East Campus 24 W. Walton St.

Chicago, IL 60610 (773) 534-8110

West Campus 1250 W. Erie St. Chicago, IL 60642 (773) 534-0866
Cara Kranz

Dr. Michael Beyer

Stacie Chana

Head of East Campus

Principal

Head of West Campus

Course Syllabus
Class
Title:
Instructor:
Email
Address:
Website:
Office
Hours:

Social Science 8th Grade

Mr. Calderon
wecalderon@cps.edu
www.calderon-ogden.weebly.com

Monday- Friday 7:30-3:30; before or after school by appointment

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and

caring young people who help to create a better and more peaceful world through
intercultural understanding and respect. To this end the organization works with
schools, governments and international organizations to develop challenging
programmes of international education and rigorous assessment. These
programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with their
differences, can also be right.
Inquirers
Communicators
Caring

IB Learner Profile
Knowledgea
ble
Principled
Risk-Takers
Reflective

Thinkers
Open-Minded
Balanced

Course Summary
Students in Eighth grade will follow the IB Learner profiles as they study
a wide panorama of American history from Civil War to present time.
Students are given many opportunities for creative writing correlated to
American history. Students will have the ability to recognize current
world events and connect those events to topics of study. This is
achieved through the rich activities which promotes learning and the
development associated with humanities and understanding of higher
order thinking skills. Students will polish their well-developed critical

thinking skills, relate the past to the present and apply their
investigative research based skills. Furthermore, students will be
expected to follow the International Baccalaureate (IB) profiles. This will
enable students to become inquirers, knowledgeable, critical thinkers,
communicators, principled, open minded, risk takers, balanced, caring,
and reflective.

Standards Addressed
* Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
* Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the course
of the text.
* Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
*Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of
history/social science.
* Integrate visual information with other information in print and digital text

Course Materials
Teacher will provide.
Student is responsible for.
Textbook- Prentice Hall _
Pens/Highlighter
America: History of Our
Loose leaf Paper
Nation ISBN # 978-0 Ruler
13-323004-8
Bringing all supplies to class
Composition Notebook
Executive Functions folder
A 100 - 90

B 89 80

Grade Scale
C 79 - 70

D 69 - 60

Grade Categories
CATEGORY
PERCENT
AGE
Classwork Inclusive of Participation
20%
Homework

10%

Formative Assessments: Quizzes, Exit

Slips, etc.

30%

F 59 and
below

FREQUENCY
1 per week
Approximately 3 times
per week
Approximately 3 per
week

Summative Assessments: Summative

Exams/Projects/Tasks
Semester Final

30%

Minimum 2 per quarter

10%

1/semester

Zero Policy
Any grade put into GradeBook under the Homework category that has not been
turned into the classroom teacher will receive a fifty (50%). Students that make an
attempt at completing any homework assignment will receive at the minimum a
sixty-nine percent (69%).
Students may turn in homework assignment after the scheduled due date with a
penalty up to the classroom teachers discretion but will, at the minimum, receive a
sixty-percent (69%)
Late homework assignments will NOT be accepted after the completion of the
corresponding unit.
General Classroom Procedures
Rules & regulations as outlined in the Student Code of Conduct (SCC) will be strictly
enforced for each student.
In addition, students in this class are expected to:
Each student should wear a valid ID that is visible at all times
throughout the school day.
All students will bring all supplies they need for class (pencils, pens,
lined paper and notebooks, homework, all appropriate books, etc.)
All students will follow the teachers directions.
All students will be positive and treat all members of the class and
the teacher with respect (no teasing, use appropriate language, etc.)
Students should arrive to class on time and in appropriate school
attire (addressed in the SCC).
Cheating, fighting, profanity, and eating will not be allowed in
the classroom.
Cellular phones should not be audible or visible. (Mandatory)
Make-Up assignments, exams or projects will not be given in
the event of UNEXCUSED ABSENCES (cuts).
All students will follow all safety instructions given by the teacher.
All students will leave the room neat and in order.
Computer Access and Usage
Students who do not have access to a computer at home must make special
arrangements for access to complete assignments. All essays and projects required
for class must be typed unless otherwise noted. This allows for students and
teachers to easily grade, edit, save, and assess student work. Students will not
always be given lab time to complete assignments during class. It is the
students responsibility to complete work and print out assignments
BEFORE arriving to class. (No exceptions)
Semester Overview

Un
it

MYP Unit
Question/DP Topic

Concepts covered in unit

Leaders change our

world and our
society.

