Monday, August 29, 2011

Unit 1 Notes


Sources:
New Georgia Encyclopedia
Georgia In The American Experience
Georgia The History of an American State
Unit 1 Geography of Georgia

SS8G1   The student will describe Georgia with regard to physical features and location.
a.  Locate Georgia in relation to region, nation, continent, and hemisphere.

Reading a map
-all maps should have four key features
1.  A title
2.  a compass rose
3.  scale
4. and legend (key)

Location
-two types of location
1.  relative location—describes where a place is located compared with other places
2.  absolute location—identifies a precise position on Earth’s surface.

Map reading
-hemispheres—the two halves of a sphere (Earth)
--latitude (parallels)—lines that run east to west on a globe and measure north and south (remember horizontal rungs of a ladder “ladder-tude”)
-longitude (meridians)-lines that run north and south on a globe and measure east and west
-equator- the 0˚˚ latitude line that goes around the globe exactly halfway between the north and south poles.
-prime meridian—line running from the north pole through England and South Africa to the South Pole, located at 0˚ longitude.

Continents
-North America, South America, Antarctica, Asia, Africa, Europe and Australia
-Georgia is located on the North American continent

Nations
-Georgia is part of the Unites States of America

Regions
-region—an area on Earth’s surface that is defined by certain unifying characteristics, such as cultural, human, physical, government, a common language, climate, situation and physical landforms.
            -the basic unit of study in Geography
-Georgia is located in the southern region of the United States
-Georgia’s location within the south is the southeast
-within the southeast Georgia is bordered by five states, Alabama, Tennessee, North Carolina, South Carolina and Florida.

Georgia’s Five Geographic Regions

b.  Describe the five geographic regions of Georgia:  include the Blue Ridge Mountains, Ridge and Valley, Appalachian Plateau, Piedmont and Coastal Plain.

Georgia consists of five (5) major physiographic regions:  1. Appalachian Plateau, 2. Ridge and Valley, 3.  Blue Ridge Region, 4. Piedmont Plateau, 5. Coastal Plain
                        -these natural divisions differ in both area and their land base, such as limestone, clay, shale or marsh

1.  The Appalachian Plateau Region
            -smallest physiographic area
            -a.k.a. the “TAG Corner”—the Tennessee Alabama Georgia Corner
            -a.k.a. the Cumberland Plateau
            -dominated by Lookout and Sand Mountains
            -consists of a mixture of soils—limestone, shale and sandstone
            -poor farming due to sandy soil
            -this area is good for growing hardwoods and for its pastures
            -elevation of up to 2, 000 feet.
            -location of the Chickamauga and Chattanooga National Military Parks and Cloudland Canyon

2. The Ridge and Valley Region
            -lies between the Blue Ridge Mountains and the Appalachian Plateau
            -elevation ranges from 700-1,600 feet
            -soil is a mixture of shale and limestone on the ridges and limestone and clay in the valleys
            -forests, pastures (beef cattle), and fertile farmlands (fruits grains and vegetables)
            -region runs from Polk and Bartow counties northward to Chattanooga     
            -known for apples in Ellijay and Carpets in Dalton—the “carpet capital of the world”

3.  The Blue Ridge Region
            -located in the northeastern part of Georgia
            -homes of the highest and largest group of mountains in Georgia
            -this region is extremely important to Georgia, the mountains are the first barrier to warm, moist air rising from the Gulf of Mexico
                        -when that warm air hits the mountains, it cools and causes precipitation (rain)
                                    -Eighty inches of rain per year in this region.

                        -soil is a blend of sandy loam (clay, sand, and organic matter)-erodes easily
            -Appalachian trail begins here
            -this region is good for hard-wood forests, vegetables, and apples
            -notable places—Tallulah Gorge in Raburn County, Helen in White County, Amicalola Falls and Dahlonega (the first gold rush in the United States, 1828)

--Location of Georgia’s highest point, Brasstown Bald (4,784 ft elevation), in Townes County.

***All of Georgia’s 3 northern regions contain parts of the Appalachian Mountain chain,

4.  The Piedmont Plateau
            -piedmont=foot of the mountain
            -known as the “heartland” of the state
            -home to about one half of the states population
-well drained soils, loam and red clay
            -good for hardwood timber, pine, and agriculture 9soybeans, corn, poultry, and cattle)
            -known as the cotton belt during the antebellum, civil war, and post-war periods
            -this area is highly industrialized
            -home to Georgia’s largest cities—Atlanta (the capital), Athens, Madison, and Milledgeville
            -Stone Mountain is located here

5.  The Coastal Plain
            -takes up three fifths of the states land area
            -consists of two parts—The Inner Coastal and the Outer Coastal Plain
           
--Inner Coastal Plain
                        -Mild Climate
                        -Good supply of ground water
                        -the major agricultural region of the state
                        -Vidalia onions (a sweet onion) grow here
                        -the Dougherty Plain……the western corner of the state, is known for peanuts, corn and pecan trees.

