Course Outline Georgia Studies Mrs. Aimee Barham, Room 213
Course Description: Students trace the history of Georgia in the context of the development of the United States. A chronological focus includes a geographic overview and early inhabitants, the foundation of Georgia in the 18th century through the state’s development in the 20thcentury. Students also examine the characteristics of state government, public issues, citizen rights and responsibilities, and contemporary and historical comparisons of state and national political institutions.
Aims and Objectives
Students will be able to…
• Explain, analyze, and evaluate major historical developments leading up to Georgia statehood
• Explain, analyze, and evaluate the political, social, and economic history of Georgia
• Explain, analyze, and evaluate the role Georgia has played in significant historical events affecting the United States, including Georgia’s role before, during, and after major wars
• Explain the impact of location, climate, physical characteristics, natural resources, and modes of transportation on Georgia
• Describe the roles and responsibilities of Georgia citizens, of the three branches of Georgia government, and of local governments in Georgia
• Explain, evaluate, and/or give examples of economic factors affecting Georgia, including factors related to revenue of state and local government
Topics
Georgia’s Beginnings
Georgia’s Colonization
Revolution in Georgia
Georgia in a Divided Nation
Developing National Identities
Foundations of Government in Georgia
Legislative Branch
Executive Branch
Judicial Branch
Local Government
Depression and World Conflict
Societal and Technological Growth
International Baccalaureate Middle Years Programme Information
Assessment: Students will be assessed using both formative (quizzes, homework, classwork) and summative (tests, papers, projects) assessments throughout the year.
Guiding Questions: Guiding questions for each unit will be posted on the board and on each unit review sheet.
Vertical Alignment: Georgia Studies units will be coordinated with other academic disciplines in order for students to understand the connection between social studies and the real world.
Resources: Georgia and the American Experience, Clairmont Press, 2006 - Replacement cost: $49.95
Website for the book: www.mystatehistory.com Password: msh11ga
Maps101: www.maps101.com User name: trimble Password: ridge
United Streaming: www.unitedstreaming.com User name: aimeebenton Password: ridgeview
IB MYP Magnet World History (Humanities)
Mr. Jeremy Kopkas email: kopkas@fultonschools.org Room# 705 Phone 404.847.1980 ext. 234
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You will learn about the varied histories of societies and regions throughout the world for recognition, understanding, and appreciation of the diversity and interdependence in our world. To do this, you will use a variety of skills, which include an ability to analyze and interpret historical evidence and an ability to express historical understanding in writing.
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Rules
General rules of behavior, as outlined in the student handbook, will be observed. In particular, you must be on time to class; no food, drinks, gum (except bottled water) in the classroom; follow the dress code – enough said.
Plagiarism, the unacknowledged borrowing of words or ideas, will not be tolerated, whether intentional or accidental. Be sure to cite all outside sources carefully. Cellular telephone use is strictly prohibited. Please refer to the section on Academic Integrity later in the syllabus for additional information.
Students are to be prepared for class each day (textbooks, pens, pencils, notebook, and paper), and all written work is due on the assigned date. Students who have missed class must request work within three (3) days of the absence.
In order to remain a magnet student in good standing, you must maintain an 80 average in this course.
Assignments, selected readings, tests, etc. will appear on the board each week for you to copy in your agenda. It is your responsibility to keep up with the work.
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Consequences
The consequences for failure to comply with the general rules of behavior will follow the outline provided in the student handbook.
Instances of plagiarism and any other form of cheating will result in a grade of zero on the assignment, contacting of parents, and reporting of an honor code violation, with no opportunity to make up the assignment. Cellular telephones will be confiscated and taken to the office. Please refer to the section on Academic Integrity later in the syllabus for additional information.
Late work will have a deduction of 10% per day for the first five days it is late and accepted up to ten (10) days after due date for a maximum grade of 50% of the total points possible (a zero may be earned if an assignment is not turned in within ten (10) days of the due date).
Students who fall below an 80 average will be placed on Magnet probation per the guidelines set forth by the Magnet program and must submit to the recommendations and instructions of the Magnet board.
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Policies and Procedures
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Grading Scale
A 100-90
B 89-80
C 79-70
F 69 and below
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Grading Policy
All assignments will have a numerical point value. Adding the points earned and dividing by the total number of points possible will calculate numerical averages for that assignment. Grades for the course will be calculated using a weighted system as specified below. Students MUST keep an accurate log of their own individual grades so that they will have a good idea of their averages at any given point in the semester. In order to remain a magnet student in good standing, you must maintain an 80 average in this course.
