may not be worn by males or females in the building. (Religious exemptions to this rule must be on file in the Dean’s office.)

● Electronic devices (e.g. ipods, tablets, etc.) are not to be used in the classroom unless incorporated in student instruction. ● Students shall be respectful. Profanity, vulgar language and gestures have no place at Morgan Park High School. ALL

teachers will foster positive student/teacher and student/student interactions including both words and actions. ● Food/Beverages are not to be consumed in the classroom. ● Dress or grooming which is distracting to the education process is prohibited. Skirts and shorts must be at least fingertip

length and clothing cannot advocate objectionable or illegal activities. Pants should be worn at the natural waistline.Outer clothing such as heavy jackets and overcoats can not be worn in the classroom.

Dress Code Policy for Students All students are expected to dress appropriately for school. In keeping with this requirement, the following dress code will be enforced:

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● Shirts and tops must cover chest and midriff areas. Tank, tube, halter tops, spaghetti-straps, cropped midriffs, cut-outs, and see-through tops are not allowed. Shirts and tops should not expose cleavage. Pants and jeans must be worn at the student’s natural waistline.

● No headgear, including headbands and head scarves, may be worn by males or females in the school building, including hoodies. (Religious exemptions to this rule must be on file in the Deans’ Office).

● Any clothing interpreted as symbolic of a gang or gang activity or inappropriate for school is not permitted. ● The wearing of sunglasses is not permitted unless a medical exception on file. ● Student in violation of this dress code requirement will face disciplinary action as outlined in the Uniform Discipline Code.

Electronic Policy The administration recognizes that cell phones are a desirable and convenient means of communication between parents and their children. Additionally, these devices can be used for educational purposes when authorized by a teacher however, they can work against classroom instruction when used in an unauthorized manner. Therefore

● Any visible or activated cell phone/electronic device in the classroom (including being plugged into classroom outlets) unless explicitly approved by teacher, will be deemed as in violation of SCC 1-8 “Unauthorized Use of Cell Phone”

● Use of a cell phone to harass, incite violence and/or interrupt other students’ participation will be deemed a violation of SCC 3-11

● Students who violate the policy on the first infraction will be written up. A parent/teacher conference either in person or via telephone will be required

● Upon subsequent infraction(s), the student will be written up for “Repeated Inappropriate Behavior” and may be subject to parent conference, recommended instructive/corrective/restorative response, detention, in school suspension, or out of school suspension.

● Students bring these devices to school at their own risk. The school is not liable for any loss, damage, or stolen property. School Absence and Readmission:

● A student returning from an absence must submit written notification to the Attendance Office for reinstatement before first period class. The student must have a note signed by the parent or guardian and the note should reflect an acceptable cause of absence. Acceptable Causes of Absence include the following: Student Illness, Family Emergency, Death in the Immediate Family, Observance of Religious Holiday. Doctor/dentist appointments are not excusable absences.

● In order to make up any missed assignments or assessments, a student must obtain a reinstatement within 3 days of returning from an absence.Classroom Absences (Cutting/Tardiness)

● When a student incurs 1 unexcused absence from class (cut) or 3 tardies to class, the teacher should contact a parent and document that contact.

● After the third cut/tardy further disciplinary measures will be taken by the teacher/administration and or the attendance office. (Your process has to be clearly delineated in your parent letter).

● Students involved in hall sweeps are able to make up missed work, but it is the student’s responsibility to get the assignment(s).

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FIVE Habits of MIND Developing these habits will lead you to ask good questions and seek solid answers. They are an approach that will serve you all through life. Practicing these five habits is the definition of a well-educated person.

1. Evidence: How do we know what’s true and false? What evidence counts? How sure can we be? What

makes it credible to us? This includes using the scientific method, and more.

2. Viewpoint: How else might this look like if we stepped into other shoes? If we were looking at it from a

different direction? If we had a different history or expectation? This requires the exercise of informed

“empathy” and imagination. It requires flexibility of mind.

3. Connections/Cause and Effect: Is there a pattern? Have we seen something like this before? What are

the possible consequences?

4. Conjecture: Could it have been otherwise? Supposing that? What if…? This habit requires use of the

imagination as well as knowledge of alternative possibilities. It includes the habits described above.

5. Relevance: Does it matter? Who cares?

These habits will serve you well in all subject areas and in life in general. None of these five habits stand separately.

The way we use such habits differ if we are studying a mathematical proof, a scientific hypothesis, an historical

dispute, the appreciation of a piece of art, a critique of a novel, the telling of a myth or narrative, or the settling of a

playground dispute. Furthermore, these habits are supplemented by HABITS of WORK. Habits of work include

meeting deadlines, being on time, sticking to a task, not getting frustrated and giving up when a something is

challenging, unplugging and being present, hearing others and more.

Both sets of “habits” are developed in the process of gathering appropriate knowledge and skill in school and out.

The best test is whether students use such habits in the course of their work. And again, not just in school.

