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Paul Downey Lincoln East

9th Grade Regional Geography

Section 1

Context of Setting

Russia and its Newly Independent States

(Chapter 5)

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Description of Setting – Lincoln Public Schools (LPS): Lincoln East

Lincoln Public Schools

• About o Lincoln Public Schools is the second largest public school district in

Nebraska, located in the heart of the plains, renowned for its long-standing legacy of educational excellence and tradition of rigorous academic achievement. The school district is growing and thriving, serving almost 40,000 students in more than 60 schools and programs.

• Goals of LPS: o Improve student achievement for all students o Improve the graduation rate o Close the achievement gap

Lincoln East

• Lincoln East Mission Statement o Lincoln East High School's mission is to provide a supportive,

comprehensive education in an accepting environment that promotes knowledge, responsibility, skills, and leadership, leading to the empowerment of all students.

• Culture & Community Context, Demographic Characteristics, and Support o Lincoln East’s location is Lincoln, NE 68510, which has 179 faculty

members and 1,470 students enrolled. Lincoln has a population exceeding 225,000 and is growing quickly. It is the capital of the state of Nebraska and is the town that has the state government offices. The community is also the home to multiple colleges. Lincoln is the nation’s leading city in terms of the most educated population within the city itself. The Lincoln Public School system includes 54 schools and serves over 34,000 students. Lincoln East is within the LPS school district and the incomes of the students’ family are relatively higher than others within LPS on average. And those enrolled with free or reduced lunch is below the state average, which is only 12% at East and 41% for the state. 88% of the school enrollment has a white ethnicity, 2% black, 3% Hispanic, and 1% Native American.

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• Athletic, Drama, and Academic Programs o There are athletic, drama, and academic extracurricular opportunities such

as football, volleyball, track, basketball, soccer, golf, bowling, swimming, baseball, softball, Math Club, Science Olympiad, Science Bowl, Spanish Club, French Club, German Club, Art Club, DECA, HOSA, Drama Club, FBLA, Forensics Club (Speech and Debate), Mock Trials Language Clubs, Math Club, National Honor Society, Publications, Student Council, Thespians, Tri-M Music, and Instrumental Groups. Lincoln East has found relatively success in this department.

• AP Courses o AP Drawing Portfolio o AP Psychology o AP Macroeconomics o AP Human Geography o AP Microeconomics o AP Calculus D o AP US History o AP World History o AP Calculus o AP Spanish o AP Language/Composition o Adv. Chemistry o AP Literature/Composition o AP Govern. & Politics o AP Comparative Government

• Graduation Requirements for Class of 2014 (Class of 2015 Graduation Rate: 94%)

o Applied Arts & Fine Arts (15, at least 5 credits in each) o Economics or Economic Perspectives (5 credits) o Education and Career Planning (2.5 credits) o English (30 credits) o Oral Communication (5 credits) o Human Behavior, Psychology, Sociology, or Families and Crises (5

credits) o Mathematics (20 credits) o Physical Education (7.5 credits) o Health (2.5 credits) o Science (15 credits) o Social Studies (Civics-5, Geography-5, Government and Politics-5, Global

Studies-5, 20th Century U. S. History-10 credits) o Technology (10 credits)

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• Classroom Context (1st week observations) o Lincoln east is a class A school. The classroom atmosphere I have

realized is a productive, clean, and warm environment. The students seem very focused and constantly ask questions. The students interests in their own education is reflected by the fact Lincoln East High School offer 18 AP classes and almost ¼ of the students are enrolled in those classes. 85% of those in those classes are passing. Also nearly 1000 students participate in college credit courses. There are 99 current teachers at East compared to the 1500 students enrolled. East classroom context is strong.

My Overall Classroom Context

I teach 9th Grade Gifted Regional Geography under Charles Morgan.

Gifted Education

Lincoln Public Schools recognizes the importance of meeting the needs of gifted students. These students think abstractly, study in-depth, and learn rapidly. To serve this group, the LPS School Board developed Policy 6300. This policy outlines the services available for gifted students. East High has developed a program designed to challenge and enrich gifted students. This brochure explains components of East’s program.

I teach three classes which include 1st period, 5th period, and 7th period. My classroom student count is as follows.

