Introductory Letter & Grading Policy / SSS Curriculum 2015-2016

DISCOVERY SCHOOL

August 2015

SPANISH SOCIAL STUDIES

Dear Parents:

It is a great pleasure to start a new school year 2015-2016, and work together towards the academic and personal achievement of your child (en).
In 6th to 12th grades, the Grading Policy to be used is described as follows:

Homework ………………………………… 30%

Class work…………………………………. 40%  

Quizzes.........................................................  30%
                                                                      100%  

Late work: It is very important to clarify that each aspect of the grading policy has to be turned in on time, however if the student does not present his/her work on time voluntarily will have consequences in his/ her grades. Homework needs to be turned in the due date before 8:00 AM.
Yours Truly,
           
Mr. Sergio Andino Sierra    
Spanish Social Studies Teacher
Mobile 9996-8565
         
_______________________________________________________________________________

Año lectivo 2015-2016


Estimados Padres de familia:

Bienvenidos a un nuevo año lectivo. A continuación detallo mi perfil  profesional de manera que me conozcan mejor.

Mi nombre es Sergio Noel Andino Sierra soy maestro de educación primaria (Escuela Normal Mixta Tegucigalpa, licenciado en Lenguas Extranjeras (UNAH) y tengo un diplomado en formación pedagógica para educación superior (UPNFM), así  mismo una Maestría en Educación (Estudios Multidisciplinarios) (SUNY, Buffalo USA). He estado en Discovery School por 17 años y este será mi vigésimo quinto año de trabajar en la enseñanza.

Yo estaré enseñando las clases de Ciencias Sociales en español de secundaria distribuidas de la siguiente manera:

          Grado              Sección             Asignatura                             Enfoque de la asignatura
6                      A y B              Estudios Sociales                     América Latina I
          7                      A y B              Estudios Sociales                      Historia de Honduras  I
 8                      A                    Estudios Sociales                      América Latina II
9                      A      Estudios Sociales                      Civismo
        10                   A                        Estudios Sociales                       Historia de Honduras  II
                11                    A                       Estudios Sociales                      Desarrollo Socio Económico 
        12                    A                       Estudios Sociales                      Historia de las  Culturas


El material que utilizaremos consistirá en un cuaderno de espiral con rayas y un folder plástico en el que guardarán los trabajos que realizaremos, asimismo lápices, colores y marcadores.

Este año estaré a cargo de los alumnos de 10 mo. para guiarlos y ayudarles en lo que ellos necesiten en esta nueva experiencia escolar.         