Knowing “how-to” is no substitute for having good habits. Who cares if you could drive well, if you’re not in the

habit of doing so? Who cares if you could be on time, if you never are? (source:

http://www.missionhillschool.org/classroom/habits-of-mind/)

The Aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and

shared guardianship of the planet, help to create a better more peaceful world.

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MPHS BELL SCHEDULES  

M-TU-TH-F /NO DIVISION  Wed - 10/ 42 minute DIVISION 

 

PERIOD  TIME  PERIOD  TIME  TIME 

Warning  7:40  Warning  7:40  7:40 

1  7:45 - 8:35  1  7:45 - 8:35  7:45-8:30 

2  8:39 - 9:29  2  8:39 - 9:29  8:34-9:19 

Announcements

9:29-9:32  DIV.  9:31 - 9:41  9:23-10:05 

3  9:36-10:26  3  9:45 - 10:34  10:09-10:54 

4  10:30 - 11:20  4  10:38 - 11:27  10:59 - 11:44 

5  11:24 - 12:14  5  11:31- 12:20  11:48-12:33 

6  12:18 - 1:08  6  12:24 - 1:13  12:37-1:22 

7  1:12 - 2:02  7  1:17 - 2:06  1:26-2:11 

8  2:02 - 2:56  8  2:10 - 2:29  2:15-3:00  

TIME MANAGEMENT is part of your weekly grade. You are expected to be in your seat working on the bellringer when the tardy bell rings.

1. Rethink the meaning of "on time." People who are always on time are really people who

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arrive early every day--and acknowledge that things can go wrong to set them back several

minutes. When things do "go wrong" these students arrive on time!

2. Understand the importance of being on time. Students who are always on time are the people

who earn the best grades, win scholarships, and get into great colleges. In the working world,

the people who are always on time are the people who get promotions.

For more”ON TIME” facts & tips go to: http://homeworktips.about.com/od/timemanagement/qt/ontime.htm

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Instructions for Edmodo.com This course will use edmodo.com to keep students and teacher connected. Edmodo helps connect all learners with the

people and resources they need to reach their full potential. Edmodo is a safe, social network where students can participate in an educational online classroom environment. Edmodo allows students to submit assignments, have discussions, take assessments, and share information with their peers. It also allows parents to monitor the learning, parents will see when assignments are given and any posts to and from their child. Edmodo has many apps that the teacher can use for class management and learning. For instance, when using edmodo’s app snapshot all stakeholders, teacher, student, and parent will be able to get real time feedback on common core skills.

NOTE - For students who already have a Morgan Park H.S. Edmodo account you just need to click the plus symbol in the gray box labeled groups and enter our class code or Parents who are already connected to their student on Morgan Park H.S. Edmodo do not have to do anything, as soon as your student enters our class code you will begin seeing their activity in World Studies 2014-15

For Students 1. Go to edmodo.com 2. Click the blue box titled I’m a Student 3. Enter the class code given to you in class 4. Choose a user name and password you will

remember. If there is ever a time you forget either I can supply user name and reset your password.

5. log in, click drop down arrow in upper right corner and choose settings

6. Click email and text updates 7. Choose whether you want to be notified through text

or email and follow instructions 8. Return to your home page by clicking the house in

upper left screen. 9. Locate parent code, in gray box on left side of screen 10. Write down parent code and give to your parent to

connect to our class

For Parents 1. Go to edmodo.com 2. click I’m a parent (in blue under the I’m a teacher

box) 3. Enter the code found on your students edmodo home

page. (your student should have written this down and given it to you)

4. Complete the remaining information to create an account

**Note, parents are only observers on edmodo, you cannot send a message to the teacher directly using edmodo. If you need to send a message to me (Mrs. Kelso) please use my email, clmurphy@cps.edu or send a message through the parent portal on impact.

PARENT QUICK REFERENCE - KEEP THIS IN A HANDY SPOT

➢ USE EDMODO.COM TO KEEP UP TO DATE WITH DAILY CLASSWORK, RUBRICS, ANNOUNCEMENTS, HOMEWORK, MONITOR STUDENT BEHAVIOR

➢ USE PARENT PORTAL ON IMPACT TO TRACK STUDENT ATTENDANCE & GRADES ➢ USE EMAIL TO CONTACT TEACHER - CLMURPHY@CPS.EDU ➢ USE MORGAN PARK WEBSITE FOR SCHOOL CALENDAR, LOCAL SCHOOL COUNCIL DATES, FOLLOW SPORTS,

CLUBS, LOCATE COPY OF SYLLABUS -----------------Please sign, detach, and return this confirmation/ permission slip -----------

I have read the teacher letter, logged onto edmodo.com, reviewed the World Studies syllabus, and am aware of the objectives, assessments, grading and expectations for the course. (08/2014). In addition I give ______ Do not give _____ permission for pictures and video created from class activities to be posted to edmodo.com It is not necessary for student to list cell phone. _______ Please check box if you are interested in being a volunteer judge for our Soapbox Speech Project / Competition in late October. I will be emailing out (and placing on Edmodo) more detailed information in mid October. Print name Email / cell phone # & home phone Signature

student

parent

 

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