The primary responsibility for learning the material is yours. Every effort will be made to help you experience success in this class. Please see me if you have questions or concerns related to the subject matter and your grade. For matters dealing with your grade, you must see me before the beginning of the fourteenth week of the semester.
Office hours and private detention are as follows:
Everyday before regular school hours – 7:45 A.M. I occasionally have parent conferences, department meetings, and faculty meetings, so it is usually best to check with me before you come in to ensure that I will be in my room. Graduate school courses and other responsibilities make it extremely difficult to meet after school.
Quizzes and Tests – These will consist of multiple-choice and essay questions and will be based on material covered in class and reading assignments (quizzes may occasionally be unannounced) 30 %
Projects and Presentations – These will include oral presentations, written reports and simulations 30%
Classwork/Homework – Assignments will include such things as a class notebook - used for taking notes and keeping class materials (proper format and organization will be necessary for full credit) - as well as other activities completed in the room. Homework will included the major themes and impacts of the reading assignment and/or unit 30% (Homework will total no more than 1/3 of this Classwork/Homework category or no more than 10% of the class grade average).
Final Exam – The exam given first semester will cover material from that semester and the exam given at the end of the second semester will cover all material from the entire course. The weight for each exam is 10%
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Assignments
Please see the Topics section for the year’s primary assignments. There will be additional types of formative assessment (homework and classwork) throughout the year.
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Late Work
See Rules Section
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Excused Absences/Make-Up Work
See Rules Section
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Academic Integrity Statement
The Riverwood Social Studies Mission Statement provides that teachers develop the whole person by nurturing in students a sense of responsibility. Students need to be cognizant of what is right and what is wrong. Honesty is one of our highest values. If we are to develop students as contributing citizens of society, we as teachers need to ensure the moral honesty of our students and instill academic integrity. We define a lack of academic integrity to be dishonest or deceitful behavior shown by students who gain an unfair academic advantage through, but not limited to, some of the following methods; plagiarism; copying another's work when it is not explicitly encouraged by the teacher; providing details of a specific test or quiz before, during, or after the event; the use of unauthorized aids on tests, such as cheat sheets or programmed calculators or downloading material on an mp3 device such as an ipod; or recycling/reusing a previous paper or project of one's own or another's without the explicit consent of the teacher.
The following information is an excerpt from the Honor Code information in the Student Handbook. Please consult the Handbook for the comprehensive statement and procedures.
Violations of academic fraud include but are not limited to:
Submitting work from a previous class in a current class (old essays, old lab reports, old projects, old notebooks, past tests, etc.).
Using any graded material (notebooks, tests, essays, lab reports, homework, or other graded assignments from another student, previous or current) without teacher’s permission and direction.
Manufacturing or creating data or sources.
Discussion of the content of tests or evaluations to other students outside of class or between classes until every student has been tested.
Dividing the tasks in a group activity (without permission) instead of working collaboratively to complete the activity.
Acquiring copies of tests before the actual testing period so as to have an unfair advantage during the evaluation.
Using notes or information from any unauthorized source, including but not limited to information written on desks, person, pieces of paper (cheat sheets), water bottles, backpacks, or entered into graphing calculators or other devices.
Looking at another student’s work during a test.
Any form of communication during an evaluation (passing materials, whispering, talking, signaling, or mouthing words to other students.).
Taking a test or assessment for another student.
Refusing to comply with conditions of the Riverwood Testing Environment (see Section V or the academic integrity policy).
Any act that can give unfair academic advantage to a student, his/her grades, or his/her records.
Additional descriptions of academic frauds are as follows:
CHEATING: Using crib sheets; pre-programming a calculator or downloading information on an mp3 device such as an I-pod; using notes or books during a closed book exam.
COPYING ON A TEST: Looking at other unsuspecting students' exams and copying; copying in a complicit manner with another student; exchanging color-coded exams for the purpose of copying; passing answers via notes; discussing answers in exam.
PLAGIARISM: Fabricating information and/or citations; copying from the Internet or submitting the work of others from professional journals, books, articles and papers; submitting other students' papers or lab results or project reports and representing the work as one's own; fabricating, in part or total, submissions and citing them falsely.