Mr. Sergio Andino Sierra    
Spanish Social Studies Teacher
Mobile 9996-8565

_______________________________________________________________________________
CURRICULUM

LATIN AMERICA I
Mexico, Central America, South America, and the Caribbean
(History, Geography, and Civilizations)
Grade 6
6.1. (History) Students will develop an overview of life in Latin America
6.1.1. Explore major events in history that influence Latin America and how they were related – creation of a developing timeline
6.1.2. What individuals or groups have been influential in the region over time
6.1.3. Identify the countries in Latin America and their capitals
6.1.4. Identify and use primary and secondary sources to inform an understanding of the history of the region
6.2. (Geography) Students will understand the interactions and relationship between human societies and their physical environment
6.2.1. Describe and locate major land forms, bodies of water, and other geographical formations
6.2.2. Use appropriate data sources and tools to generate, manipulate, and interpret geographic information such as the location of, size of, and distances between places
6.2.3. Describe factors that influenced early human populations and migration
6.2.4. Identify why particular locations were chosen for population centers throughout the region
6.2.5. How did geography, climate, and natural resources affect the way people lived and worked?
6.3 (Culture and Society) Students will understand cultural and intellectual developments and interactions among societies
6.3.1. Explore the civilizations that have existed in Latin America throughout history
6.3.1.1. Language
6.3.1.2. Norms and Values
6.3.1.3. Community
6.3.1.4. Culture
6.3.1.5. Food and food storage
6.3.1.6. Belief systems/Religions
6.3.1.7. Trade and Economy
6.3.1.8. Tourism
6.3.1.9. Family and Community
6.4. (Production, Distribution, and Consumption) Students will understand fundamental economic principals and ways in which the economy of  Honduras has been shaped by geographic and human factors
6.4.1. Describe how changes in transportation and communication influence trade and economic activities in Latin America
6.4.2. Explain and compare ways in which people satisfy their basic needs and want through the production of goods and services – compare and contrast Latin American countries
6.5. (Reading and Research) Students will identify relevant and reliable sources for exploring the history of Latin America, assessing how point of view or purpose shapes the content and style of a text
6.6. (Reading and Research) Distinguish among fact, opinion, and reasoned judgment in a text
6.7. (Writing) Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
_____________________________________
HISTORY OF HONDURAS I
(From the beginning to Independence of Honduras)
Grade 7
7.1. (History) Students will develop an understanding of life in the region prior to the creation of a new nation.
7.1.1. List major events in history that led to the creation of a new nation
7.1.2. What individuals or groups were influential in the developing region?
7.1.3. What difficulties did they encounter, and how did they overcome them (or did they?)
7.2. (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
7.2.1. Describe changes that have occurred in society over time leading to independence (e.g. political, social, cultural)
7.2.2. Identify and use primary and secondary sources to examine this period of time
7.3. (Connections and Conflict) Students will understand causes and effects of interactions among peoples, including trade, systems of exchange, war, and diplomacy
7.3.1. Identify cause and effect relationships in Honduran history, using primary and secondary sources to examine the period of time
7.3.2. Explain varied causes and effects of conflict and cooperation among individuals, groups, societies and nations in the following categories, especially as they relate to the region leading to independence:
7.3.2.1. Politics
7.3.2.2. Economics
7.3.2.3. Geography
7.3.2.4. Ethnicity/race/gender
7.3.2.5. Culture
7.4. (Geography) Students will understand the interactions and relationship between human societies and their physical environment
7.4.1. Describe ways that the influence of the earth’s physical and human-made features changed over time in the region
7.4.2. Describe factors that influenced early human populations and migration
7.4.3. Identify why particular locations were chosen for population centers throughout the region
7.4.4. How did geography, climate, and natural resources affect the way people lived and worked?
7.5. (Culture) Students will understand cultural and intellectual developments and interactions among societies
7.5.1. Describe how cultural contributions from various groups help formed the developing nation
7.5.2. Develop an understanding of the elements of pre-Honduran culture (language, norms, values, beliefs, etc.)
7.5.3. Define the elements of belief systems in existence at that time (creed, code of behavior, rituals, community)
7.5.4. Explore cultural diversity during that time period in the region
7.5.5. What happens when people, material goods, and ideas from different cultures come together?
7.6. (Society and Identity) Students will understand social systems and structures that were developing in early days
7.6.1. Identify and expand on ways that ethnicity and cultures influenced people’s lives
