Posts
The World in Spatial Terms
• How to use maps and geographic tools to acquire, process, and report
information from a spatial perspective.
• How to use mental maps to organize information about people, places and
environments in spatial context.
• How to analyze the spatial organization of people, places, and environments on
earth’s surfaces.
Place and Region
• Physical and human characteristics of place
• That people create regions to interpret earth’s complexity.
• How culture and experience influence people’s perceptions of places and regions.
Physical Systems
• The physical processes that shape the patterns of earth’s surface
• The characteristics and spatial distribution of ecosystems on earth’s surface
Human Systems
• The characteristics, distribution, and migration of human populations on earth
• The characteristics, distribution, and complexity of earth’s cultural mosaic
• The patters and networks of economic interdependence on earth’s surface
• How the forces of cooperation and conflict among people influence the division
and control of earth
Environment and Society
• How human actions modify the physical environment
• How physical systems affect human systems
• The changes that occur in the meaning, use, distribution, and importance of
resources
The Use of Geography
• How to apply geography to interpret the past
• How to apply geography to interpret the present and plan the future
Thursday, August 25, 2011
Wednesday, August 24, 2011
Analytical Acronyms
The following acronyms will be used during the course of the year to assist in analyzing various data and visual aids.
Political Cartoons: TACOS
Time When was the cartoon created?
Action What is going on in the cartoon?
Caption What does the cartoon label say? What do you think that means? Is it
critical to the action of the cartoon?
Objects What familiar objects or people do you recognize in the cartoon.
Identify 2-3 objects.
Summary Based upon the action and caption, what do you think the cartoonist is
trying to say?
Charts & Graphs: LUKAS
Label What is the label of the chart or graph?
Units What units of measurement are used in the graph?
Key Examine the key. What do the symbols, colors, etc. represent?
Content Read the content. Ask a specific question about the data.
Assumptions What assumption or attitude can be made about the graph? Is it bias?
Who might get mad about the data on the chart?
Summary What 2-3 things have you learned from reading the chart?
Photographs: OPTIC
Overview What is generally happening in the picture?
Parts What specific details can you find in the picture?
Title What is the title of the photograph or picture? Make one up based on
the action in the picture if there is not one?
Interaction Based on the details, why is this the title?
Conclusion Why are we focusing on the picture? What is important for us to learn
from it?
Primary Source Documents: SOAPS
Speaker Who is speaking or who wrote the document?
Occasion When does this take place or at what event?
Audience Who was this spoken to or written for?
Purpose What was the intention of this document?
Subject What is actually being stated?
Political Cartoons: TACOS
Time When was the cartoon created?
Action What is going on in the cartoon?
Caption What does the cartoon label say? What do you think that means? Is it
critical to the action of the cartoon?
Objects What familiar objects or people do you recognize in the cartoon.
Identify 2-3 objects.
Summary Based upon the action and caption, what do you think the cartoonist is
trying to say?
Charts & Graphs: LUKAS
Label What is the label of the chart or graph?
Units What units of measurement are used in the graph?
Key Examine the key. What do the symbols, colors, etc. represent?
Content Read the content. Ask a specific question about the data.
Assumptions What assumption or attitude can be made about the graph? Is it bias?
Who might get mad about the data on the chart?
Summary What 2-3 things have you learned from reading the chart?
Photographs: OPTIC
Overview What is generally happening in the picture?
Parts What specific details can you find in the picture?
Title What is the title of the photograph or picture? Make one up based on
the action in the picture if there is not one?
Interaction Based on the details, why is this the title?
Conclusion Why are we focusing on the picture? What is important for us to learn
from it?
Primary Source Documents: SOAPS
Speaker Who is speaking or who wrote the document?
Occasion When does this take place or at what event?
Audience Who was this spoken to or written for?
Purpose What was the intention of this document?
Subject What is actually being stated?
Tuesday, August 23, 2011
TAG/PRE-AP Book Studies
The TAG/Pre-AP students will be conducting studies on the following books during the first, second, and fourth nine weeks. More information about specific assignments and due dates will be provided at a later time; however, these assignments will be completed outside of regular class time and will be part of both their formative and summative grades. A copy of each book will be provided to the students for their use and the students are responsible for caring for this book and replacing it if it becomes damaged or lost.
The Underneath ISBN: 978141695985
The Legend of Bass Reeves ISBN: 9780385746618
Out of the Dust ISBN: 978059371254
Isaac's Storm ISBN: 9780375708275
The Underneath ISBN: 978141695985
The Legend of Bass Reeves ISBN: 9780385746618
Out of the Dust ISBN: 978059371254
Isaac's Storm ISBN: 9780375708275
Monday, August 22, 2011
7th Grade TEKS
§113.19. Social Studies, Grade 7, Beginning with School Year 2011-2012.