ACTS OF AIDING OR ABETTING: Facilitating academically dishonest acts by others; unauthorized collaboration of work; permitting another to copy from exam; writing a paper for another; inappropriately collaborating on home assignments or exams without permission or when prohibited.
UNAUTHORIZED POSSESSION: Buying or stealing exams; failing to return exams on file; selling exams; photocopying exams; any possession of an exam without the faculty member's permission.
SUBMITTING PREVIOUS WORK: Submitting a paper, case study, lab report, or any assignment that had been submitted for credit in a prior class without the knowledge and permission of the instructor.
TAMPERING WITH WORK: Changing one's own or another student's work product such as lab results, papers, or test answers; tampering with work either as a prank or in order to sabotage another's work.
Preventative Measures
Social Studies Teachers will use Turnitin.com as a tool to combat plagiarism. All Students will be required to upload major papers to this website, or any other papers deemed necessary by the teacher.
At any time, teachers should be able to verify references by pulling them up on the Internet (for web references), or books (confirmed through Amazon.com). If the teacher is unable to confirm references, it shall be referred to the student to provide evidence of such references.
PERSONAL HONOR VERIFICATION
Each student will hand write the following pledge on designated assignments prior to handing it in to the instructor, “I have neither given nor received any unauthorized assistance on this assignment” followed by the student’s signature.
Disciplinary Action
Depending on the severity of the violation, disciplinary action may range from a warning or admonition, to an “F” grade for an assignment.
Upon confirmation of an honor code violation:
The teacher notifies the student and parent/guardian within two school days of discovery of the Honor Code Violation and the classroom consequence;
The teacher reports the violation to the Assistant Principal for Instruction via the Honor Code Violation form;
The Assistant Principal meets with the student to discuss the Honor Code violation and impose administrative sanctions;
The Honor Code Violation s filed in the student’s permanent record in the counseling office
The student meets with the Dean of Students to further discuss the incident.
DUE PROCESS
Every student has the right to appeal an Honor Code Violation. To file an appeal, see the student handbook for the appropriate procedure.
SANCTIONS
Major assignments, as defined by the teacher, student receives “0” and Parent Connect will show a “CH” for that assignment.
On minor assignments, as defined by the teacher, student may receive a “0” on assignment, Parent Connect will show a “CH”, a chance to resubmit the assignment without penalty, or a chance to resubmit the assignment with a penalty, will be determined by the teacher.
Notification to post-secondary institution via the recommendation process
One of the following sanctions will be imposed by the Assistant Principal for Instruction if applicable:
Ineligibility for school awards/scholarships/leadership
Demotion from positions held in clubs, organizations, including athletics
Suspension from clubs and activities
Removal from clubs and activities
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Recovery Policy
Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance.
Teachers will determine when and how students with extenuating circumstances may improve their grades.
Academic assistance, or recovery, is a second opportunity to demonstrate competence in the originally evaluated objectives. In order to receive this opportunity, the STUDENT must initiate the request, and it is at the discretion of the teacher as to which type of assistance is necessary and proper. Again, making up assignments that were never completed is NOT an example of recovery; neither is retaking a test. Students will have an appropriate time period to complete the work which corresponds to the recovery assignment, however, this period will not exceed five (5) total days. ALL REQUESTS FOR ASSITANCE MUST BE INITIATED BY THE END OF THE 14TH WEEK OF THE SEMESTER AND ASSIGNMENTS MUST BE COMPLETED TEN DAYS PRIOR TO THE END OF THE SEMESTER.
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I have read and understand all the policies and procedures. I agree to keep this page in my notebook at all times for reference.
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Student Signature Date ____/____/_______
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I/We have read all the policies and procedures. I/We understand our student’s responsibilities and know how to contact (Teacher name) if I/we have any concerns.
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Parent Signature Date ____/____/_______
Phone Number: __________________________________________
Parent Email Address: ____________________________________
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Course Outline, (IB MYP Magnet World History) Teacher: Mr. Kopkas, Room 705
Course Description: This course will focus on introducing students to the varied histories of societies and regions throughout the world. With this in mind, content coverage will follow a combination of regional and chronological approaches to study, with each designed for student recognition, understanding, and appreciation of the diversity and interdependence in our world. In addition to providing a basic narrative of events and movements, an additional goal of the Magnet World History course is to develop an understanding of some of the principle themes in World History
Aims and Objectives: (from the IB subject guide)
The aims of the teaching and study of humanities suggest how the student may be changed by the learning experience and are to encourage and enable the student to develop:
An inquiring mind
The skills necessary for the effective study of humanities
A sense of time and place
A respect for and understanding of others’ perspectives, values, and attitudes.