7.6.2. Explore the existence or absence of social systems in existence at the time (e.g. schools, communication, religions, families)
7.7. (Government) Students will understand why and how early people created systems of governance and specifically how they have address human needs, rights, and individual responsibilities
7.7.1. Explore the system of governance that evolved—how did it come into effect? What system was used? Why?
7.7.2. How did citizens plan to monitor, evaluate and influence actions of their government
7.7.3. Compare and contrast that early government to the current Honduran government
7.7.4. Describe the roles of laws, courts of law, and judges in the developing country
7.8. (Production, Distribution, and Consumption) Students will understand fundamental economic principals and ways in which the economy of Honduras has been shaped by geographic and human factors
7.8.1. Describe how changes in transportation and communication affected trade and economic activities in the region and how they led to independence
7.8.2. Explain and compare ways in which people satisfied their basic needs and want through the production of goods and services – compare those early days to the present economy
7.9. (Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientific developments and technological developments
7.9.1. Explore significant scientific and technological developments in the world at the time, and how they affected the developing region
7.9.2. Is life in Honduras now better and worse because of those scientific and technological developments?
7.9.3. Describe instances in which changes in values, beliefs, and attitudes resulted from new scientific knowledge and technological knowledge of the time
7.10. (Reading and Research) Students will identify relevant and reliable sources for exploring the history of Honduras, assessing how point of view or purpose shapes the content and style of a text
7.11. (Reading and Research) Distinguish among fact, opinion, and reasoned judgment in a text
7.12. (Writing) Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
_____________________________________
LATIN AMERICA II
Mexico, Central America, South America, and the Caribbean
(Politics, Government, Economics, Connections and Conflict)
Grade 8
8.1. (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
8.1.1. Describe changes that have occurred in Latin America over time (e.g. politically, in governments, through war and conflict)
8.1.2. Identify and use primary and secondary sources to examine these topics in Latin America
8.2. (Connections and Conflict) Students will understand causes and effects of interactions among peoples, including trade, systems of exchange, war, and diplomacy
8.2.1. Identify cause and effect relationships in Latin American history, past and present, using primary and secondary sources
8.2.2. Explain varied causes and effects of conflict and cooperation among nations in Latin America in the following categories:
8.2.2.1. Politics
8.2.2.2. Economies
8.2.2.3. Commerce
8.3. (Government) Students will understand why and how Latin American countries have created and developed systems of governance and specifically how they have address human needs, rights, and individual responsibilities
8.3.1. Compare and contract systems of governance in Latin America
8.3.2. How do citizens monitor, evaluate and influence actions of their government
8.3.3. Describe the roles of laws, courts of law, and judges in Latin American countries
8.4. (Production, Distribution, and Consumption) Students will understand fundamental economic principals and ways in which the economies of Latin America have been shaped by geographic and human factors
8.4.1. Describe how changes in transportation and communication affect trade and economic activities in Latin America
8.4.2. Explain and compare ways in which people satisfy their basic needs and wants through the production of goods and services
8.5. (Science, Technology, and Society) Students will understand how Latin American societies have influenced and been influenced by scientific developments and technological developments
8.5.1. Explore significant scientific and technological developments in the world as they relate to Latin America
8.5.2. How is life in Latin America now better and worse because of those scientific and technological developments?
8.5.3. Describe instances in which changes in values, beliefs, and attitudes in Latin America resulted from new scientific knowledge and technological knowledge
8.6. (Reading and Research) Students will identify relevant and reliable sources for exploring the history of Honduras, assessing how point of view or purpose shapes the content and style of a text
8.7. (Reading and Research) Distinguish among fact, opinion, and reasoned judgment in a text
8.8. (Writing) Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience
_____________________________________
CIVICS
Grade 9
9.1. Students will develop an understanding ofdefinition of ‘civics’ and its importance to Honduran citizens.
9.2. Students will develop an understanding of the foundations of the Honduran political system.
9.3. Students will understand the structure of the Constitution of the Republic of Honduras.
9.4. Students will understand the concepts of the Civil Code (Código civil), including an understanding of the purpose of civil registration and the purpose of the identity card.