(a) Introduction.
(1) In Grade 7, students study the history of Texas from early times to the present. Content is presented with more depth and breadth than in Grade 4. Students examine the full scope of Texas history, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas eras. The focus in each era is on key individuals, events, and issues and their impact. Students identify regions of Texas and the distribution of population within and among the regions and explain the factors that caused Texas to change from an agrarian to an urban society. Students describe the structure and functions of municipal, county, and state governments, explain the influence of the U.S. Constitution on the Texas Constitution, and examine the rights and responsibilities of Texas citizens. Students use primary and secondary sources to examine the rich and diverse cultural background of Texas as they identify the different racial and ethnic groups that settled in Texas to build a republic and then a state. Students analyze the impact of scientific discoveries and technological innovations on the development of Texas in various industries such as agricultural, energy, medical, computer, and aerospace. Students use primary and secondary sources to acquire information about Texas.
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, novels, speeches, letters, diaries, poetry, songs, and images is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word “including” reference content that must be mastered, while those containing the phrase “such as” are intended as
possible illustrative examples.
(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology,and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A)Each social studies class shall include, during Celebrate Freedom Week as provided under TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women’s suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: “We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed.”
(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
(b) Knowledge and skills.
(1) History. The student understands traditional historical points of reference in Texas history. The student is expected to:
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas;
(B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods; and
(C) explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation;1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop.
(2) History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to:
(A) compare the cultures of American Indians in Texas prior to European colonization, such as Gulf, Plains, Puebloan, and Southeastern;
(B) identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain;
(C) identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and individuals such as Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo;
(D) identify the individuals, issues , and events related to Mexico becoming an independent nation and its impact on Texas , including such as Texas involvement in the
fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican Federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery;
(E) identify the contributions of significant individuals, including Moses Austin,
Stephen F. Austin, Erasmo Seguín, José Gutiérrez de Lara, Martín De Leon, and Green DeWitt, during the Mexican settlement of Texas; and
(F) contrast Spanish, Mexican, and Anglo purposes for and methods of settlement
in Texas.
(3) History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to:
(A) trace the development of events that led to the Texas Revolution, including
the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin;
(B) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis; and
(C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B. Travis’s letter “To the people of Texas and All Americans in the World,” the siege of the Alamo and the 189 heroes all the heroic defenders who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto; and
(D) explain how the establishment of the Republic of Texas victory at the Battle of San Jacinto brought civil, political, and religious freedom to Texas.
(4) History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. The student is expected to:
(A) identify individuals, events, and issues during the administrations of Republic
of Texas Presidents Houston, Lamar, and Jones , including the Texas Navy, such as the Texas Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the Cordova Rebellion, the Council House Fight, the Santa Fe Expedition, the Texas Navy, public debt and the roles of racial and ethnic groups;
(B) describe the development and history of the Texas Navy;
(C) analyze the causes of and events leading to Texas annexation; and
(D) identify individuals, events, and issues during early Texas statehood, including the U.S.-Mexican War, the Treaty of Guadalupe-Hidalgo, population growth, and the Compromise of 1850.
(5) History. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to:
(A) explain reasons for the involvement of Texas in the Civil War such as states’
rights, slavery, sectionalism, and tariffs; and
(B) analyze the political, economic, and social effects of the Civil War and
Reconstruction in Texas. ; and
(C) identify significant individuals and events concerning Texas and the Civil War such as John Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder, and the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch.
(6) History. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. The student is expected to:
(A) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker;
(B) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the development of the cattle industry from its Spanish beginnings, and the myths and realities of the cowboy way of life;
(C) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the effects of the growth of railroads and the contributions of James Hogg; and
(D) explain the political, economic, and social impact of the agricultural industry and the development of West Texas resulting from the close of the frontier.
(7) History. The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries. The student is expected to:
(A) explain the political, economic, and social impact of the oil industry on the
industrialization of Texas;
(B) define and trace the impact of “boom-and-bust” cycles of leading Texas industries throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, ranching, real estate, banking, and computer technology;
(C) describe and compare the impact of the Progressive and other reform movements in Texas in the 19th and 20th centuries such as the Populists,women’s suffrage, agrarian groups, labor unions, and the evangelical movement of the late 20th century;
(D) describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements, including James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White;
(E) analyze the political, economic, and social impact of major events, including World War I, the Great Depression, and World War II, on the history of Texas; and
(F) analyze the political, economic, and social impact of major events in the latter half of the 20th and early 21st centuries such as major conflicts, the emergence of a two-party system, political and economic controversies, immigration, and migration.