Awareness and understanding of people, cultures and events in a variety of places at different times
An understanding of the interactions and interdependence of individuals, societies, and their environments.
An understanding of the causes and consequences of change through physical and human interactions and processes
An understanding of contemporary issues
An sense of internationalism and a desire to be proactive as a responsible global citizen
An Awareness of connections with other subjects
A lifelong interest in the humanities
The objectives for the student are as follows:
A. Knowledge
Know and use humanities terminology in context
Demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by relevant facts and examples, and may show other ways of knowing
B. Concepts (Time, Place and Space, Change, Systems, Global Awareness)
Establish a personal sense of identity in a context of time and place
Understand different perceptions of time
Show an understanding of people in past societies
Demonstrate an awareness of chronology that links people, places and events through time
Recognize and explain the similarities and differences that exist between people, places and events through time
Recognize, describe and explain patterns and relationships in space, including natural and human environments
Recognize and explain similarities and differences between places
Understand constraints and opportunities afforded by location
Understand issues related to place/space on a local, national, and global scale
Understand and explain short-term and long-term causes of change
Establish and explain links between causes, processes and consequences
Recognize that change is inevitable (as inevitable as continuity) and that the rate of change is relevant to the context
Understand that as people interact with their environment, both change
Understand and explain how environmental, political, economic, and social interactions can change levels of sustainability.
How systems, models, and institutions operate
Social structures and controls
The complex and dynamic nature of systems
Different types of equilibrium within systems
Systems in local, national, and global societies
Rights and responsibilities within systems
Cooperation within and between systems
Explain different perceptions of places, societies, and environments
Show an understanding of how culture and perception can affect a sense of internationalism
Show an understanding of the interdependence of societies
Demonstrate international and intercultural awareness and understanding
Explore issues facing the international community
Recognize issues of equality, justice, and responsibility
Know when and how to take responsible action where relevant
C. Skills (Technical skills, analytical skills, decision making skill, investigative skills)
Observe, select, and record relevant information from a wide range of sources
Use a variety of media and technologies to research, select, interpret, and communicate data
Use sources such as maps, graphs, tables, atlases, photographs and statistics in a critical manner
Represent information using maps, models and diagrams, including use of scale, graphs and tables
Analyze and interpret information form a wide range of sources
Identify key questions, problems and issues
Critically evaluate the values and limitations of sources
Compare and contrast events, issues, ideas, models and arguments in a range of contexts
Develop appropriate strategies to address issues
Formulate clear valid and sound arguments, make balanced judgements on events, and draw conclusions, including implications
Make well-substantiated decisions and relate them to real-world contexts (known as presentism)
Test hypotheses and/or ideas and modify them where necessary
Plan, carry out, and present individual and group investigations
Engage in fieldwork in order to compliment and investigation
D. Organization and presentation
Communicate information that is relevant to the topic
Organize information in a logically sequenced manner, appropriate to the format used
Present and express information and ideas in a clear and concise manner, using appropriate language, style and visual representation
Use referencing and a bibliography to clearly document sources of information, using appropriate conventions
Topics:
The following areas and topics will be covered this year:
SEMESTER ONE – The Origins and Rise of Civilizations (Africa and the Eastern Mediterranean); The Classical Period (India, The Americas, China, Greece and Rome); The Medieval World (Europe, Japan, the Middle East – Rise of Islam; Africa,); The Origins of the Modern Era and the Age of Cross Cultural Interaction (Renaissance and Reformation; Age of Exploration/Commercial Revolution); Early Modern World (The Scientific Revolution; Absolutism/Constitutionalism and Enlightenment and Revolutions).
SEMESTER TWO – Industrialization and Modernization; The Age of Isms and European State Building (Romanticism, Nationalism, Liberalism and Imperialism); Era of Conflict (World War I, World between the Wars and World War II); The Cold War and Legacies of Colonialism and Imperialism; The Shrinking World and the Fall of Communism (Focus on Latin America and Eastern Europe).