Código civil es un conjunto unitario, ordenado y sistematizado de normas de Derecho privado, es decir, un cuerpo legal que tiene por objeto regular las relaciones civiles de las personas físicas y jurídicas, privadas o públicas, en este último caso siempre que actúen como particulares desprovistas de imperium.
Civil Code is a singleton, orderly and systematized private law rules, ie a legal body which is to regulate civil relations of natural and legal persons, public or private, in the latter case always act as individuals devoid of imperium.
9.5. Students will analyze the Family Code (Código de familia)
El Derecho o código de familia es el conjunto de normas e instituciones jurídicas que regulan las relaciones personales y patrimoniales de los miembros que integran la familia, entre sí y respecto de terceros.
The family law or code is the set of legal rules and institutions that govern personal and property relationships of the family members that integrate with each other and with third parties.
9.6. Students will recognize and develop an understanding of the symbols of Honduras.
9.7. Students will explore the importance of freedom, equality, democracy and peace in their daily lives.
9.8. Students will explore the concept of human rights and understand the purpose of documents (written to explain the H.R.) to ensure compliance of human rights.
9.9. Students will recognize the rights and responsibilities of citizens in a democracy.
9.10. Students will understand how the government was established by the Constitution.
9.11. Students will evaluate how Honduran democracy embodies the values, purposes, and principles of the Constitution.
 9.12. What is the relationship of  Honduras to the other nations and to world affairs?
_____________________________________
HISTORY OF HONDURAS II
Grade 10
10.1. (History) Students will develop an understanding of the importance of history in the development of Honduras from Independence to modern-day history
10.1.1. List major events in Honduras history, such as Hurricane Mitch, Pres. Zelaya’s removal, what else?
10.1.2. What individuals or groups were influential in developing the government and the country following independence?
10.1.3. What difficulties did they encounter, and how did they overcome them.
10.2. (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
10.2.1. Describe changes that have occurred in Honduran society over time since independence (e.g. political, social, cultural)
10.2.2. Identify and use primary and secondary sources to examine this period time
10.3. (Connections and Conflict) Students will understand causes and effects of interactions among societies, including trade, systems of international exchange, war, and diplomacy
10.3.1. Identify cause and effect relationships in Honduran history, using primary and secondary sources to examine the past and the present
10.3.2. Explain varied causes and effects of conflict and cooperation among individuals, groups, societies and nations in the following categories, especially as they relate to Honduras and the region since independence:
10.3.2.1. Politics
10.3.2.2. Economics
10.3.2.3. Geography
10.3.2.4. Ethnicity/race/gender
10.3.2.5. Culture
10.4. (Geography) Students will understand the interactions and relationship between human societies and their physical environment
10.4.1. Describe ways that the influence of the earth’s physical and human-made features have changed over time in Honduras (Hurricane Mitch)
10.4.2. Describe factors that influence locations of human populations and human migration
10.4.3. Identify why particular locations are used for certain activities in Honduras and throughout the region
10.4.4. How do geography, climate, and natural resources affect the way people live and work? (e.g. what happened to mining?)
10.5. (Culture) Students will understand cultural and intellectual developments and interactions among societies
10.5.1. Describe how cultural contributions from various groups have formed a national identity in Honduras
10.5.2. Develop an understanding of the elements of Honduran culture (language, norms, values, beliefs, etc.)
10.5.3. Define the elements of belief system (creed, code of behavior, rituals, community)
10.5.4. Describe the advantages and disadvantages associated with cultural diversity
10.5.5. What happens when people, material goods, and ideas from different cultures come together?
10.6. (Society and Identity) Students will understand social systems and structures and how these influence individuals in Honduras
10.6.1. Identify and expand on ways that ethnicity and cultures influence people’s daily lives
10.6.2. Identify how social systems (e.g. schools, media, religions, families) prescribe identities
10.6.3. Examine the difference between “acceptance” and “tolerance”
10.7. (Government) Students will understand why societies create and adopt systems of governance and specifically how they have address human needs, rights, responsibilities and citizenship in Honduras
10.7.1. Compare and contrast major political systems (e.g. monarchy, democracy, constitutional monarchy, dictatorship)
10.7.2. Identify and describe means by which citizens can monitor, evaluate and influence actions of their government
10.7.3. Explain what citizenship is
10.7.4. Describe the roles of laws, courts of law, and judges
