Mr. Guyton's Social Studies (Middle School)
Burton International Academy provides our Social Studies students the content knowledge, intellectual skills and civic values necessary for fulfilling the duties of citizenry in a participatory democracy and to also effectively engage in the global society. We offer a wide array of programs and activities to engage our students.
Class Syllabus
Burton International Mr. Guyton
Grade: 6th – 8th Fall 2016
Required Text:
6th Grade – World Explorer
7th Grade – World Explorer & World Studies - The Ancient World
8th Grade – America History of Our Nation
Examinations: Students are expected to take the examination at the scheduled time (MAKE UP EXAMS WITH AN EXCUSE ONLY!) The purpose of taking an exam is to evaluate the students’ existing knowledge on the material that has been covered.
Quiz: The main purpose of the quiz section is to answer questions and to discuss and clarify topics covered. (ONLY ONE MAKEUP QUIZ WILL BE GIVEN!)
Grading: The final grade will be based on a total of 100 percent. The percentage contribution will be as follows:
Exams………………………… 30%
Assignments……......…….30%
Quizzes…………………..….. 30%
Classroom Participation..10%
Grading Scale
100% to 90% = A
89% to 80% = B
79% to 70% = C
69% to 55% = D
54% to 0% = F
Michigan's Grade Level Content Expectations for Social Stuides
The purpose of social studies instruction is to develop social understanding and civic efficacy. The Grade Level
Content Expectations (GLCE) balance disciplinary content and processes and skills that contribute to
responsible citizenship and form a foundation for high school social studies coursework.
The disciplinary knowledge found in this document can be used by students to construct meaning through
understanding of powerful ideas drawn from the disciplines of history, geography, civics and government, and
economics. These ideas can be best supported by assessment and instruction that focuses on the Standards for
Assessment and the Standards for Teaching and Learning found in the Michigan Curriculum Framework.
Effective social studies instruction and assessment incorporate methods of inquiry, involve public discourse and
decision making, and provide opportunities for citizen involvement. Each year, students should receive instruction
that allows them to think and act as historians, geographers, political scientists, and economists. For this type of
thinking to occur, teachers should utilize the following disciplinary processes with their students:
• acquiring, organizing, and presenting social studies information
• conducting investigations on social studies questions
• analyzing public issues in our various communities
• engaging in constructive conversation around social studies topics
• composing cohesive essays expressing a position on public issues
• participating constructively as community members
Respect for the underlying values of a democratic society is developed through effective social studies education.
Rigorous standards provide a framework for designing curriculum, assessment, and effective classroom instruction,
that result in relevant learning experiences.
These content expectations provide the necessary framework for deliberate professional development. Working
collaboratively, teachers, administrators, university personnel, government officials, parents, community
organizations, and businesses will prepare Michigan students to become productive 21st century citizens.
Content Expectations (GLCE) balance disciplinary content and processes and skills that contribute to
responsible citizenship and form a foundation for high school social studies coursework.
The disciplinary knowledge found in this document can be used by students to construct meaning through
understanding of powerful ideas drawn from the disciplines of history, geography, civics and government, and
economics. These ideas can be best supported by assessment and instruction that focuses on the Standards for
Assessment and the Standards for Teaching and Learning found in the Michigan Curriculum Framework.
Effective social studies instruction and assessment incorporate methods of inquiry, involve public discourse and
decision making, and provide opportunities for citizen involvement. Each year, students should receive instruction
that allows them to think and act as historians, geographers, political scientists, and economists. For this type of
thinking to occur, teachers should utilize the following disciplinary processes with their students:
• acquiring, organizing, and presenting social studies information
• conducting investigations on social studies questions
• analyzing public issues in our various communities
• engaging in constructive conversation around social studies topics
• composing cohesive essays expressing a position on public issues
• participating constructively as community members
Respect for the underlying values of a democratic society is developed through effective social studies education.
Rigorous standards provide a framework for designing curriculum, assessment, and effective classroom instruction,
that result in relevant learning experiences.
These content expectations provide the necessary framework for deliberate professional development. Working
collaboratively, teachers, administrators, university personnel, government officials, parents, community
organizations, and businesses will prepare Michigan students to become productive 21st century citizens.
Room # 132