(8)Geography. The student uses geographic tools to collect, analyze, and interpret data.The student is expected to:
(A)create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries; and
(B)analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.
(9)Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:
(A)locate the Mountains and Basins, Great Plains, North Central Plains, and
Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest;
(B)compare places and regions of Texas in terms of physical and human characteristics; and
(C)analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation, and communication on major events in Texas.
(10)Geography. The student understands the effects of the interaction between humans and the environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to:
(A)identify ways in which Texans have adapted to and modified the environment
and analyze the benefits and positive and negative consequences of the modifications; and
(B)explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas.
(11)Geography. The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries. The student is expected to:
(A)analyze why immigrant groups came to Texas and where they settled;
(B)analyze how immigration and migration to Texas in the 19th, 20th, and 21st centuries have influenced Texas;
(C)analyze the effects of the changing population distribution and growth in Texas during the 20th and 21st centuries and the additional need for education, health care, and transportation; and
(D)describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution.
(12)Economics. The student understands the factors that caused Texas to change from an agrarian to an urban society. The student is expected to:
(A)explain economic factors that led to the urbanization of Texas;
(B)trace the development of major industries that contributed to the urbanization of Texas such as transportation, oil and gas, and manufacturing; and
(C)explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas.
(13)Economics. The student understands the interdependence of the Texas economy with the United States and the world. The student is expected to:
(A)analyze the impact of national and international markets and events on the production of goods and services in Texas such as agriculture, oil and gas, and computer technology;
(B)analyze the impact of economic concepts within the free enterprise (capitalist, free market) system such as supply and demand, profit, government regulation, and world competition on the economy of Texas; and
(C)analyze the impact of significant industries in Texas such as oil and gas,
aerospace, medical, and computer technologies on local, national, and
international markets.
(14)Government. The student understands the basic principles reflected in the Texas Constitution. The student is expected to:
(A)identify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and
(B)compare the principles and concepts of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill of Rights.
(15)Government. The student understands the structure and functions of government created by the Texas Constitution. The student is expected to:
(A)describe the structure and functions of government at municipal, county, and state levels;
(B)identify major sources of revenue for state and local governments such as property tax, sales tax, and fees; and
(C)describe the structure, funding, and governance of Texas public education, including local property taxes, bond issues, and state and federal funding supported by state and federal taxpayers.
(16)Citizenship. The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is expected to:
(A) identify rights of Texas citizens; and
(B) explain and analyze civic responsibilities of Texas citizens and the importance of civic participation.
(17)Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:
(A)identify different points of view of political parties and interest groups on important Texas issues, past and present
(B)describe the importance of free speech and press in a democratic society; and
(C)express and defend a point of view on an issue of historical or contemporary
interest in Texas.
(18)Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:
(A)identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been president of the United States;and
(B)identify the contributions of Texas leaders, including such as Lawrence Sullivan “Sul” Ross, John Nance Garner (“Cactus Jack”), James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, and Sam Rayburn, and Raul A. Gonzalez Jr.
(19)Culture. The student understands the concept of diversity within unity in Texas. The student is expected to:
(A)explain how the diversity of Texas is reflected in a variety of cultural
activities, celebrations, and performances;
(B)describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture;
(C)identify examples of Spanish influence and the influence of other cultures on
Texas such as place names, vocabulary, religion, architecture, food, and the arts; and
(D)identify contributions to the arts by Texans such as Roy Bedichek, Diane
Gonzales Bertrand, Sandra Cisneros, J. Frank Dobie, Scott Joplin, Elizabet Ney, Amado Peña Jr., and Walter Prescott Webb, and Horton Foote, and Santa Barraza Tex Avery .
(20)Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:
(A)compare types and uses of technology, past and present;
(B)identify Texas leaders in science and technology such as Walter Cunningham, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, as Howard Hughes Sr.;
(C)analyze the effects of various scientific discoveries and technological innovations on the development of Texas such as advancements in the agricultural, energy, medical, computer, aerospace industries
(D)evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land; and
(E)analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world.
(21)Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(A)differentiate between, locate, and use primary and secondary sources such as
computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
(B)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C)organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D)identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants;
(E)support a point of view on a social studies issue or event;
(F)identify bias in written, oral, and visual material;
(G)evaluate the validity of a source based on language, corroboration with other sources, and information about the author; and
(H)use appropriate mathematical skills to interpret social studies information such as maps and graphs.
(22)Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A)use social studies terminology correctly;
(B)use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;
(C)transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
(D)create written, oral, and visual presentations of social studies information
(23)Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A)use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B)use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
(a) Introduction.