1st-25 students

5th- 32 students

7th- 25 students.

All three periods are Gifted 9th grade classes and the students are very bright, talented, and truly have a desire to learn. The text we use “World Regional Geography” by Alex A. Pulsipher. My classroom is an active learning environment as I expect students to discuss, debate, and ask questions.

1st Period (Room 0110)

Gifted Students- 19/25

Boy/Girl Ratio- 9 boys/16 girls

Ethnicity-

White- 17/25

Black- 1/25

Hispanic- 4/25

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Asian- 2/25

Native American- 1/25

1st period is probably my most conservative class of my three. They are very well behaved and engaged. However some morning I need to motivate them a little to be more active in the learning experience. This is probably due to it being the first period of the day. When students seem tired I usually have them stand and stretch or play a song of the day to get their “brain juices” going. This class has the most Gifted program students and usually have the highest average scores on assessments. This class is a very intelligent class and keeping them challenged this whole semester is a true goal of mine.

5th Period (Room 0110)

Gifted Students- 14/32

Boy/Girl Ratio- 15 boys/17 girls

Ethnicity-

White- 21/32

Black- 1/32

Hispanic- 4/32

Asian- 5/32

Native American- 1/32

This is class is in the middle of the day, which resembles their personality. 5th period is a mixture of my 7th and 1st period classes’ personalities. They are not as out spoken, as my 7th period class however they are not as conservative as my 1st period class. This class is my biggest class (32) compared to my other two (25). This class is a very engaged class and gives great input when called upon. The thing I love about this class is they truly like to have fun while learning and enjoy the experience of finding new ideas!

7th period (013)

Gifted Students- 13/25

Boy/Girl Ratio- 17/8

Ethnicity-

White- 20/25

Black- 0/25

Hispanic- 1/25

Asian- 1/25

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Native American- 3/25

This class is my last of the day and my last period in general. For this class we change rooms due to outside class conflicts. The set up is different as students sit in traditional single desk in 013 as opposed to group desk in 010. Just as the classroom set up for 7th period changes, so does the personality of the class. This class truly has a yearning for knowledge, as I find more teachable moments awhile teaching this class as they continue to ask questions. This is my only class where the boys outnumber the girls. The boys are very intelligent and awesome to work with. However at times they tend to get distracted, as a result I create new seating charts for the students every couple week, to keep the students on their toes (and to not let them get too “comfortable” with their spot in class). Despite this class having the least amount of Gifted students, they are just as talented as my other two classes. 7th period tends to learn more through verbal discussion. This class provides the most feedback during discussion. The whole class as individuals seem to always want to give their input. This class as all my classes I am teaching is truly a joy to work with!

My Class Syllabus

Mr. Downey

Pdowney2@lps.org

Room 0110

Course Objectives

You will learn how to think like a geographer, to expand your geographic imagination, and to appreciate this discipline developing skills in the use of maps, data, argument, persuasion, critical thinking, and writing that will certainly prove to be important skills in your future high school and college courses and career.

Overview of course

9th grade geography is a one semester course. You are enrolled in Pre-A.P. Geography (D). Each of you will take another one semester course called Civics and in your case (D) for Differentiated – Gifted. District approved Geography textbooks you will be using;

Textbook: World Regional Geography – Global Patterns, Local Lives

By: Lydia Mihelic Pulsipher

Published by W.H. Freeman and Company, 2005

Online student Resources Website:

http://www.whfreeman.com/pulsipher3e

Atlas: Nystrom – Desk Atlas, published by NYSTROM Herff Jones Education,

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Chicago. 2005 Update of Names and Boundaries.

Additional Readings: Collapse – How Societies Choose to Fail or Succeed

By: Jared Diamond Chapters 10: Malthus in Africa: Rwanda’s Genocide

Guns, Germs and Steel

By: Jared Diamond Selected Chapters

ASSIGNMENTS: Some of the assigned work will be completed during class time. I recognize there are many classes that require a great deal of your time. Outside assignments will be given as homework and is to be completed on time. Use Geography time for Geography work.

Timelines for assignments and projects will be given to students. Students are expected to complete work and turn in by the deadline. I will accept work up to one week after the dead-line. If a student is struggling with on-time completion, they must discuss privately with Mr. Morgan and I so accommodations may be made. Continual lateness will result in consequences, and students may be asked to come in after school or during lunch.

