Social Studies & English 9/9H Syllabus 2020-2021 page 1

Mrs. Brahe – Global Studies Miss Tolle – English 9/9 Honors

E-mail: annebrahe@hasd.org E-mail: dayetontolle@hasd.org
Phone: 920-779-7933 x13221 Phone: 920-779-7933 x13219
“Website” = Canvas (HASD district website, SharePoint pages, Canvas login, use @hasd.org e-mail address)
Course Overview:
This course is designed as an integration of English 9 and Social Studies 9 (Global Studies in the fall, Civics in the
spring). We will explore various themes of geography while also studying literature and composition. The content
and assessments of both courses will be combined when possible to provide an understanding of how literary works
and the process of writing are connected to the world in which we all live.

Learning Targets for English 9 are consistent with the Common Core State Standards for English Language Arts.
Upon completion of this course, students should be proficient in all or most of the following: (we will be working on
these skills as we move through the social studies curriculum)
1. I can write a claim.
2. I can cite evidence.
Social Studies Learning Targets:
3. I can provide reasoning.
(summarized)
4. I can write for a variety of purposes.
LT 1 – Content Knowledge (unit exams)
5. I can follow standard English conventions.
LT 2 – Content through Writing
6. I can acquire and use vocabulary.
LT 3 – Research Skills
7. I can read and comprehend a text.
LT 4 – Presentation Skills
8. I can identify literary techniques.
LT 5 – Reading/Literacy Skills
9. I can show analysis of a text.
LT 6 – Structure of Writing
10. I can speak and listen appropriately.
LT 7 - Mapping
11. I can turn my work in on time.

This semester we study the world and its literature, while building knowledge and skills that will continue into next
semester. Global Studies is an overview of world geography, regions, and culture. We will identify main
characteristics and traits of each region while we consider connections to the U.S., global economy, and current
events.
 

GLOBAL STUDIES ENGLISH 9 / 9 Honors (subject to change)

Skills Bootcamp
Basic Skills, World Political and Physical Geography
Annotate/Argue Review, Grammar, Independent Reading
World Organizations (UN, NATO, etc.)
Poetry
Map and Graph Reading
Analysis of a poem, possible creative writing
Culture and Language (Human Geography)
Europe and the Former Soviet Union Romeo & Juliet
Innovation, Diffusion, Acculturation (close reading, context, theme)
Population Geography Informational text throughout
Former Soviet Union to Asia Theme (plus more) Essay
Distribution, Growth, Migration, Population Density
Economic Geography Literature Circles
Africa (a variety of choices will be presented)
Colonization, Industrialization, Development Levels Conflict and Identity Essay
Physical Geography and Land Use Research Skills and Argumentation
Latin America Pinwheel Discussion and Formal Paper
Agriculture, Urban Land Use, Impact of US (speaking and listening/argumentative writing)
Religion (Human Geography) Narrative Writing - time permitting
Middle East and North Africa Finals Prep
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The Amazing Race – Culminating Project (or Around the World – Digital Activity)
Reading Materials for the Year:
 World Geography textbook  UpFront (periodical) online
 Romeo & Juliet  Classroom Set of Atlases
 To Kill a Mockingbird  Independent Reading
 MacGruder’s American Government textbook  Variety of non-fiction texts, poetry and short
 Choice novels for Literary Circles stories

Supplies:
 Black or blue pen AND a pencil (highlighters optional)
 Binder and loose-leaf paper or Notebook and Folder (some system of organization for your writings,
notes, returned rubrics, etc.) – you will receive a social studies workbook each semester specific to the
units of study
 Earbuds or headphones (we will try to have some also available in the classroom)
 Post-it Notes (small ones) for annotation - optional
 Tissue Box for the classroom – please!