            --Outer Coastal Plain
                        -Does not have drained soil
                        -Known for its naval stores and pulp production
                        -Flat and swampy along the coastline
                        -home to the 681-square-mile Okefenokee Swamp

c. Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands.

Key Physical Features

-the Fall Line-geological boundary between the Piedmont and the Coastal Plain
            -twenty miles wide, running from Columbus to Augusta.
            -called the fall line because of all of the waterfalls located along the rivers
            -the cities of Columbus, Macon, Milledgeville, and Augusta were located along the fall lines of the Chattahoochee, Ocmulgee, Oconee, and Savannah Rivers
            -These cities are located at the upstream limit of navigation, ships could not go any further north
            -cargo was transferred from ships and barges to trains and wagons
            -early settlers, and Indians, found the Fall Line to be a barrier
            -the water falls have served as great way to generate power

Okefenokee Swamp—“land of trembling earth”
            -freshwater wetland—a low-lying area that holds water
            -wildlife refuge—four hundred vertebrates, two hundred types of birds, and over sixty plus reptiles
            -largest swamp in North America
            -received federal wildlife refuge status in 1937 from Franklin D. Roosevelt

-Appalachian Mountains
            -the southernmost part of the Appalachian Mountain chain is the Blue Ridge Mountain Chain
            -extends one hundred miles into Georgia
            -Brasstown Bald
            -80 inches of rain per year—a major benefit to Georgia, i.e. drinking water
            -Known for tourism
                        -Outdoor activities
            -the crest of the Blue Ridge Mountains forms the Continental Divide
                        -determines the direction in which rivers flow
                                    -rivers west of the divide empty into the Gulf of Mexico and those east of the divide flow into the Atlantic
            -location of Georgia’s only major coal deposits.

-Chattahoochee River
            -Flows from the Blue Ridge Mountains west towards the Alabama state line
                        --flows over the fall line
            -steamboats running from the Gulf of Mexico to Columbus, a journey that took several months, quickly led to Columbus becoming a center for the thriving cotton market.
            -a fast moving creek northeast of Atlanta that powered many sawmills and gristmills
            -today, many dams are located along the river and serve to control floods and generate electricity
            -valued more today as source of drinking water than for transportation purposes.
            --Atlanta depends heavily on this river for its water supply

--Savannah River
            -serves as the natural boundary between Georgia and South Carolina
            -begins at Lake Hartwell and empties north of the city of Savannah into the Atlantic Ocean
            -the river is a shipping channel for the port of Savannah—an extremely busy shipping port
            -the river has many dams located along it that generate hydroelectricity
            -a major source of drinking water for Georgians

-Barrier Islands  aka—the “Island of Gold”
            --fourteen islands along the coast of Georgia
            --the islands protect Georgia’s mainland by blocking wind, sand and water and preventing erosion
            --they also absorb energy from hurricanes and tropical storms and protect Georgia’s coastline
            --Blackbeard Island, Cumberland Island, Jekyll Island, Little St. Simons Island, Ossabaw Island, Sapelo Island, Sea Island, ST. Catherines Island, St. Simons Island, Tybee Island, Wassaw Island


d.  Evaluate the impact of climate on Georgia’s development

-Climate
            -climate-the average weather condition over a long period of time
            -weather-the current atmospheric conditions

-Georgia is in the warm temperate subtropical zone
-climate determines the types of homes, clothing, types of industries, and what crops are grown in an area.
-Georgia has four distinct seasons
           



8-29-11

Assignments:
-w/u q's 26-27
-Define Ch. 1 and Ch. 2 vocabulary
-Notes
-Geography test Friday

8-26-11

Assignments:
-w/u q's 24-25
-Notes
-"Study Check" 2
-Ch. 1 Geography of GA w/s

8-25-11

Assignments:
-w/u q's 22-23
-"Study Check"
-Notes

Wednesday, August 24, 2011

8-24-11

Assignments:
-w/u q's 20-21
-Quiz
-w/u check
-agenda check
-Key Physical Features Notes

***Parents*** Please remind students to study their notes, and other class materials, for at least 15 minutes, twice a day.

