Lewis, Clark, and the Corps of Discovery

Overview

In a desire to create an engaging environment that mixed Halloween traditions, technology components, and content instruction into a single day, the Social Studies class studied the Lewis & Clark expedition in a new way. Student groups had to research events for a timeline activity, were involved in a hands-on image creation activity (pumpkin carving), and put together maps of the traveled route by using pumpkin seeds in a mapping exercise.

Operation

The classes were each divided into 4 groups, with each group having to complete all of the following tasks.

1-They had to carve a pumpkin using the profile image of Lewis, Clark, Jefferson, or Sacajawea

2-They had to map the route of the Corps of Discovery using pumpkin seeds


3-They had to put events into a Dipity timeline created for this assignment.


Student groups were given time before the activity date to research and find profile images, and document specific events that took place during the Lewis and Clark expedition. They came to class, were directed to the different learning stations, and began to work on their tasks.

Outcome

Despite some technical glitches (students unable to edit the Dipity timeline) the overall experience with this activity was tremendous. Student involvement and teamwork allowed them to focus energy towards accomplishing all three task components at the same time.

The finished products were a tremendous sight to behold and the students should be proud of all they accomplished and learned in this activity. Here are a few samples...














The Student Created Dipity timeline:

Lewis-Clark, and The Corps of Discovery on Dipity.

Productive Economics

Overview

The Economics class has been studying supply this week and engaged in an activity that measured productivity and output. Students were "hired" to work in a Paper Chain factory and given a limited number of resources to create 5 link paper chains during a given time period. After each work session another labor component (student) was added and the process began again. Total output was recorded and marginal output measured during this activity.

Operation

Students joined in the production process of creating Paper Chains by measuring, cutting, folding, and stapling. Feedback was provided regarding division of labor and specialization. This feedback was immediately implemented and the workers performance was measured by counting the total number of Paper Chains created during the work session.

Outcome

The level of student engagement and excitement for this activity was amazing. Students we offering specialization advice, describing ways to implement division of labor, and attempting to increase total output at during each work session. Adding another level of input (student) after each round brought new ideas and fresh thinking to the work process and environment. The culminating aspect of this activity was the competition of two production "plants" fighting not to be shutdown.

This activity allowed students to see the reality of competition in the marketplace, to participate in quality control and manufacturing, and to experience the highs and lows of the workplace environment. I thank all our Paper Chain employees for their hard work.

Check out the Animoto video...

Who Said It?

Overview

Students in U.S. History class were asked to listen and read eight different statements made by individuals involved in the Revolutionary War. They were not given the identity of the individuals but were asked to make a decision as to whether the statement was made by a Loyalist or Patriot.


Operation



Eight stations were set up around the room each station having one statement. Students were each given a record sheet and on it they were to record three pieces of information. First they were to identify whether the statement was made by a loyalist or patriot. Second, identify three words which led to this determination. Third, write a short statement giving the reason for their choice. They circulated around the room listening and reading each of the statements until they had completed all eight.

Outcome

The results from this exercise were magnificent. It was exciting to see all students involved in an simple activity that had them engaged and thinking. They appreciated the ability to move about the room, and did so without being a distraction. Including more to this activity that just determining who said it forced students to slow down and validate their responses. This type of thinking produced results that were unexpected. over ninety percent of the class completed this activity with zero errors. This activity was a great way to involve them in much more than simple reading and writing, and promoted deep student thinking much more than a simple matching exercise could ever have done.

Press Conference

Overview

The US History class took on a new challenge this week with a simulation exercise about the Boston Tea Party. The students were going to collaborate in five groups to research different perspectives of the Tea Party, and create a summary and list of questions. It was an activity that would place them in the first person role of either participant or observer.

Operation

Students were each assigned either the role of Colonist, British Official, Member of the Sons of Liberty, Native American, or Ship captain/mate. They worked together to research the events of the Boston Tea Party and create summary statements for their assigned role. They also created a list of questions to ask other groups as the other groups would be at the table. One by one each group then was called to the table at the front of the room, gave their report, and the floor was opened for questioning. After each group was given time for Q & A, they were asked to step down and the next group would go.

Outcome

It was remarkable to see the enthusiasm and energy created in the room. Student participation and involvement rose to a new level. The information that was presented was detailed, specific, and demonstrated evidence of solid research. While there where still a small number who attempted to hide in the shadows, the question and answer time did not allow for much of this. Questions were directed to specific members, forcing those who were trying to be shy to have to reply. From the teacher perspective I found this activity to be one that certainly can be built upon and I will use the technique again. One particular student comment at the end of class confirmed to me that we are doing things right. He stated that "Today I really felt like I was there" What a blessing from a history teacher to hear that we were able to make history come alive!


Press Conference on PhotoPeach

Scholar Club - September

In an attempt to promote and reward academic excellence and achievement at the High School level I have created the Scholar Club for the Social Studies students in room #63. This program has been created to motivate students to strive for quality in their work, to go beyond the everyday expectations, and to demonstrate the leadership capabilities of someone who cares.

Our format for inductions is as follows, each month the students who meet the required criteria for membership will be inducted into the Scholar Club. In order to become a member students must meet class avg percentage requirements, must have one of the top five grades on a project, must have completed one voluntary community service project, have not been issued a detention, and must have no unexcused absences. If these criteria are met the student will automatically become a Scholar Club member and receive the rewards associated with membership.

Here is what being a member of the Scholar Club provides. First, the student will be showcased in the newsletter with a descriptive narrative describing their academic achievement. Next, the student will be recognized on the website and their project will receive special display format. Students will also have the option of dropping a low grade from their homework or a quiz. Finally, they will be granted special privileges for visiting either their locker or the library, and using the restroom during class time.



Chelsea

Brittany

Troy

Michaela

Leanne

Allison






These six students have a combined class avg. of 94, have completed over nine hours of community service projects in the community and the district, created exemplary projects on GlogsterEDU and VoiceThread, and have faithfully attended class. They will be showcased in the school newsletter coming out next month, and more information about them and their work is available on the Scholar Club Webpage.