(1) In Grade 7, students study the history of Texas from early times to the present. Content is presented with more depth and breadth than in Grade 4. Students examine the full scope of Texas history, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas eras. The focus in each era is on key individuals, events, and issues and their impact. Students identify regions of Texas and the distribution of population within and among the regions and explain the factors that caused Texas to change from an agrarian to an urban society. Students describe the structure and functions of municipal, county, and state governments, explain the influence of the U.S. Constitution on the Texas Constitution, and examine the rights and responsibilities of Texas citizens. Students use primary and secondary sources to examine the rich and diverse cultural background of Texas as they identify the different racial and ethnic groups that settled in Texas to build a republic and then a state. Students analyze the impact of scientific discoveries and technological innovations on the development of Texas in various industries such as agricultural, energy, medical, computer, and aerospace. Students use primary and secondary sources to acquire information about Texas.
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, novels, speeches, letters, diaries, poetry, songs, and images is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word “including” reference content that must be mastered, while those containing the phrase “such as” are intended as
possible illustrative examples.
(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology,and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A)Each social studies class shall include, during Celebrate Freedom Week as provided under TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women’s suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: “We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed.”
(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
(b) Knowledge and skills.
(1) History. The student understands traditional historical points of reference in Texas history. The student is expected to:
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas;
(B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods; and
(C) explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation;1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop.
(2) History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to:
(A) compare the cultures of American Indians in Texas prior to European colonization, such as Gulf, Plains, Puebloan, and Southeastern;
(B) identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain;
(C) identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and individuals such as Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo;
(D) identify the individuals, issues , and events related to Mexico becoming an independent nation and its impact on Texas , including such as Texas involvement in the
fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican Federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery;
(E) identify the contributions of significant individuals, including Moses Austin,
Stephen F. Austin, Erasmo Seguín, José Gutiérrez de Lara, Martín De Leon, and Green DeWitt, during the Mexican settlement of Texas; and
(F) contrast Spanish, Mexican, and Anglo purposes for and methods of settlement
in Texas.
(3) History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to:
(A) trace the development of events that led to the Texas Revolution, including
the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin;
(B) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis; and
(C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B. Travis’s letter “To the people of Texas and All Americans in the World,” the siege of the Alamo and the 189 heroes all the heroic defenders who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto; and
(D) explain how the establishment of the Republic of Texas victory at the Battle of San Jacinto brought civil, political, and religious freedom to Texas.
(4) History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. The student is expected to:
(A) identify individuals, events, and issues during the administrations of Republic
of Texas Presidents Houston, Lamar, and Jones , including the Texas Navy, such as the Texas Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the Cordova Rebellion, the Council House Fight, the Santa Fe Expedition, the Texas Navy, public debt and the roles of racial and ethnic groups;
(B) describe the development and history of the Texas Navy;
(C) analyze the causes of and events leading to Texas annexation; and
(D) identify individuals, events, and issues during early Texas statehood, including the U.S.-Mexican War, the Treaty of Guadalupe-Hidalgo, population growth, and the Compromise of 1850.
(5) History. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to:
(A) explain reasons for the involvement of Texas in the Civil War such as states’
rights, slavery, sectionalism, and tariffs; and
(B) analyze the political, economic, and social effects of the Civil War and
Reconstruction in Texas. ; and
(C) identify significant individuals and events concerning Texas and the Civil War such as John Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder, and the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch.
(6) History. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. The student is expected to:
(A) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker;
(B) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the development of the cattle industry from its Spanish beginnings, and the myths and realities of the cowboy way of life;
(C) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the effects of the growth of railroads and the contributions of James Hogg; and
(D) explain the political, economic, and social impact of the agricultural industry and the development of West Texas resulting from the close of the frontier.
(7) History. The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries. The student is expected to:
(A) explain the political, economic, and social impact of the oil industry on the
industrialization of Texas;
(B) define and trace the impact of “boom-and-bust” cycles of leading Texas industries throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, ranching, real estate, banking, and computer technology;
(C) describe and compare the impact of the Progressive and other reform movements in Texas in the 19th and 20th centuries such as the Populists,women’s suffrage, agrarian groups, labor unions, and the evangelical movement of the late 20th century;
(D) describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements, including James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White;
(E) analyze the political, economic, and social impact of major events, including World War I, the Great Depression, and World War II, on the history of Texas; and
(F) analyze the political, economic, and social impact of major events in the latter half of the 20th and early 21st centuries such as major conflicts, the emergence of a two-party system, political and economic controversies, immigration, and migration.
(8)Geography. The student uses geographic tools to collect, analyze, and interpret data.The student is expected to:
(A)create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries; and
(B)analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.