Course Outline
First Semester
UNIT
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LENGTH
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GPS
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The Origins and Rise of Civilizations -
Africa and the Eastern Mediterranean
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1.5 weeks
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1
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The Classical Period -
India, Africa, China, Greece and Rome
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4 weeks
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2, 3, 8
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The Medieval World -
Byzantium, Europe, Japan, The Middle East and Africa
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4 weeks
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4, 5, 6, 7
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The Origins of the Modern Era and the Age of Cross Cultural Interaction – Renaissance and Reformation, and the Age of Exploration and Commercial Revolution
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4 weeks
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9, 10, 11
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Early Modern World – Scientific Revolution, Enlightenment and Revolutions
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2.5 weeks
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12, 13, 14
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Second Semester
UNIT
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LENGTH
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GPS
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Industrialization and Modernization -
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2 weeks
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15
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The Age of Isms and European State Building -
Romanticism, Nationalism, Liberalism and Imperialism
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4 weeks
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14, 15, 16
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Era of Conflict -
World War I, World between the Wars, WWII
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5 weeks
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16, 17, 18
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The Cold War and Legacies of Colonialism and Imperialism
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4 weeks
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18, 19, 20
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The Shrinking World and the Fall of Communism -
Focus on Latin America and Eastern Europe
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1 week
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21
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Semester One
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Unit
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Textbook Chapters and Sections (Chapter number precedes the hyphen and the chapter section follows the hyphen. For example 4-3 is Chapter 4 section 3 covering pages 99-103).
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Test and Quiz Dates and Due Dates for Major Assignments [multiple choice (MC) section of the test will be on the first day of testing and the essay (E) will be on the second day of testing]. Quizzes do not contain essays and typically cover a smaller amount of material.
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Unit 1 -The Origins and Rise of Civilizations
Africa and the Eastern Mediterranean.
Prehistory – 1600 BCE. Introduction to historical analysis.
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Chapters 1 and 2 all sections.
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MC – Friday, August 24
E – Take home essay due (Friday, August 24) the same day as the multiple choice portion of the exam.
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Unit 2 - The Classical Period India, Africa, Mesopotamia, China, Greece and Rome. 1600 BCE 600 CE.
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First Half of Unit 2: India, Africa, Mesopotamia, China – Chapter 3 and 4 all sections and chapters 7 and 8 all sections.
Second Half of Unit 2: Greece and Rome – Chapters 5 and 6 all sections.
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Early Empires Presentations – August 28 – 31.
Quiz over 1st half of unit 2 - Wednesday, September 12.
Test over 2nd half of unit 2 -
MC – Thursday, September 20.
E – Friday, September 21. There will also be a notebook check on Thursday, September 20.
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Unit 3 - The Medieval World Byzantium, Europe, Japan, The Middle East and Africa. 600 CE – 1450- The Postclassical Era.
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First Half of Unit 3: Chapter 10 all sections, 11-1 & 11-3, 12-1, 12-2, & 12-3, and 15 all sections.
Second Half of Unit 3: Chapter 12-4, and 13 and 14 all sections
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Quiz over 1st half of unit 3 – Thursday, October 4.
Medieval Europe and Japan Project (classes will research on October 8, 9, 10, 11) Presentations –
October 18 and 19
Test over 2nd half of Unit 3 –
MC – Monday, October 22.
E – Tuesday, October 23.
There will also be a notebook check on Monday, October 22.
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Unit 4 - The Origins of the Modern Era and the Age of Cross Cultural Interaction Renaissance and Reformation, the Age of Exploration, The Americas, and Commercial Revolution and the Atlantic Economy. 1450 – 1789.
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First Half of Unit 4: Chapter
16-2, 16-3, 16-4, and chapter 18 all sections.
Second Half of Unit 4: chapter 17 all sections, chapter 19 all sections, and chapter 20 all sections.
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Quiz over 1st half of Unit 4 – Thursday, Friday, November 2.
Explorer Project (classes will research on November 5, 6, and 7). Project due - Thursday, November 8.
Test over 2nd half of Unit 4 –
MC – Thursday, November 15.
E- Friday, November 16.
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Unit 5 -Early Modern World Scientific Revolution, Absolutism, Enlightenment and other Revolutions. 1450 – 1789.
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Chapter 21 all sections, chapter 22 all sections, 23-1 and 23-2
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First Semester Review and notebook check on December 12 and 13.
