World Cultures and Principles of Geography
Grade Six Syllabus 2014-2015
Mr. George Bacon
gbacon@bcps.edu
Room 131
URL: mrbaconspace.com
Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.
-Chinese Proverb
In a gentle way, you can shake the world.
-Mahatma Gandhi, the Quit India Speech 1942
Course Description
We live in a world that is a global community. Technological improvements in
transportation and communication, shared environmental concerns, and international political,
social, and economic ties are just a few of the means by which we relate to other nations and
cultures. The Grade 6 World Cultures program is an introductory study of cultures and nations
examined in terms of their geography, history, social structure, economics, and politics. Its
major purpose is to contribute to the students’ perception of the world as a mosaic of diverse
peoples, places, and cultures united by the basic commonality of mankind.
Texts
Cultures of the World - Whatever
Additional texts will be available in hard copy and digital format
Areas of Study (Content)
Students will examine cultures from Latin America, South Asia (excluding the Middle East),
and East Asia. We will study those cultures historically, but also within the frame of geography.
Grading
When any score is entered, it is placed into one of four categories. Many grades will enter some
categories, but others will just have a few. An average is taken per group, and your final grade
is the average of those four groups (following a standard A to D scale). Each group is integral to
your success, so they are weighted equally. Attendance and participation are expected and
tracked, and will be considered if a final grade is within 1% of the next letter grade.
Weight of
Category
25%
25%
25%
25%
Category
Classwork and Participation (Includes Warm-Ups)
Homework
Writing and Projects
Tests and Quizzes
Expected # of grades
/ quarter
Large
Medium
Medium
Small
 Grades will always be available to students and parents via the WEBSIIIIIIIIIIIIIIIIITE
Course Policies
Attendance
Students are expected to attend every class, excepting sickness, religious observances, approved
clubs and in-school activities, and other unforeseen circumstances.
Absence
If a student is absent, it is his/her responsibility to bring a letter from a parent/guardian/doctor
that excuses it. Then, check the “Absence Folder” for extra copies of work or the class website
section XXXXXXXXXXX. All absent work is given two days to complete per day of absence.
Student Work
Students will be expected to complete assignments inside and outside of class on a regular
basis. All students are expected to read class material, explore connections to their present
lives, and think critically and write effectively. Students are expected to use complete
sentences, proper grammar, and correct spelling in every written performance.
Late Work
All late work is deducted 10% per day it is late, excepting absences and other unforeseen
circumstances.
Group Work
Students will be required to solve problems individually and in groups of various sizes.
Sometimes groupings will be assigned, but other times the student must choose how he/she best
fits a role within a group. Many projects will require all groups to work together, or even all the
classes to work together. An individual score is always given, but group grades may be
assigned, too.
Extra Credit
Opportunities for extra credit will be offered from time to time. Extra credit is extra work
above and beyond the usual work, and is not used to cover up missing work.
Binder and Portfolio
Students will be required to bring their binder every day and maintain a portfolio of quality
work. The teacher will give regular guidance on how to construct and maintain the binder and
portfolio. The binder will hold most of your work and will be a constant reference for your
learning. The portfolio will show your mastery of the content and will mostly contain writing
and projects.
Academic Integrity
You must make goals for yourself and surpass them, but when showing off your learning it
must be your own work. You learn with others, but when testing, you prove yourself, and when
writing, you show your ability to make strong arguments, write with a melody, and research that
credits the source. Violation of this will result in the failure of the assignment and a requirement
to complete an extra assignment. Guidance for correct credit of sources will be provided.
Rules and Procedures
Procedures ensure the productive flow of the classroom, and students will be rewarded for
following them. Rules prevent people from being hurt, so students are penalized for breaking
them. Both rules and procedures will be made clear throughout the year.
Computer Use
Students will be given immense opportunities to represent their learning in new ways, but it
must be used wisely for students to succeed. Read the BCPS Internet Acceptable Use Policy
and sign it if you agree to it. Furthermore, follow class rules and procedures governing
technology. If a parent/guardian has a concern about technology use, do not hesitate to contact
the teacher using the information provided on the first page of the syllabus.
Geography Student Learning Objectives
1. Understands the themes of human and physical geography and possesses a working
knowledge of the geographic approach to problem solving.
2. Develops research questions, as well as critiques quantitative and qualitative data sources.
3. Explains spatial patterns and structures, the interrelationship between people and places, and
the interactions between nature and society.
4. Recognizes applications of geography in everyday life.
5. Applies geographic skills to the 21st century—a time of change—and globalization.
World Cultures Student Learning Objectives
Knowledge
1. Demonstrates knowledge of other cultures (including beliefs, values, perspectives, practices,
and products).
2. Demonstrates knowledge of global issues, processes, trends, and systems, e.g. economic and
political interdependency, environmental-cultural interactions, and nongovernmental
organizations.
3. Understands culture within a global and comparative context (that is, the student recognizes
that his/her culture is one of many diverse cultures and that perceptions and behaviors of
other peoples may be based in cultural differences).
Skills
1. Uses knowledge, diverse cultural frames of reference, and alternate perspectives to think
critically and solve problems.
2. Conducts research, and integrates geography (data, graphs, and maps), when speaking and
writing about the past, present, and future.
3. Supports claims with evidence, e.g. quotes, statistics, and facts, to make compelling
arguments, yet can still weigh the pros and cons of other arguments (ideas).
Attitudes
1. Appreciates the language, art, religion, philosophy, and material culture of different cultures.
2. Accepts cultural differences and tolerates cultural ambiguity.
3. Demonstrates an ongoing willingness to seek out international or intercultural opportunities.
Summary Statement
The syllabus is a constant reference point for the teacher, students, and parents. It
includes the course description, grading policy, and other policies relating to the class. The
student learning objectives are on a separate page and are equally important. They mention
complex topics that we will learn about, and a decoded copy of them is available on the main
page of the class website. We will decipher them together soon. Whenever you feel lost, the
syllabus will re-orient learning, so keep it throughout the year. Specific class procedures and
rules will be elucidated (made clear) in class.
Much of learning can happen at the drop of a hat or when you least expect. New stuff
changes things, so the syllabus must also be modified. If a change is made to the syllabus, then
the teacher will alert students to this fact, and the digital copy will be updated.
The curriculum (our subject of study—the content) is fascinating, and students are tasked
with generating goals for themselves, their class, the school, and the future of the world. The
only way to answer tough questions in life is to be contemplative, and see how the present is a
product of the past. When you see why problems occur, and you understand them, then you can
fix them. If you have any questions about the documents provided in the manila folder, do not
hesitate to email/call the teacher with the provided contact information on the first page.
Supplies for Success
1.
2.
3.
4.
5.
one 3-ring binder (1 ½” ideal)
binder dividers (six sections: warm ups, notes, classwork, readings, homework, other)
loose leaf paper (place about 50 sheets in the notes section)
pencils
black, blue, red pen
* Students will be guided in the creation of an organized binder
** Students may dedicate a ringed notebook for notes instead of a section in the binder
Signature of Understanding
I have read and understand the syllabus, student learning objectives, and summary statement.
Student Signature:____________________________________ Date:_________________
Parent/Guardian Signature:_____________________________ Date:_________________