• Social Studies 6 - Course Syllabus

    North Middle School

    Sunny Musser

    North Middle School, Room A5

    541-474-5740 ext. 40125



    Course Description: Welcome to the study of Tools of the Historian and Ancient World History where students learn to think historically. There will be an emphasis on skills, on habits of the mind which help my students acquire the ability to understand and learn from key events, social changes, and documents, including those which provide the foundations of this nation and its subsequent evolution. This course is obliged to create active thinking and engaged citizens, which includes understanding the importance of context, evidence, and chronology from six eras of Ancient World History:

                    Era 1: Early Hominids/ Mesopotamia  Early Humans Chapters

                    Era 2: Ancient Egypt

                    Era 3: Israelites

                    Era 4: Ancient India

                    Era 5: Ancient China

                    Era 6: Aztecs, Mayans, and Incas

     If you need a glossary for an assignment, here it is.  Glossary--Key Content Terms

    Grading Criteria:

    District Grading Scale:

                    A             Mastery

                    B             Approaching Mastery

                    C             Proficient          

                    F             Not proficient


    Course Expectations: In order to pass World History, students will need to be proficient in seven learning targets (“I can” statements listed on the back). My webpage has all lessons with corresponding assignments in the classroom calendar with a weekly historical focus.   Final grades are issued at the ends of the first and second semesters.


    Class Policies: Students are given adequate time to complete all assignments and assessments in class. All assignments are formative, which means students are ‘forming’ knowledge and skills. All assessments are summative which means students are ‘summarizing’ knowledge and skills. Every unit of study has essential questions that have many formative assignments with one summative assessment (test, writing activity, speech, project, etc.) Formative assignments should be completed prior to summative assessments. This history class also includes extension activities, acceleration, and other activities, depending on the needs of the student.

    Late Work, Missing Work and Reassessment: With every absence, I will do anything and everything to help students get caught up with missing work. Students may be given opportunities to retake assessments they fail, or wish to retake, in order to demonstrate proficiency. To demonstrate proficiency, all students need to pass each assessment with a C or better. Students will be given opportunities to retake assessments in order to demonstrate proficiency. It is the student’s responsibility to notify the teacher of wanting to retake an assessment.   The retake date will be posted, but I will not track down students if they do not show up to retake opportunities.

    Second Attempt: If a student does not pass the first assessment. In order to retake an assessment, the student needs to have completed and turned in all classroom assignments relating to that unit of study and must correct and resubmit all answers on the original assessment. This ensures studying and review of unit learning targets.

    Third Attempt: If a student does not pass the second attempt, the student will need to complete and submit additional evidence of understanding before his/her attempt. Parent contact is required.


    Course Standards: As required by law, students will be scored for their skill and knowledge on the standards expected for the course. Students’ grades will be a reflection of overall performance on the content standards for the course. Students’ practice work will also affect their final grades.

    Power Standard

    Description of Learning Targets

    Use and interpret documents and other relevant primary and secondary sources pertaining to history citing specific textual evidence from multiple perspectives.

    I can analyze and summarize a primary document.

    Investigate how differing geographic perspectives apply to issues in history.

    I can discover how geography affects people and events in history.

    Examine the key events, people and documents using political, economic, social, technological and cultural perspectives of a historical period.

    I can identify key events, important people and primary documents in a historical period.

    Understand and apply knowledge about governmental and political systems and the role, rights and responsibilities of citizens.

    I can understand how a government works and what a citizen does.

    Identify, distinguish and critique data for author’s point of view, purpose, historical context, distortion, or propaganda and relevance.

    I can identify and analyze an author’s point of view.

    Evaluate continuity and change over the course of history by analyzing examples of conflict, cooperation, and interdependence among groups, societies, or nations.

    I can analyze how history changes through war, peace, and leaders.

    Examine, construct, and evaluate a written historical argument or a controversial event, issue or problem from more than one perspective integrating primary sources, secondary sources, or visual information (e.g., in charts, graphs, photographs, videos, or maps).

    I can examine an event, issue, or argument from history using different resources.