(9)Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:
(A)locate the Mountains and Basins, Great Plains, North Central Plains, and
Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest;
(B)compare places and regions of Texas in terms of physical and human characteristics; and
(C)analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation, and communication on major events in Texas.
(10)Geography. The student understands the effects of the interaction between humans and the environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to:
(A)identify ways in which Texans have adapted to and modified the environment
and analyze the benefits and positive and negative consequences of the modifications; and
(B)explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas.
(11)Geography. The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries. The student is expected to:
(A)analyze why immigrant groups came to Texas and where they settled;
(B)analyze how immigration and migration to Texas in the 19th, 20th, and 21st centuries have influenced Texas;
(C)analyze the effects of the changing population distribution and growth in Texas during the 20th and 21st centuries and the additional need for education, health care, and transportation; and
(D)describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution.
(12)Economics. The student understands the factors that caused Texas to change from an agrarian to an urban society. The student is expected to:
(A)explain economic factors that led to the urbanization of Texas;
(B)trace the development of major industries that contributed to the urbanization of Texas such as transportation, oil and gas, and manufacturing; and
(C)explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas.
(13)Economics. The student understands the interdependence of the Texas economy with the United States and the world. The student is expected to:
(A)analyze the impact of national and international markets and events on the production of goods and services in Texas such as agriculture, oil and gas, and computer technology;
(B)analyze the impact of economic concepts within the free enterprise (capitalist, free market) system such as supply and demand, profit, government regulation, and world competition on the economy of Texas; and
(C)analyze the impact of significant industries in Texas such as oil and gas,
aerospace, medical, and computer technologies on local, national, and
international markets.
(14)Government. The student understands the basic principles reflected in the Texas Constitution. The student is expected to:
(A)identify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and
(B)compare the principles and concepts of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill of Rights.
(15)Government. The student understands the structure and functions of government created by the Texas Constitution. The student is expected to:
(A)describe the structure and functions of government at municipal, county, and state levels;
(B)identify major sources of revenue for state and local governments such as property tax, sales tax, and fees; and
(C)describe the structure, funding, and governance of Texas public education, including local property taxes, bond issues, and state and federal funding supported by state and federal taxpayers.
(16)Citizenship. The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is expected to:
(A) identify rights of Texas citizens; and
(B) explain and analyze civic responsibilities of Texas citizens and the importance of civic participation.
(17)Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:
(A)identify different points of view of political parties and interest groups on important Texas issues, past and present
(B)describe the importance of free speech and press in a democratic society; and
(C)express and defend a point of view on an issue of historical or contemporary
interest in Texas.
(18)Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:
(A)identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been president of the United States;and
(B)identify the contributions of Texas leaders, including such as Lawrence Sullivan “Sul” Ross, John Nance Garner (“Cactus Jack”), James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, and Sam Rayburn, and Raul A. Gonzalez Jr.
(19)Culture. The student understands the concept of diversity within unity in Texas. The student is expected to:
(A)explain how the diversity of Texas is reflected in a variety of cultural
activities, celebrations, and performances;
(B)describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture;
(C)identify examples of Spanish influence and the influence of other cultures on
Texas such as place names, vocabulary, religion, architecture, food, and the arts; and
(D)identify contributions to the arts by Texans such as Roy Bedichek, Diane
Gonzales Bertrand, Sandra Cisneros, J. Frank Dobie, Scott Joplin, Elizabet Ney, Amado Peña Jr., and Walter Prescott Webb, and Horton Foote, and Santa Barraza Tex Avery .
(20)Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:
(A)compare types and uses of technology, past and present;
(B)identify Texas leaders in science and technology such as Walter Cunningham, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, as Howard Hughes Sr.;
(C)analyze the effects of various scientific discoveries and technological innovations on the development of Texas such as advancements in the agricultural, energy, medical, computer, aerospace industries
(D)evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land; and
(E)analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world.
(21)Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(A)differentiate between, locate, and use primary and secondary sources such as
computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
(B)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C)organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D)identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants;
(E)support a point of view on a social studies issue or event;
(F)identify bias in written, oral, and visual material;
(G)evaluate the validity of a source based on language, corroboration with other sources, and information about the author; and
(H)use appropriate mathematical skills to interpret social studies information such as maps and graphs.
(22)Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A)use social studies terminology correctly;
(B)use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;
(C)transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
(D)create written, oral, and visual presentations of social studies information
(23)Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A)use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B)use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Welcome Back LOBOS!!!
Good day all, and welcome to the 2011-2012 academic year.
I just thought everyone would like a heads up as to the expectations for this year. In today’s blog you will find a copy of the supply list as well as some of the other information that will be found in the student welcome packet. Each 7th grader will receive a copy of this packet on the first day of school and the return of the signature page will serve as your first grade for the year.
