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Welcome to Ms. Stone's Website
Through the use of the newly adopted textbook and workbook, World History, Medieval to Early Modern Times and enrichment materials, we study the following cultures and their influence on our world today as per the standards set out by the state of California Department of Education:
• The fall of Rome and the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire plus the Byzantine Empire.
• The rise of Islam and the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages plus cultural achievements.
• Early West African Civilizations and the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali plus the Songhai in Medieval Africa including their historical and artistic traditions.
• China and the geographic, political, economic, religious and social structures of China in the Middle Ages including the Tang, Song, Yuan and Ming achievements.
• Japan and the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan including the Heian period.
• Medieval Europe and the geographic, political, economic, religious, and social structures of the civilizations of both the early and later Middle Ages.
• The Renaissance and the origins, accomplishments, and geographic diffusion of the Renaissance beginning in Italy and beyond.
• The Reformation of Christianity and the historical developments of the Reformation including the Protestant and Catholic Reformation
• The Scientific Revolution and the historical developments of the Scientific Revolution and its lasting effects on religious, political, and cultural institutions.
• Civilization in the Early Americas and the contrast of the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
• The Aztec and Inca Empires, and comparisons of the geographic, political, economic, religious, and social structures of the Aztec and Inca.
• Early Modern World and the analysis of political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
GOALS
We will advance our geography and map skills, learn how to read social studies, use graphic organizers and expand our academic vocabulary. We will learn the Cornell two column note taking method. We will examine the elements of a research paper and produce some (fun) research projects and read about and do some fabulous historical art projects. We will read historical fiction and do clever and interesting book reports and see fascinating historical movies that will bring history to life.
MUST HAVE
Your student will need a 1/2inch, 3 ring, pocket binder to store his/her history homework assignments, notes, and there will be periodic project packets checked out that they must take good care of. It should only have enough ruled binder paper to last the day or so. All work produced must be done in pencil, not pen, so they can erase mistakes and turn in neat professional looking work, therefore they need at least two sharp pencils, small silent sharpener and erasers. Kids like to have their own colored pencils or art pens too. The only ball point pens they will use are red pens for correcting.
DONATIONS
I would appreciate any of the above bolded items, printer ink, and copier toner cartridges for my Cannon copier. I need yarn and poster paint and historical artifacts, art work or duplications. Any cash/check donations for class projects are ever so gratefully accepted. Lastly, I need people who know about these cultures to come and spend a day and talk to us and share.
EXPECTATIONS
Follow the school rules, be respectful, do your best.
GRADING
Essays, tests, projects, class and homework maybe assigned point values that reflect their importance and effort. Points accumulate over the quarter and a standard grading scale is used. Grades are periodically posted. The grades are evenly divided between class work, homework, behavior/participation, and tests.
RESPONSIBILITIES
Students:
• Complete homework on time. No late work is accepted with out a written parent excuse or verification of excused absence. The absent student must seek the missing assignments from me if they do not receive a courtesy packet. Two consecutive days of homework are written on the board. Assignments need to be written in their assignment books and students need to learn to effectively manage their workload through the use of the planner. That is the responsible and mature thing to do, and it is hard. Students may have to turn in “really great excuse forms” if they don’t do their work. Parents may want to read those excuses. :^(
• Ask for help. #1 Ask your peers. Check your work with them. Work in groups and share the burden. That’s not cheating. That’s what students at Stanford do. But stay on task. #2 Ask your parents, if I’m not there. They passed 7th grade and they’re good at it! Give them a chance to show off. They can guide you to the answers but don’t ask them to do it for you. They won’t.
• Be neat, professional, and honest. School is your job. Take pride in your work. You won’t be paid this year in money, only points and grades. The money will come in about 7 years, I promise. And oh yes, your boss isn’t perfect.
Teacher:
• Homework will also be written in my planner if there is no courtesy packet.
• I alert parents/guardians by either by sending a school “notice of failure” or making a phone call if a student is failing.
• I can send students to the Responsibility Center if they disrupt my teaching or another student’s learning. I usually give two warnings first, unless it’s chronic or extraordinary, which may result in a referral to the vice principal instead.
• I am available for personal assistance to students if they make an appointment to see me either before or after school. I sometimes give out candy to those kids or any that volunteer to help but not to “lollygaggers”. I have too much work to do. And no students are allowed in my classroom unsupervised. I respond to phone calls (656-4000 ext. 48035) within 24 hours if possible. If parents have any concerns, I look forward to discussing them with you.
Parents:
• Provide a quiet place for your student to do homework. No distractions like TV or games. Keep them focused.
• Act as a coach/encourager/monitor to see that the planner is being used and homework is being done and checked off.
• Provide the materials they need to succeed.
• Make sure they get proper nutrition and rest, especially at test time.
• Praise them for their successes.
• Praise them for their failures, because they took the risk.
• And remember, no matter what they look like or talk like right now, inside they are still little children. Yes, they are spreading their wings but there is a lot of squawking, and flapping and flopping around, too. They still need you, no matter what they say or do. Be there.
If we all do our parts, then we’re going to have a GREAT YEAR!
We are currently finishing our Roman History Unit and we will soon begin our study of ancient Islamic culture.
-If you have comments or suggestions, we want to hear them. Use the "contact us" link on the left.
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