Each student is to do his/her own work. Understand the school and district policy on plagiarism as well as my “Classroom Honor Code.” Plagiarism or cheating is not acceptable in any assignment, project, or test assigned. Academic dishonesty will result in a zero, and a personal conference with the teacher discussing the student’s options. This is not something to be taken lightly. Academic dishonesty is a serious offense, and will be treated as such.

Make-up work is the responsibility of the student. You must come to me and ask for the work; I will not seek you out. The student must contact me before 3:00 p.m. on the returning day for missing assignments.

ATTENDANCE: ATTENDING CLASS EVERY DAY IS IMPORTANT!!!!!!! Attendance of class will help determine success in this class. While some reading assignments and written work may easily be made up after an absence, make-up of lectures or class interaction is impossible. Be sure to ask a classmate for missed lecture notes.

All absences, excused absences, truancies, and tardies will be recorded daily online with Pinnacle and may be checked at home. Tardiness is not acceptable. Students must come to class each day ON TIME and prepared for class. A student with five (5) absences will result in parent contact, mandatory before school, lunch detention, or after school intervention class. After 10-recorded absences, a student may find him/herself being removed from class.

Expectations:

1. Be prepared and organized. Bring all of your materials to class every day. (Books, pens/pencils, notebook and paper, and text book)

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2. Be on time. All students need to be seated and ready to go when the bell rings. Any student who is late to class will be required to have a pass from another teacher explaining the reason for being late or a pass from the office. There will be no exceptions! Stopping for food/drink is not a legitimate reason to be tardy, since food and beverages are not allowed in the classroom. NOTE – Students may still request to leave class to use the rest room, to fetch materials from the library or from the locker, etc. if they have their student planner. This should not become a regular occurrence.

3. All students have the right to learn in an environment, which is safe and comfortable. It is every student’s responsibility to contribute to that safe environment. All behaviors in the classroom will be directed toward providing a comfortable environment where learning is maximized. Any verbal behavior, clothing or physical behavior which is directed at intimidating or insulting others based upon gender, religion, or mental abilities is unacceptable. The classroom instructor will meet any infraction of these rules with a swift response, and necessary steps will be taken to ensure that this does not occur again.

4. Pre-Assessments- Before every chapter I will have a pre assessment of the chapter for you to take on Edmodo. This is not a graded quiz, however mandatory. The quiz will ask a series of question over the chapter, your answers will give me a better understanding of your prior knowledge of the chapter.

5. Closing Assessments- After every lesson I will pose a question, in which you will answer fully on a sticky note, and you will leave it at your desk. The question will be based off the content that we just covered. This will give me a better understanding of your knowledge/understanding of the content we just covered.

6. All students will abide by an Honor Code.

7. Extra Credit is just that – Extra. Students may be allowed to do some extra credit only if they have completed all assignments throughout the course, on time. It is not designed to help you out at the last minute to pass the class, because you chose not to do the work, which was assigned for your benefit. It is intended to help achieve more by doing more. Extra Credit = Extra Effort

8. Participate- this class is based around a lot of group and class discussion I expect every

student to participate. You are all talented students; don't be afraid to be heard.

9. I AM HERE FOR YOU- I am here everyday after school until 4:30. If you helping understanding, doing, or just want to come in and work come in I am more than willing to help. I want YOU to be successful.

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10. HAVE FUN WITH THIS CLASS- we all like to have fun. I expect us to have fun, in a constructive manner.

Grading Scale A cumulative point system will be used for the entire semester. Grades will be recorded as points. Formative and summative assessment will be used throughout the semester. Grading will reflect knowledge of subject matter.

Students will have the opportunity to demonstrate higher levels of knowledge and understanding through extra work. The scale is as follows:

A = 90-100 B+ = 85-89 B = 80-84 C+ = 75-79

C = 70-74 D+ = 69-65 D = 60-64

Anything below a 60 is failing.

_______________________ Student Signature

_______________________ Parent/Guardian Signature

 

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Classroom Layout 1st-5th Periods (Room 010)

7th Period (013)

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Daily Schedule