---------------------------------------------------------------------------------------
Student Supply list: you will need to have your supplies ready and available by the second Monday of School August 29, 2011.
5 dividers (TAG/Pre-AP need 6 dividers)
Colored Pencils
#2 pencils
notebook paper
1” binder
Texas Road Map
---------------------------------------------------------------------------------------
Tentative Course Outline: (this is of course subject to change)
Unit 1: Natural Texas and Its People
Unit 2: Age of Contact
Unit 3: Celebrate Freedom
Unit 4: Spanish Colonial Period
Unit 5 Mexican National Period
Unit 6: Revolution and Republic
Unit 7: Early Statehood
Unit 8: Texas in the Civil War and Reconstruction
Unit 9: Cotton, Cattle, and Rail Roads
Unit 10:Age of Oil
Unit 11:Texas in the Great Depression and World War II
Unit 12:Civil Rights and Conservatism
Unit 13:Contemporary Texas
NOTE: You are expected to read assigned materials BEFORE class.
---------------------------------------------------------------------------------------
KILLEEN INDEPENDENT SCHOOL DISTRICT
Middle School Grading Procedure
1. Teachers should have a sufficient quantity and variety of assessments during the grading period to accurately reflect academic achievement. Teachers will record a minimum of nine (9) formative grades and three (3) summative grades per nine weeks grading period.
2. Grades shall be posed/recorded in a timely manner no later than five instructional days from the date received with exception given for projects.
3. Grades shall be based on individual student mastery of state standards (TEKS) and the district curriculum. Grades should reflect a student’s academic achievement for the grading period, semester, or course.
4. Grades must reflect accommodations and instructional modifications as specified by appropriate campus committees such as: ARD, 504, LPAC, etc.
5. Grades of “zero” assigned for work not completes (other than those due to absences) may be changed upon completion and submission of each assignment by the student. The teacher will have discretion over the grade assigned within the parameters of the campus or department grading procedures. Students with grades of “zero” for missing work may be assigned mandatory tutoring session(s) until the assignments are completed.
6. Nine weeks and semester grades should be an accurate reflection of a student’s academic performance/achievement. Final grade should be consistent with performance on final/summative assessments.
7. Nine week (6th-8th grades) and semester examinations (8th grade) should be cumulative.
8. Semester averages are obtained by averaging the two nine week grading period. Yearly averages are calculated by averaging the first and second semester.
9. Nine weeks grades are determined by the following percentages:
Assignment Type Percentage
Formative 45%
Summative 55%
Definitions:
Formative: or assessment for learning. Occurs during the learning process and provides information to both teachers and students that enable them to make adjustments to increase learning. Examples may include: homework, class work, quizzes, labs, draft essays.
Summative: or assessment of learning. Occurs after instruction to find out what students know, understand and can do at one point in time. Examples may include: unit exams, major projects, final essays, lab practicum and nine-week exams.
Further guidance on middle school grading practices is found in the Middle School Course Book located on the Secondary Curriculum and Professional Development and Guidance and Counseling and websites.
Board Policy EIA (LOCAL)
Middle School Course Book D-3
Adopted 9-12-2009
Revised 5-25-2010
---------------------------------------------------------------------------------------
KILLEEN INDEPENDENT SCHOOL DISTRICT
Homework Procedure
I. PHILOSOPHY: The Killeen Independent School District endorses the use of homework as a research-based instructional strategy that can increase student achievement, foster independence and responsibility, and serve as a vital link between school and home.
II. DEFINITION: Homework is defined as any learning activity completed by the student as an extension of classroom instruction, no including the sell-assigned activities voluntarily undertaken by the student. The additional practice and application of knowledge and skills deepens understanding and proficiency; thereby, increasing student achievement.
III. TYPES OF HOMEWORK
A. Practice Homework helps students master specific knowledge and skills that have been presented in class.
B. Preparation Homework is designed to motivate or prepare students for knowledge and skills that they have not yet mastered. Teachers may assign students to read text, take notes on reading, work on solving a problem that will illustrate the need to learn upcoming material, or gather information resources outside of class.
C. Extension homework provides students the opportunity to apply or transfer specific knowledge and skills to a new situation or in an original response. Teacher may assign a written composition, a demonstration, a compare/contrast assignment, visual display, or technology presentation.
NOTE: Class work that could not have been completed during the class time allowed is not considered homework even if the student is given the opportunity to complete the assignment at home.
IV. HOMEWORK GUIDELINES
A. Practice homework will be assigned only when students have had guidance and are secure enough in those skills to be able to complete them independently and successfully.