Independent Reading
You are expected to independently read throughout the course of the year. The book choices are up to you. We
want you to find books that you enjoy and books that challenge you. The ultimate goal is to increase your
stamina in reading. In post-secondary education (whether that is a four-year college, technical college,
apprenticeship, or the military) you will be expected to read large amounts of text on your own, without a
teacher to interpret them for you. We feel that it is a disservice to have you read short texts in class or a novel as
a class, but to not expect you to read more on your own. To build up your stamina you must be reading more
often.
The expectation is that you will read for two hours on your own outside of class. We will provide you with
some silent reading time in class. Another great opportunity to read is during ELT homebase, if you have no
other work to complete. We suggest that you make it a habit to read at home at a regular time. Maybe you’ll
read for 15 minutes before you go to bed or as you eat breakfast on Saturday mornings. To be a lifelong learner
you need to be a reader.
A few times each semester you will reflect on your reading in different ways. Hopefully you try to challenge
yourself with different books as we go through the semester. Reading is one of the most enjoyable activities to
relax and see life from a different perspective. Embrace it!

Learning versus Education (aka: Our Philosophy):

We firmly believe that learning is a life-long activity. To that end, our goal in this class is to teach you to think,
not to assess you and give you an A. We care about your grade (we know it counts for college), but we care
more that you are learning something new, and learning how to teach yourself. We will expect you, at times, to
guide your own learning, with our help. At the end of this class, your critical thinking and problem-solving skills
should be stronger. Our goal is for you to function in the world.
This class is not about a teacher standing in front of the room imparting wisdom, but about you learning about
how you learn best. This class is about improving your reading and writing skills, and in the process learning
how best to work in small groups. This class requires your active participation and focus. The time for playing
games and messaging your friends is after 3:07 p.m. The time for learning about the world and who you are as
an individual is while you are in school. Use this time wisely.
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Student Expectations (remember: URA Polar Bear):

 United: Each student is expected to be an active participant in the class, actively listening and
communicating.
 Respectful: Students are expected to respect each other, including each other’s personal space. In other
words, keep negative comments and your hands to yourself.
 Accountable: Each student will be responsible for being in class and on time for class. Each student
will be responsible for having materials for class. Please keep papers and assignments organized.

 Computer Use: As a class we are lucky to have computer usage on a regular basis because this is a blended
class, meaning you will have online and in-class learning. You are welcome to use your own device, and
you will be assigned a laptop or desktop for use during this class. Please take care of these machines. Many
students use them.

 Passwords: We use a wide variety of technology in the classroom, and that includes a variety of websites.
You will be given login information and passwords for these websites. We strongly encourage you to have a
list of login and password information in a safe place. We do not have school e-mail accounts for students.
This means that if you forget your password for some websites, you have to start over because we give you
a fake e-mail address to use. This will cost you time and you may need to start an assignment over. Keep a
secure list of passwords!

Soft Skills: Employers have expectations of the skills you will have socially in the workplace. These skills are
not content standards that are dictated by the state, instead they are expectations that employers have. We often
call these “soft skills” because they can’t really be defined or measured, but an employer knows when they are
lacking. To help you see these soft skills in the classroom we will be talking about the expectations employers
have and we will be assessing you on these skills in the classroom. This assessment will not go into the
gradebook, but we will ask you to reflect on these skills and where you see a need for improvement. We will
look at these skills throughout the year.

Late Work: If work is important enough to be assigned and assessed, it is important enough to be completed.
In other words, all assigned work must be completed and handed in responsibly. While the general expectation
is that all students strive to be accountable, to meet deadlines, and to be prepared and punctual, we also
understand that issues may arise for even the most conscientious students.
1. As a responsible student, we ask that you talk with us when you don’t have an assignment finished and
we will determine a new deadline. Communication is a key soft skill.
2. If you need more time, we may ask that you go to the Assessment Center during your Academic
Extension to work on the assignment. (We will put a pass in your Student Passbook.) If you need help,
we will determine an ELT day to get more individual attention.
3. If an assignment is still missing, we will first contact your parents/guardians. If it appears that you are
making no progress on the assignment, we will then ask for help from the Dean of Students.

Remember, we assign work so we can give you feedback for improvement.