10.8. (Production, Distribution, and Consumption) Students will understand fundamental economic principals and ways in which the economy of Honduras has been shaped by geographic and human factors
10.8.1. Describe how changes in transportation and communication have affected trade and economic activities in Honduras and surrounding areas since independence
10.8.2. Explain and compare ways in which people satisfy their basic needs and want through the production of goods and services
10.9. (Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientific developments and technological developments
10.9.1. Explore ways in which contemporary human life is better and worse because of modern scientific developments and because of modern technological developments
10.9.2. Describe instances in which changes in values, beliefs, and attitudes have resulted from new scientific knowledge and from technological knowledge
10.10. (Reading and Research) Students will identify relevant and reliable sources for exploring the history of Honduras, assessing how point of view or purpose shapes the content and style of a text
10.11. (Reading and Research) Distinguish among fact, opinion, and reasoned judgment in a text
10.12. (Reading and Research) Analyze the relationship between a primary and secondary source on the same topic
10.13. (Writing) Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
_____________________________________
SOCIO-ECONOMIC DEVELOPMENT
11 GRADE
11.1. Students will develop an understanding of the concept of under-development and dependency as it exists in society
11.1.1. Explore recurring issues, such as the environment, belief systems, resource distribution, ethnicity, etc. that affect a country’s socio-economic development
11.1.2. Explain how a peoples’ past shapes their perceptions of and reactions to events in the present
11.1.3. Examine how pressures to change and reaction to those pressures have shaped a country’s development
11.1.4. Use appropriate data sources to determine how globalization affects socioeconomic development
11.1.5. Analyze the effects of under-development and dependency on a culture
11.2. Students will develop an understanding of how resource distribution can lead to under-development and dependency in society
11.2.1. Examine different forms of land ownership and management in Honduras
11.2.2. Describe the major land reform programs.
11.2.3. Explore basic needs that exist when a country is under-developed or dependent
11.2.3.1. Housing
11.2.3.2. Health Programs and Health Care
11.2.3.3. Education System
11.2.3.3.1. Discuss education reform in Honduras and develop a plan to educate all children through Grade 9
11.2.3.4. Food Production/Agriculture
11.2.3.4.1. Discuss major agricultural development programs
11.2.3.4.2. Assess the benefits and negative effects of those programs
11.2.3.4.3. Examine the benefits of exploitation of marine resources and <trees>
11.2.3.4.4. Explore the mining projects in Honduras and debate their effects on the environment
11.3. Students will develop an understanding of development programs and how they affect under-developed countries, both positively and negatively
11.3.1. Discuss factors that affect a country’s development
11.3.2. Use appropriate data sources to determine how development programs have affected Honduras in the past
11.3.3. Examine current development programs in Honduras and analyze their effects, both positive and negative
11.3.4. Create a development plan for Honduras
11.4. Students will develop an understanding of factors that affect economic growth, both positively and negatively, including domestic investment and foreign investment
11.4.1. Supply and Demand
11.4.2. Balance of Payments
11.4.3. What is the difference between development progress and economic growth?
11.4.4. What domestic investment programs currently exist in Honduras?
11.4.5. What foreign investment programs currently exist in Honduras?
11.4.6. What are the advantages of domestic investment and foreign investment
11.4.7. How have the Honduran Labor Laws affected the economy?
11.5. Students will develop an understanding of Gross National Product of Honduras
11.5.1. Defining the subsistence economy of the urban sector (what is this?)
11.5.2. Determine the participation of small business in the economy
_____________________________________
HISTORY OF CULTURES
12 GRADE
12.1. Students will develop an understanding of culture as the shared patterns of behaviors and interactions (language, norms values, beliefs, folklore, arts, etc.) ways of thinking, and emotional patterns
12.1.1. Recognize history as part of the process of transforming society
12.1.2. Compare and contrast cultures in Latin America in obvious, as well as subtle, ways
12.1.3. Discover how culture is used by societies to meet the needs of the people
12.2. Students will explore and develop an understanding of what factors led to the rise and fall of various cultures
12.3. Students will integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, as well as in words)
12.4. Students will read and comprehend complex literary and informational texts independently and proficiently
12.5. Students will write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content
12.6. Students will draw evidence from literary or informational texts to support analysis, reflection, and research



No hay comentarios:

Publicar un comentario