B. Homework or the threat of additional homework will not be used to enforce discipline in the classroom
C. Homework will not be assigned during the following times with and exception made for study/review guides
a. Group standardized testing, district approved criterion-referenced tests, and state assessments
b. Semester exams (grades 8-12)
c. Official school holidays (does not include teacher workdays
NOTE: These items apply only to those students who are involved in the testing
NOTE: If long-term assignments are made, it is the responsibility of the teacher to plan those assignments and periodic progress checks for times that do not compel students to work during holidays (e.g., assignments should not be made shortly before or be due shortly after holidays).
D. The recommended amount of time that students spend on homework varies by grade level:
K-2 Total not to exceed 30 minutes per day (includes long-term projects)
3 Total not to exceed 45 minutes per day (includes long-term projects)
4-5 Total not to exceed 60 minutes per day (includes long-term projects)
6-8 Total not to exceed 90 minutes per day
9-12 Total not to exceed 120 minutes per day
E. Teachers will consider the cumulative effect of homework assignments (i.e., math + language arts + social studies + science, etc; one day assignments + prorated time for long-term assignments + study or reading time)
a. It tis anticipated that students will not have homework assignments in every class every day.
b. Time recommended are for diligent students taking regular level classes. Students who work more slowly, who work with distractions (television, iPods, text messaging, radio, and cell phone interruptions) or who take honors-level classes (TAG, Pre-AP and AP) may exceed these estimates.
c. It is the student’s responsibility to prorate the time needed for long-term assignments.
F. Homework is one part of a multi-faceted evaluation program and is not to be the only source of formative grades
G. Students will receive timely and meaningful feedback on homework assignments.
H. KISD recognizes that there are times when students will not complete homework within the designated timeframe. Each campus shall define procedures for “late homework.”
I. When homework is assigned to reinforce skills, there should be a consistence between the content and format of material presented in class and homework assignments.
Board Policy EIA (Local)
Adopted 5-24-2010
---------------------------------------------------------------------------------------
LIVE OAK RIDGE LATE WORK POLICY
(effective 10/28/2010)
First Day Late: 10 points deducted
Second Day Late: 15 points deducted
Third Day Late: 20 points deducted
After Third Day: Mandatory tutoring assigned
Failure to attend mandatory tutoring will result in a referral to the building principal and possible assignment to ISS.
I just thought everyone would like a heads up as to the expectations for this year. In today’s blog you will find a copy of the supply list as well as some of the other information that will be found in the student welcome packet. Each 7th grader will receive a copy of this packet on the first day of school and the return of the signature page will serve as your first grade for the year.
---------------------------------------------------------------------------------------
Student Supply list: you will need to have your supplies ready and available by the second Monday of School August 29, 2011.
5 dividers (TAG/Pre-AP need 6 dividers)
Colored Pencils
#2 pencils
notebook paper
1” binder
Texas Road Map
---------------------------------------------------------------------------------------
Tentative Course Outline: (this is of course subject to change)
Unit 1: Natural Texas and Its People
Unit 2: Age of Contact
Unit 3: Celebrate Freedom
Unit 4: Spanish Colonial Period
Unit 5 Mexican National Period
Unit 6: Revolution and Republic
Unit 7: Early Statehood
Unit 8: Texas in the Civil War and Reconstruction
Unit 9: Cotton, Cattle, and Rail Roads
Unit 10:Age of Oil
Unit 11:Texas in the Great Depression and World War II
Unit 12:Civil Rights and Conservatism
Unit 13:Contemporary Texas
NOTE: You are expected to read assigned materials BEFORE class.
---------------------------------------------------------------------------------------
KILLEEN INDEPENDENT SCHOOL DISTRICT
Middle School Grading Procedure
1. Teachers should have a sufficient quantity and variety of assessments during the grading period to accurately reflect academic achievement. Teachers will record a minimum of nine (9) formative grades and three (3) summative grades per nine weeks grading period.
2. Grades shall be posed/recorded in a timely manner no later than five instructional days from the date received with exception given for projects.
3. Grades shall be based on individual student mastery of state standards (TEKS) and the district curriculum. Grades should reflect a student’s academic achievement for the grading period, semester, or course.
4. Grades must reflect accommodations and instructional modifications as specified by appropriate campus committees such as: ARD, 504, LPAC, etc.
5. Grades of “zero” assigned for work not completes (other than those due to absences) may be changed upon completion and submission of each assignment by the student. The teacher will have discretion over the grade assigned within the parameters of the campus or department grading procedures. Students with grades of “zero” for missing work may be assigned mandatory tutoring session(s) until the assignments are completed.
6. Nine weeks and semester grades should be an accurate reflection of a student’s academic performance/achievement. Final grade should be consistent with performance on final/summative assessments.