Without the work, we cannot help you.

Grading Policies: In this class, you are graded based on content standards. The purpose for using standards-
based grading is to ensure that your grade is reflective of your learning. This will allow you to grow your
knowledge/skills throughout the semester. We will be using a 4-level scale which will then be converted to a
letter grade for a semester grade. In Social Studies, all Summative Events in a learning target will be averaged to
calculate the final grade. Achievement on the final exam can result in a double plus or a double minus for the
Social Studies & English 9/9H Syllabus 2020-2021 page 4

semester, depending on where the score falls on the scale that will be shared as we approach final exams. In
English 9 a decaying average will be used for all Learning Targets (except Learning Targets 4, 7 and 10), which
means the score on the latest attempt will be used. (But note, teachers do take into consideration all work.)

Work will be assessed according to a scale of proficiency. Some work will be formative (not directly connected
to final grade) and some work will be summative (directly connected to final grade).

 Formative Assessments: Formative assessments may include

daily work and/or homework. Examples may include in-class
activities, practice assignments completed outside of class,
graphic organizers, short writing pieces, quizzes, etc. You will be
provided feedback on your progress toward learning goals.
 Summative Assessments: Summative assessments include tests,
presentations, simulations, final papers, projects, etc., and
represent the final learning goals of the unit. These assessments of
your learning will be the basis for your final grade.

Social Studies Retake/Remediation Policy

Students who achieve a 1 on a formative or summative assessment, whether it be a test, quiz, writing
piece, performance, or project will be called in to ELT to revisit the learning targets and redo, fix, or
otherwise improve the demonstration of knowledge gained. All work pertaining to the content
assessed must be completed and submitted to qualify for a retake. Please note that students who
achieve a 2 on an assessment, yet wish to improve their grade, may request the remediation activity
from the teacher to complete on his/her own, or be invited to join the ELT session, if there is available
space.
1. Once a student completes the remediation activity AND submits all of the work connected to the
content assessed, the student will be scheduled to retake the assessment during ELT time or in the
assessment center.
2. The grade earned and reported will reflect the students’ final understanding of the learning targets
that are being assessed. However, a “4” cannot be achieved on a retake – only a first attempt or
submission can qualify for a 4.

English Retake/Remediation Policy

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 Students may redo some assignments, formative or summative. However, some will be noted as
not eligible for reassessment when assigned.  These include, but are not limited to, final
semester assessments.
 In order to reassess on a summative assessment, the student must complete any formative work
that led up to the summative. 
 Additional remediation may be required, such as during ELT, before reassessment is allowed.
 Initiating the reassessment process will be the responsibility of the student.
 Any student earning a one on an assessment will be required to reassess.
 Reassessments are due as directed by the teacher.
Language Arts Plagiarism Policy

Academic honesty is a core value in our school district.  If a student submits work or parts of work that are not their own, the student
has violated the classroom expectation.  Plagiarism is the theft of intellectual property and is treated seriously.  To avoid this,
teachers will help students plan their work and use of resources.  When students are doing research, they must cite all sources.

In a case where a teacher suspects plagiarism, the teacher will determine the scope of the academic dishonesty.  For intentional
and/or excessive cases where student work is clearly not their own work, the teacher will speak to the student and to the
administration.  The issue will be referred to the administration and a meeting will be organized by the teacher or the administrator. 
The student, parent/guardian, teacher, department head, counselor or an administrator may be invited to attend. 

For cases where it is deemed that plagiarism has taken place, the following steps will apply:
 For the first offense, a major referral will be written, parents will be contacted and a meeting set up, a detention (either
before or after school assignment) is assigned and the student will retake the assessment, complete the original assignment
or complete an alternate assignment that addresses the same standard(s).
 For a second or subsequent offenses, a major referral will be written, parents will be contacted and a meeting set up, and the
student will retake the assignment, complete the original assignment or complete an alternate assignment that addresses the
same standard(s).  A determination will be made if an out of school suspension or other consequences will be assigned.