Final Exam - TBA
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Semester Two
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Unit
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Textbook Chapters and Sections (Chapter number precedes the hyphen and the chapter section follows the hyphen. For example 4-3 is Chapter 4 section 3 covering pages 99-103).
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Test and Quiz Dates and Due Dates for Major Assignments [multiple choice (MC) section of the test will be on the first day of testing and the essay (E) will be on the second day of testing]. Quizzes do not contain essays and typically cover a smaller amount of material.
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Unit 6 - Industrialization and Modernization. 1789 – 1914
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Chapter 25 all sections,
26-4, and pp. 831-835.
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Quiz – Thursday, January 17.
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Unit 7 - The Age of Isms and European State Building -
Romanticism, Nationalism, Liberalism and Imperialism. 1789 – 1914.
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First Half of Unit 7: 23-2, 23-3, 23-4, chapter 24 all sections
Second Half of Unit 7: 26-1, and 26-2, chapter 27 all sections, and chapter 28 all sections.
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Napoleon Project – (class will research on January 22, 23, and 24, and 25). Project due on Friday, February 1.
Quiz over 1st half of Unit 7 – Wednesday, January 30.
Test over 2nd half of Unit 7 –
MC – Tuesday, February 19.
E - Wednesday, February 20. There will also be a notebook check on Tuesday February 19.
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Unit 8 - Era of Conflict
World War I, World between the Wars, WWII. 1914 – 1945
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First Half of Unit 8: Chapter 29 all section, and 30-1 and 30-2.
Second Half of Unit 8: 30-3,
30-4, chapter 31 all sections, chapter 32 all sections
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Propaganda Poster Project – (class will research on March 11, 12, 13) Project due on Friday, March 21.
Quiz over 1st half of Unit 8 – Tuesday, March 4.
Test over 2nd half of Unit 8 –
MC - Thursday, March 27.
E – Friday, March 28.
There will also be a notebook check on Thursday, March 27.
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Unit 9 - The Cold War and Legacies of Colonialism and Imperialism - 1945- 1991- Post war world and new challenges in the developing world.
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First Half of Unit 9: Chapter 33 all sections.
Second Half of Unit 9: Chapter 34 all sections, chapter 35 all sections, and 36-2.
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Quiz over 1st half of Unit 9 – Tuesday, April 15.
Test over 2nd half of Unit 9 –
MC – Thursday, May 1.
E- Friday, May 2.
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Unit 10 - The Shrinking World and the Fall of Communism
Focus on Latin America and Eastern Europe. 1991 – Present.
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36-1, 36-3, 36-4, 36-5.
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Our Modern World Project (Research and present the week of May 5.
Course Review the week of May 12 [the final exam will cover material from the entire academic year (semesters one and two), so do not throw away your first semester notebook]. Notebook check on
May 13 and 14.
Final Exam - TBA
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International Baccalaureate Middle Years Program Information
Assessment: Students will be assessed using both formative (quizzes, homework, classwork) and summative (tests, papers, projects) assessments throughout the year. Student work will be graded using the MYP Assessment Criteria which includes:
Criterion A: knowledge
Maximum 10
Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and
develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve
factual recall or description, and explanation. Tasks may include tests, examinations, written assignments,
oral interviews and presentations, extended writing, projects and exhibits.
Achievement level
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Descriptor
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0
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The student does not reach a standard described by any of the descriptors given below.
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1–2
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The use of terminology is inconsistent or incorrect. Facts and examples are either absent, or those used are irrelevant or do not show understanding.
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3–4
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The student provides descriptions that are inaccurate or that have insufficient detail; explanations are absent or superficial.
The use of terminology is mostly accurate and usually appropriate, though some errors remain. Facts and examples used are mostly relevant, and usually show understanding.
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5–6
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The student provides basic descriptions that may need more detail; explanations are usually adequate but sometimes superficial. Terminology is used accurately and appropriately. Relevant facts and examples are used to show understanding. The student provides accurate descriptions; explanations are adequate but not well developed.
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7–8
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A range of terminology is used accurately and appropriately. A range of relevant facts and examples are used to show understanding. The student provides accurate and detailed descriptions; explanations are developed.
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9–10
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The student shows an excellent command of a wide range of terminology, and uses it appropriately. An extensive range of relevant facts and examples are used to show understanding. Descriptions are accurate and detailed and explanations are fully developed.
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