Tuesday, August 23, 2011

8-23-11

Assignments:
-w/u 18-19
- Ch. 1 Geography Graphic Organizer
-Notes

8-22-11

Assignments:
-w/u Q's 16-17
-Check Ch. 1 "Building Vocabulary" ws
-Notes

Friday, August 19, 2011

8-19-11

Assignments:
-w/u 14-15
-Check GA Location ws
-Chapter 1 Building Vocabulary ws

Thursday, August 18, 2011

Tuesday, August 16, 2011

8-16-11

Assignments:
-Warm up q's 8-9
-Geography of GA notes
-Geography discussion

Monday, August 15, 2011

8-15-11

Assignments:
-Warm up Q's 6-7
-Geographic Region Notes
-GA Geographic Location worksheet

Parents: Remind students to look over notes each day, possibly 15-20 minutes per session, twice a day. This will help students avoid cramming and review material while it is fresh in their minds.

Friday, August 12, 2011

8-12-11

Assignments:
- warm up questions 4 and 5
-complete and check map activity
-GA location worksheet

Wednesday, August 10, 2011

Tuesday, August 9, 2011

8-9-11

-Map Skills - SS8G1a
-study skills

8-8-11

-Warm up - using the index to answer warm up questions
-Study skills- associating new terms ideas with familiar ones

Thursday, August 4, 2011

8-4-11

-Review of procedures and rules
-Finished covering the syllabus
-Syllabus must be signed by student and parent(s), and is due on Friday 8/5
-Students received "Standards Checklist" - the checklist will be used throughout the year
     -The "Standards Checklist can be used to see what is being covered in class and what will be on tests/study guides
 Grade Eight
GEORGIA STUDIES
Historical Understandings
__SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
__a. Describe the evolution of Native American cultures (_Paleo, _Archaic, _Woodland, and _Mississippian) prior to European contact.
__b. Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto.
__c. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the __French, __Spanish, and __British in the southeastern area.

__SS8H2 The student will analyze the colonial period of Georgia’s history.
__a. Explain the importance of James Oglethorpe__, the Charter of 1732__, reasons for settlement (charity, economics, and defense)__, Tomochichi__, Mary Musgrove__, and the city of Savannah__.
__b. Evaluate the Trustee Period of Georgia’s colonial history__, emphasizing the role of the Salzburgers__, Highland Scots__, malcontents__, and the Spanish threat from Florida__.
__c. Explain the development of Georgia as a royal colony with regard to land ownership__, slavery__, government__, and the impact of the royal governors__.

__SS8H3 The student will analyze the role of Georgia in the American Revolution.
__a. Explain the immediate and long-term causes of the American Revolution and their impact on Georgia; include the French and Indian War (Seven Years War)__, Proclamation of 1763__, Stamp Act__, Intolerable Acts__, and the Declaration of Independence__.
__b. Analyze the significance of people and events in Georgia on the Revolutionary War__; include Loyalists__, patriots__, Elijah Clarke__, Austin Dabney__, Nancy Hart__, Button Gwinnett__, Lyman Hall__, George Walton__, Battle of Kettle Creek__, and siege of Savannah__.

__SS8H4 The student will describe the impact of events that led to the ratification of
the United States Constitution and the Bill of Rights.
__a. Analyze the strengths__ and weaknesses__ of both the Georgia Constitution of 1777__ and the Articles of Confederation__ and explain how weaknesses in the Articles of Confederation led to a need to revise the Articles__.
__b. Describe the role of Georgia at the Constitutional Convention of 1787__; include the role of Abraham Baldwin__ and William Few__, and reasons why Georgia ratified the new constitution__.

__ SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840.
__a. Explain the establishment of the University of Georgia__, Louisville__, and the spread of Baptist__ and Methodist__ churches.
__b. Evaluate the impact of land policies pursued by Georgia__; include the headright system__, land lotteries__, and the Yazoo land fraud__.
__c. Explain how technological developments, including the cotton gin__ and railroads__, had an impact on Georgia’s growth__.
__d. Analyze the events that led to the removal of Creeks and Cherokees__; include the roles of Alexander McGillivray__, William McIntosh__, Sequoyah__, John Ross__, Dahlonega Gold Rush__, Worcester v. Georgia__, Andrew Jackson__, John Marshall__, and the Trail of Tears__.

__SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
__a. Explain the importance of key issues and events that led to the Civil War__; include slavery__, states’ rights__, nullification__, Missouri Compromise__, Compromise of 1850__ and the Georgia Platform__, Kansas-Nebraska Act__, Dred Scott case__, election of 1860__, the debate over secession in Georgia__, and the role of Alexander Stephens__.
__b. State the importance of key events of the Civil War__; include Antietam__, the Emancipation Proclamation__, Gettysburg__, Chickamauga__, the Union blockade of Georgia’s coast__, Sherman’s Atlanta Campaign__, Sherman’s March to the Sea__, and Andersonville__.
__c. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing Freedmen’s Bureau__; sharecropping__ and tenant farming__; Reconstruction plans__; 13th__, 14th__, and 15th__ amendments to the constitution; Henry McNeal Turner__ and black legislators__; and the Ku Klux Klan__.

__SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918.
__a. Evaluate the impact the Bourbon Triumvirate__, Henry Grady__, International Cotton Exposition__, Tom Watson__ and the Populists__, Rebecca Latimer Felton__, the 1906 Atlanta Riot__, the Leo Frank Case__, and the county unit system__ had on Georgia during this period.
__b. Analyze how rights were denied to African-Americans through Jim Crow laws__, Plessy v. Ferguson__, disenfranchisement__, and racial violence__.
__c. Explain the roles of Booker T. Washington, W. E. B. DuBois__, John and Lugenia Burns Hope__, and Alonzo Herndon__.
__d. Explain reasons for World War I__ and describe Georgia’s contributions__.

__SS8H8 The student will analyze the important events that occurred after World War I and their impact on Georgia.
__a. Describe the impact of the boll weevil and drought on Georgia.
__. Explain economic factors that resulted in the Great Depression.
__c. Discuss the impact of the political career of Eugene Talmadge.
__d. Discuss the effect of the New Deal in terms of the impact of the Civilian Conservation Corps__, Agricultural Adjustment Act__, rural electrification__, and Social Security__.

__SS8H9 The student will describe the impact of World War II on Georgia’s development economically, socially, and politically.
__a. Describe the impact of events leading up to American involvement in World War II; include Lend-Lease__ and the bombing of Pearl Harbor__.
b. Evaluate the importance of Bell Aircraft__, military bases__, the Savannah and Brunswick shipyards__, Richard Russell__, and Carl Vinson__.
__c. Explain the impact of the Holocaust on Georgians.
__d. Discuss President Roosevelt’s ties to Georgia including his visits to Warm Springs and his impact on the state.__

__SS8H10 The student will evaluate key post-World War II developments of Georgia from 1945 to 1970.
__a. Analyze the impact of the transformation of agriculture on Georgia’s growth.
__b. Explain how the development of Atlanta, including the roles of mayors William B. Hartsfield__ and Ivan Allen, Jr__., and major league sports__, contributed to the growth of Georgia.
__c. Discuss the impact of Ellis Arnall.

__SS8H11 The student will evaluate the role of Georgia in the modern civil rights movement.
__a. Describe major developments in civil rights and Georgia’s role during the 1940s and 1950s; include the roles of Herman Talmadge__, Benjamin Mays__, the 1946 governor’s race and the end of the white primary__, Brown v. Board of Education__, Martin Luther King, Jr__., and the 1956 state flag__.
__b. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960s and 1970s; include such events as the founding of the Student Non-Violent Coordinating Committee (SNCC)___, Sibley Commission__, admission of Hamilton Holmes and Charlayne Hunter to the University of Georgia__, Albany Movement__, March on Washington__, Civil Rights Act__, the election of Maynard Jackson as mayor of Atlanta__, and the role of Lester Maddox__.
__c. Discuss the impact of Andrew Young on Georgia.

__SS8H12 The student will explain the importance of significant social, economic, and political developments in Georgia since 1970.
___a. Evaluate the consequences of the end of the county unit system and reapportionment.
__b. Describe the role of Jimmy Carter in Georgia as state senator, governor, president, and past president.
__c. Analyze the impact of the rise of the two-party system in Georgia.
__d. Evaluate the effect of the 1996 Olympic Games on Georgia.
__e. Evaluate the importance of new immigrant communities to the growth and economy of Georgia.

Geographic Understandings
__SS8G1 The student will describe Georgia with regard to physical features and location.
__a. Locate Georgia in relation to region, nation, continent, and hemispheres.
__b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains__, Valley and Ridge__, Appalachian Plateau__, Piedmont__, and Coastal Plain__.
__c. Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line__, Okefenokee Swamp__, Appalachian Mountains__, Chattahoochee and Savannah Rivers__, and barrier islands__.
__d. Evaluate the impact of climate on Georgia’s development.