What impact do the

differences of
viewpoints of
government officials
have on the lives of
Americans?

What were the

causes and
consequences of
World War II and The
Holocaust?

Students will be introduced to

different aspects of the
involvement of government and
the changes that have occurred
as a result of change in
governmental policies.
(Immigration, slavery,
diplomacy/foreign aid, trade,
and economics)
We will be focusing on the role
of government in peoples lives,
Americas diversity is its biggest
strength and biggest weakness.
Furthermore, we will explore our
personal and cultural attitudes,
traditions and practices which
can unite as well as divide
people.
The themes of war, injustice and
stereotypes will be the big ideas
of the unit. Students will be able
to reflect on the history of the
Holocaust and World War II and
be aware when they are
experiencing or creating their
own acts of injustice or
inequality.

What are some of the

Lasting Legacies of
the struggles that
American citizens
voiced in protests in
the middle part of
the 20th century?

What is the genesis

of the rapid growth in
the Western World
and how does that
growth resonate
through societies?

Students will be exposed to

changes. As city populations
grew, living and working
conditions became worse.
However, the nation found a
voice in protest. Protest against
injustice toward African
Americans marked the late
1950s.
World events since the 1970s
have moved with breathtaking
speeds. The Soviet Union
collapsed, ending the Cold War.
New advances in technology
helped the world move forward
and third world countries moved
into the 21st century.

Summative
Assessmen
t
Civil War
Election
Action Plan

Invention
Convention
Project

Holocaust
Journal
Project

History Fair
Project

Civil
Rights Proj
ect

Academic Honesty Policy

The Ogden International School of Chicagos Academic Policy supports the schools
mission statement to focus on a curriculum that immerses an individual in a rich
and safe environment, to obtain awareness of world cultures through language,
studies, and interactive field experiences, to apply skills necessary for global
citizenship and competency, and to purposely align the Ogden policy with the IB
policy on Academic Honesty.
For all students, the school and IBO expect and support student integrity in
conducting research, preparing work and projects, test-taking, and collaborating
with others. The school recognizes that in a knowledge-based century the value of
knowledge is high, and the freedom to share knowledge is essential. Academic
dishonesty devalues knowledge and creates an atmosphere in which undue
restrictions must be placed on the sharing of knowledge.
Academic honesty: Behaving and working honestly in researching and presenting
schoolwork. This includes respecting the ownership of the ideas and material of
other people and behaving appropriately when sitting for class.
Plagiarism: The representation of others thoughts or work as the students own in
order to gain an unfair advantage. This includes using others work without
citation or sourcing.
Collusion: Allowing ones work to be copied or submitted for assessment by
another. There are times when students will collaborate with other students to
complete their work. However, the final work must be independently produced,
despite the fact it may be based on the same or similar data and/or research as
another student.
Duplication: Presentation of the same work for different assessment components or
course requirements.
Cheating: Gaining an unfair advantage, including but not limited to:
Falsifying a record, data, etc.
Using notes or a test
Commissioning another person to do the work
Using an electronic language translator to launder language
Submitting work which has been submitted by yourself or another student
for a previous or different assessment task or for a task at a different school
Stealing papers, or downloading free papers from the internet
Having a parent or tutor do assignments/assessments
In addition to academic strengths, it is assumed that one's participation in IB is
indicative of character traits which align with the IB Learner Profile. Specifically, IB
students are required to be principled learners who act with honesty and integrity.
Without exception, Ogden students are expected to adhere to a policy of strict

academic honesty. Such a policy requires that students carefully scrutinize their
own actions and behaviors for incidences of cheating/plagiarism.
The aforementioned actions and behaviors have the potential to severely
compromise the academic integrity of the individual and The Ogden International
School of Chicago as an institution. Under no circumstances will any such behaviors
go without penalty. Minimum penalties include academic sanctions for the
individual/s involved in accordance with the CPS Uniform Discipline Code. Major
infractions will be handled by both the teacher and administration.

STUDENT and PARENT DECLARATION

I have read, understand, and agree to abide by The Ogden International School of
Chicagos Academic Honesty Policy. All Ogden students and their parents are
required to review and sign the Academic Honesty Policy.
Student Name: _______________________________________
Date:
__________________
Student Signature: ____________________________________Grade Level:
____________
Parent Signature: _____________________________________