Lacombe, William

Hello My Name Is...

William Lacombe

Mr. Lacombe

I love to teach. I have loved teaching for over twenty years. I have taught social studies, special education, language arts, reading, and math on the elementary and middle school level. This is my second year at Robert Small International Academy. I have learned that the students, teachers and administrators are the best here and it is a pleasure to teach the students in the seventh grade.

To prepare to teach social studies, I earned a B.A. in history. I continued my education by earning a M.A.T. in Secondary Social Studies Education. I learned to be a school administrator by earning a M.A. in Elementary School Administration. In addition, I have taken several courses to be certified in several areas of special education. The state of South Carolina has certified me highly qualified in the areas of secondary social studies, elementary grades 3-6, learning disabilities, and educable mental disabled

I believe that all the students that learn social studies from me can be highly successful. Learning social studies can be hard work. It requires effort, patience, perseverance and the ability to get along with others. Learning takes time and requires that we all pay attention and desire to learn.

I have been married to a wonderful lady named Wendy for the last twenty-six years. Wendy and I have been blessed with five children. Three of our children are adults now and two children are still at home with us in school. In my spare time, I enjoy being with my family, being involved in church activities, traveling, and reading.

 

 

My classroom Rules are very important to success. If they are practiced, they will help all of us be successful in life.

  1. Do your best!

  2. Be prepared

  3. Be respectful and kind

  4. Follow directions

Some of the classroom expectations are:

  1. Come and leave the class quietly.

  2. Come with the things you need to be successful every day.

  3. Come on time ready to learn.

  4. Restroom, locker, errands and drinking fountain between classes not during class

Daily Schedule- Room B-11

8:45-8:50              Homeroom

8:50-10:00           Social Studies 7

10:00-11:10         Advanced Social Studies 7                            

11:10-11:50         RTI

11:55-12:20         Lunch   

12:20-1:30           Social Studies 7

1:30-2:35              Planning Period and Meetings

2:35-3:45              Social Studies 7

3:45-4:05              Student Dismissal

 

I can be reached @ Room B-11  william.lacombe@beaufort.k12.sc.us   843.322.2468

 

Some of the websites that I work with are:

  1. Kahoot[LWD1] -  https://kahoot.it/

  2. CNN10-  http://www.cnn.com/cnn10

  3. National Geographic- https://www.nationalgeographic.org

  4. Robert Smalls International Academy-  https://rsia.beaufortschools.net/

  5. Beaufort County Schools- https://www.beaufortschools.net/

 

 

 

 

 

 

 

 

 

Robert Smalls International Academy      A Title One School    Syllabus

 

Course Title:      7th Grade Social Studies                Course Length:  2017-2018

 

Instructor:         Mr. William Lacombe

                                email: william.lacombe@beaufort.k12.sc.us

                                phone:  322-2468

                               

               

 

Course Description:

Social studies in grade seven is the study of world cultures and focuses on the changes that have occurred in Europe, Africa, Asia, and the Americas from 1600 to the present.  Each unit in social studies will center on a specific "lens" or focus in social studies.  These lenses are geography, history, economics, government, and culture. This curriculum was designed in accordance with the new South Carolina Seventh Grade Social Studies Standards. 

 

A general goal for all students is to learn from the World’s past, use the five themes of geography to explore other continents and countries, and to become more aware of what is happening today on a global scale.  (Beaufort County Standards, the SC Social Studies Framework and the Power Standards).

 

By the end of the year students will demonstrate the ability to do the following:

1. Cite specific textual evidence to support analysis of primary and secondary sources.

 

2. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies

 

3. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

 

4. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

 

5. Analyze the relationship between a primary and secondary source on the same topic. (Advanced classes)

 

In addition to the above skills students will be asked to master content skills specific to each unit.

 

Course Materials:                                        

Textbook: Contemporary World History

 

Other:

Pencils/Pens

1 inch binder

Colored Pencils (optional)

Markers (optional)

Course Outline

The social studies program for the seventh grade focuses on World Cultures.  Through the course of the year, students will study the following content areas:

 

  • Changes that have occurred in Europe, Africa, Asia, and the Americas from 1600 to the present

  • Political and economic ideas that shaped the world in which we live today

  • Government

  • American Revolution

  • French Revolution

  • Imperialism

  • Industrial Revolution

  • Cause and effects of world conflicts

  • Cold War

  • Technological and Cultural changes and advancements

    First Quarter:  the focus will be on South Carolina State Standards 7-1, and 7-2.

    Standard 7-1: The student will demonstrate an understanding of the growth and impact of global trade on world civilizations after 1600.

    Standard 7-2: The student will demonstrate an understanding of the concepts of limited government and unlimited government as they functioned in Europe in the seventeenth and eighteenth centuries.

 

Global Education

A learning environment rooted in global competence empowers teachers and students to develop deep cultural knowledge and explore the ways in which culture influences identities and worldviews. Teachers and students also engage with world issues and challenges, and conceptualize ways to address them together. Openness and curiosity are developed and are critical to global perspective-building and problem-solving processes.

 

Educating towards global competence is to develop students’ understanding of themselves as integral parts of the world community. Students become aware of the world as a dynamic, interconnected system that often requires sophisticated interventions to equitably promote human interests. Global competence is the fuel students need to develop sensibilities for advancing local and global solutions with concern for all people and generations.

 

Writing Assignments will be assigned throughout the year in response to different topics.  These assignments will usually consist of open-ended questions designed to make students use their own knowledge to demonstrate an understanding of the content.  Some writing assignments may be given in conjunction with ELA classes.

 

Assessment:  Written homework and classwork will be checked and/or graded daily.  Quizzes will occur at least once a week.  Quizzes will be over the warm-ups or a chapter lesson.  A test will be given at the end of each chapter or unit.  Plagiarism/cheating will not be tolerated and, depending on severity, can result in a zero for the assignment and/or a referral to the 7th grade administrator.

Late Work will only be accepted for full credit in the case of absence or prior arrangement with the teacher (given for extenuating circumstances). Absent students will have two days to make up work for each day they miss. Ten points will be deducted from all other missed assignments for each day late up to 4 days. 

Tardies: Students must be in classroom and in seats ready to work at the start of class.  Three tardies will result in a team infraction.

Bathroom breaks- Students must have their school issued pass and have it signed by teacher to leave the classroom.  Students should make use of allotted times between classes and at lunch to take care of restroom needs.

 

Disruptive students: are those who distract others students from learning.  Consequences include:

a. Warning-verbal reminder

b. student –teacher conference

c.  lunch detention

d.  parent notification and team conference

e.  School administrative referral – detentions, in-school suspensions, out of school suspensions

 

Term Grading

Grading Categories

Percent (= 100%)

Formative Assessments (Homework, classwork, quizzes)

40%

Summative Assessments (Tests and Projects)

60%

100-90=A   89-80=B      79-70=C      69-60= D   Below 60= F

 

NOTE:     The teacher reserves the right to make modifications to the syllabus as necessary for instructional purpose.


 [LWD1]