__SS8G2 The student will explain how the Interstate Highway System, Hartsfield-Jackson International Airport, and Georgia’s deepwater ports, and the railroads help drive the state’s economy.
__a. Explain how the four transportation systems interact to provide domestic and international goods to the people of Georgia.
__b. Explain how the four transportation systems interact to provide producers and service providers in Georgia with national and international markets.
__c. Explain how the four transportation systems provide jobs for Georgians.

Government/Civic Understandings
__SS8CG1 The student will describe the role of citizens under Georgia’s constitution.
__a. Explain the basic structure of the Georgia state constitution.
__b. Explain the concepts of separation of powers and checks and balances.
__c. Describe the rights and responsibilities of citizens.
__d. Explain voting qualifications and elections in Georgia.
__e. Explain the role of political parties in government.
__f. Identify wisdom, justice, and moderation as the three principles of the Pledge of Allegiance to the Georgia Flag.

__S8CG2 The student will analyze the role of the legislative branch in Georgia state government.
__a. Explain the qualifications, term, election, and duties of members of the General Assembly.
__b. Describe the organization of the General Assembly, with emphasis on leadership and the committee system.
__c. Evaluate how the legislative branch fulfills its role as the lawmaking body for the state of Georgia.

__SS8CG3 The student will analyze the role of the executive branch in Georgia state government.
__a. Explain the qualifications, term, election, and duties of the governor__ and lieutenant governor__.
__b. Describe the organization of the executive branch,__ with emphasis on major policy areas of state programs; include education__, human resources__, public safety__, transportation__, economic development__, and natural resources__.
__c. Evaluate how the executive branch fulfills its role through state agencies that administer programs and enforce laws.

__ SS8CG4 The student will analyze the role of the judicial branch in Georgia state government.
__a. Explain the structure of the court system in Georgia including trial__ and appellate__ procedures and how judges are selected__.
__b. Explain the difference between criminal law__ and civil law__.
__c. Describe the adult justice system__, emphasizing the different jurisdictions__, terminology__, and steps in the criminal justice process__.
__d. Describe ways to avoid trouble and settle disputes peacefully__.
__e. Evaluate how the judicial branch fulfills its role in interpreting the laws of Georgia and ensuring justice in our legal system.

__SS8CG5 The student will analyze the role of local governments in the state of Georgia.
___a. Explain the origins, functions, purposes, and differences of county and city governments in Georgia.
__b. Compare and contrast the weak mayor-council__, the strong mayor-council__, and the council-manager forms of city government__.
__c. Describe the functions of special-purpose governments.
__d. Evaluate the role of local government working with state agencies to administer state programs.

__SS8CG6 The student will explain how the Georgia court system treats juvenile offenders.
__a. Explain the difference between delinquent behavior__ and unruly behavior__ and the consequences of each
__b. Describe the rights of juveniles when taken into custody.
__c. Describe the juvenile justice system, emphasizing the different jurisdictions__, terminology__, and steps in the juvenile justice process__.
__d. Explain the seven delinquent behaviors that can subject juvenile offenders to the adult criminal process, how the decision to transfer to adult court is made__, and the possible consequences__.

Economic Understandings
__SS8E1 The student will give examples of the kinds of goods and services produced
in Georgia in different historical periods.

__SS8E2 The student will explain the benefits of free trade.
__a. Describe how Georgians have engaged in trade in different historical time periods.
__b. Explain how the four transportation systems from SS8G2 contribute to Georgia’s role in trade.

__SS8E3 The student will evaluate the influence of Georgia’s economic growth and
development.
__a. Define profit and describe how profit is an incentive for entrepreneurs.
__b. Explain how entrepreneurs take risks to develop new goods and services to start a business.
__c. Evaluate the importance of entrepreneurs in Georgia who developed such enterprises as Coca-Cola__, Delta Airlines__, Georgia-Pacific__, and Home Depot__.

__SS8E4 The student will identify revenue sources for and services provided by state and
local governments.
__a. Trace sources of state revenue such as sales taxes__, federal grants__, personal income taxes__, and property taxes__.
__b. Explain the distribution of state revenue to provide services.
__c. Evaluate how choices are made given the limited revenues of state and local governments.

__SS8E5 The student will explain personal money management choices in terms of
income, spending, credit, saving, and investing.