7. Nine week (6th-8th grades) and semester examinations (8th grade) should be cumulative.
8. Semester averages are obtained by averaging the two nine week grading period. Yearly averages are calculated by averaging the first and second semester.
9. Nine weeks grades are determined by the following percentages:
Assignment Type Percentage
Formative 45%
Summative 55%
Definitions:
Formative: or assessment for learning. Occurs during the learning process and provides information to both teachers and students that enable them to make adjustments to increase learning. Examples may include: homework, class work, quizzes, labs, draft essays.
Summative: or assessment of learning. Occurs after instruction to find out what students know, understand and can do at one point in time. Examples may include: unit exams, major projects, final essays, lab practicum and nine-week exams.
Further guidance on middle school grading practices is found in the Middle School Course Book located on the Secondary Curriculum and Professional Development and Guidance and Counseling and websites.
Board Policy EIA (LOCAL)
Middle School Course Book D-3
Adopted 9-12-2009
Revised 5-25-2010
---------------------------------------------------------------------------------------
KILLEEN INDEPENDENT SCHOOL DISTRICT
Homework Procedure
I. PHILOSOPHY: The Killeen Independent School District endorses the use of homework as a research-based instructional strategy that can increase student achievement, foster independence and responsibility, and serve as a vital link between school and home.
II. DEFINITION: Homework is defined as any learning activity completed by the student as an extension of classroom instruction, no including the sell-assigned activities voluntarily undertaken by the student. The additional practice and application of knowledge and skills deepens understanding and proficiency; thereby, increasing student achievement.
III. TYPES OF HOMEWORK
A. Practice Homework helps students master specific knowledge and skills that have been presented in class.
B. Preparation Homework is designed to motivate or prepare students for knowledge and skills that they have not yet mastered. Teachers may assign students to read text, take notes on reading, work on solving a problem that will illustrate the need to learn upcoming material, or gather information resources outside of class.
C. Extension homework provides students the opportunity to apply or transfer specific knowledge and skills to a new situation or in an original response. Teacher may assign a written composition, a demonstration, a compare/contrast assignment, visual display, or technology presentation.
NOTE: Class work that could not have been completed during the class time allowed is not considered homework even if the student is given the opportunity to complete the assignment at home.
IV. HOMEWORK GUIDELINES
A. Practice homework will be assigned only when students have had guidance and are secure enough in those skills to be able to complete them independently and successfully.
B. Homework or the threat of additional homework will not be used to enforce discipline in the classroom
C. Homework will not be assigned during the following times with and exception made for study/review guides
a. Group standardized testing, district approved criterion-referenced tests, and state assessments
b. Semester exams (grades 8-12)
c. Official school holidays (does not include teacher workdays
NOTE: These items apply only to those students who are involved in the testing
NOTE: If long-term assignments are made, it is the responsibility of the teacher to plan those assignments and periodic progress checks for times that do not compel students to work during holidays (e.g., assignments should not be made shortly before or be due shortly after holidays).
D. The recommended amount of time that students spend on homework varies by grade level:
K-2 Total not to exceed 30 minutes per day (includes long-term projects)
3 Total not to exceed 45 minutes per day (includes long-term projects)
4-5 Total not to exceed 60 minutes per day (includes long-term projects)
6-8 Total not to exceed 90 minutes per day
9-12 Total not to exceed 120 minutes per day
E. Teachers will consider the cumulative effect of homework assignments (i.e., math + language arts + social studies + science, etc; one day assignments + prorated time for long-term assignments + study or reading time)
a. It tis anticipated that students will not have homework assignments in every class every day.
b. Time recommended are for diligent students taking regular level classes. Students who work more slowly, who work with distractions (television, iPods, text messaging, radio, and cell phone interruptions) or who take honors-level classes (TAG, Pre-AP and AP) may exceed these estimates.
c. It is the student’s responsibility to prorate the time needed for long-term assignments.
F. Homework is one part of a multi-faceted evaluation program and is not to be the only source of formative grades
G. Students will receive timely and meaningful feedback on homework assignments.
H. KISD recognizes that there are times when students will not complete homework within the designated timeframe. Each campus shall define procedures for “late homework.”
I. When homework is assigned to reinforce skills, there should be a consistence between the content and format of material presented in class and homework assignments.
Board Policy EIA (Local)
Adopted 5-24-2010
---------------------------------------------------------------------------------------
LIVE OAK RIDGE LATE WORK POLICY
(effective 10/28/2010)
First Day Late: 10 points deducted
Second Day Late: 15 points deducted
Third Day Late: 20 points deducted
After Third Day: Mandatory tutoring assigned
Failure to attend mandatory tutoring will result in a referral to the building principal and possible assignment to ISS.
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