Wednesday, August 3, 2011

8-3-11

-Covered procedures and teacher expectations
-Began covering the syllabus
-Each student should receive a syllabus today
-The syllabus is posted below for future reference
-Keep in mind that a syllabus does not cover every possible scenario

Georgia Studies
Teacher: Mr. Guthrie
Room: 807
Contact Information:
            Email: brandon.guthrie@bartow.k12.ga.us
            Telephone: 770-607-5871
            Blog: http://georgia-studies.blogspot.com

Textbook: Georgia in the American Experience

Course Description: Georgia Studies encompasses many aspects of the social sciences including: geography, history, economics, and government/civics, all with a focus on Georgia. Georgia Studies covers many topics spanning from pre-history to modern-day Georgia. This entire course is based upon the Georgia performance Standards, of which a copy can be obtained from https://www.georgiastandards.org/ .

Methods: Education methods used will vary and depend upon what is in the best interest of the students. Methods will include lecture, discussion, small/large group work, projects, writing, classroom presentations, plays, and demonstrations.

Materials: Students will need a 1 1/2” three-ring binder, six tabbed dividers, loose-leaf notebook paper, and pencils/pens (blue or black ink only).

Goals: Our number one goal is to meet our standards everyday. Other goals for this course are to prepare each student for the ninth grade and beyond, and help prepare students to be successful in life.

Grading: tba
Tests/major projects/quizzes…..
Homework……………………..
Daily (most class work)………..
Nine-weeks exam………………
Some assignments will be completion grades, and others will be checked for accuracy. Either way, students should leave class with all answers corrected.

Make-up/Late Work: Students will only have the time allotted in the student handbook for completing assignments missed during an absence. No late daily or homework is accepted. Projects will receive a thirty percent reduction in points per day that the assignment is late. Students should check the blog and the appropriate classroom folder for assignments.

Being Successful in Social Studies:
-complete assignments on time- it takes three 100’s to make up for one 0.
-read all assigned sections
-complete all assignments on your own, copying might get you a temporary grade, but it will not help you on the test that counts a lot more than a daily/homework grade
-ask questions in class
-study-develop study habits that work for you
            -studying does not mean looking at your notes or assignments the night before the  test, but making a habit each day of looking at class notes and reviewing class materials.
-Georgia Studies can be very difficult if you do not study, complete assignments, and participate in class

Student Expectation: Each student is expected to bring, on a daily basis, their textbook, three-ring binder, appropriate writing utensil, agenda, and a positive attitude. Students are expected to follow all rules/guidelines outlined in the student handbook.

Notebook: Student three-ring binder should include the following tabs:
  1. Syllabus
  2. Notes
  3. Word Wall
  4. Warm ups
  5. Returned Work
  6. Essential Questions
  7. Homework/Projects


Classroom Rules/Procedures:
  1. Respect others
  2. Respect the right of others to learn
  3. Come into the room, go to your assigned seat, place your binder and Georgia Studies books on the desk, and prepare to learn
  4. Raise your hand, and wait to be acknowledged before speaking
  5. Sharpen pencils (minimum of two pencils per class) during the warm up period of class
  6. Be on time to class, meaning walk directly from your previous location to room 807 without delay
  7. The teacher will dismiss students from class
  8. Participation in class is a must, everyone will be called on
  9. 100% effort from all students
  10. Students must use complete sentences when writing responses to questions/prompts
Ex. Who was the first president of the United States of America?
-correct-George Washington was the first president of the United States of America.
-incorrect- George Washington
  1. No cheating, all parties involved will receive zeros if cheating is discovered. Examples of cheating would be two people with the exact same written response on an assignment.

Students are expected to follow all Bartow County Board of Education and Woodland Middle School rules/policies at all times in school.

Extra Credit: Students will have two opportunities for extra credit work during each nine weeks. Extra credit reports will be worth five test points or will replace a missing daily/homework grade. Extra credit reports must have a topic directly mentioned in the current unit standards being covered in class (Any standard covered since the last test and before the next test). Reports should be one page in length (college ruled). Reports should be a combination summary of the article and “why is this article important to Georgia?” All reports are to be hand written and must contain a print out of the article being reviewed. Sloppy work will be rejected. Any signs of plagiarism will result in no credit being rewarded for the report.
The following website is the only approved website for extra credit in my class:
http://www.georgiaencyclopedia.org/    New Georgia Encyclopedia

I __________________________   and   __________________________
   (student)                                                  (parent)
have read the above statements.