The 8th Grade students have begun to study the Stock Market and part of the Industrialization Unit. Together, we have examined diversified companies, different stock markets, and currency exchange rates. This lesson was inspired by a student 'Voice and Choice' to "Teach me something I can use in real life" and fit in perfectly for the set up of the Gilded Age, Roaring '20s and foreshadow the Crash of 1929.
Students will be keeping track of their created portfolio and report stock gains and / or losses. Besides the grade, the ONE student who has amassed the greatest stock market fortune over the course of five classes will receive as their prize an all-expenses paid trip to a local movie theater of the student's choice.
So if you see students staring at google.com/finance or any of the myriad of other finance-related websites, don't worry...it really is for Social Studies.
Good luck to all students!
Wednesday, January 20, 2016
Wednesday, December 23, 2015
Tuesday, December 8, 2015
"Sugar-Coating" History
As the year continues, both the 8th and 6th grade classes will evaluate the connections in history. As notified to all classes, "I will not give you the 'sugar-coated' version of history. We will assess events no matter how good, bad, ugly, or bloody, and from as many perspectives as we can!" History is not just found in a book; it is compiled through pictures, documents, journals, speeches, and the opinions we develop from them!
Eighth grade students have begun the U.S. History II portion of the curriculum. Together, we will examine events from American History from 1865 to 1975 and investigate the connections. Events build off each other and lead to a new historical event. Plus, students will work with geography activities to understand the political, social, and economic issues that arose from the United States as a wartime ally to am international superpower.
The Sixth graders have begun the complex unit of Ancient Greece and Rome. Students will take many approaches learning about the rich cultures of the Greeks and Romans. Most importantly, we will make connections from the governments of each and how they affected the government of the United States. In addition, we will utilize geography activities to teach students about the physical, political, and cultural geography of Europe.
Eighth grade students have begun the U.S. History II portion of the curriculum. Together, we will examine events from American History from 1865 to 1975 and investigate the connections. Events build off each other and lead to a new historical event. Plus, students will work with geography activities to understand the political, social, and economic issues that arose from the United States as a wartime ally to am international superpower.
The Sixth graders have begun the complex unit of Ancient Greece and Rome. Students will take many approaches learning about the rich cultures of the Greeks and Romans. Most importantly, we will make connections from the governments of each and how they affected the government of the United States. In addition, we will utilize geography activities to teach students about the physical, political, and cultural geography of Europe.
Wednesday, November 25, 2015
Happy Thanksgiving!
I would like to wish everyone, students and their families, a healthy and happy Thanksgiving! And...if you are participating in Black Friday shopping...good luck!
I am thankful to continue to be a part of this great school community of Bayshore Middle School and look forward to watching the students grow for the remainder of the year. The Second Marking Period will bring new opportunities and together, we will succeed!
-Mr. G.
I am thankful to continue to be a part of this great school community of Bayshore Middle School and look forward to watching the students grow for the remainder of the year. The Second Marking Period will bring new opportunities and together, we will succeed!
-Mr. G.
Saturday, November 7, 2015
Two Minute Warning for the First Marking Period
Hope everyone enjoyed the Fall Break!
Eighth graders returning to class will be participating in a Mock Congress simulation, where, as part of the Civics Unit Assessment PBL, students will be debating and lobbying votes for bills they researched and created. This assessment will serve as the capstone of the Civics Unit and, based on the "Student Voice and Choice Board," we will be studying the Judicial Branch as our bridge into the Reconstruction Unit for U.S. History II curriculum.
For the sixth graders, after our study of Samhaim, will be returning to end the Ancient River Valley Civilizations Unit and present their Podcasting the Past PBL assessments. We will be moving swiftly towards studying ancient Greek history and how it applies to modern American government.
As a reminder for all, the First Marking Period ends November 18, 2015. Good luck as we move towards the end on the quarter and forward through the rest of our studies.
Eighth graders returning to class will be participating in a Mock Congress simulation, where, as part of the Civics Unit Assessment PBL, students will be debating and lobbying votes for bills they researched and created. This assessment will serve as the capstone of the Civics Unit and, based on the "Student Voice and Choice Board," we will be studying the Judicial Branch as our bridge into the Reconstruction Unit for U.S. History II curriculum.
For the sixth graders, after our study of Samhaim, will be returning to end the Ancient River Valley Civilizations Unit and present their Podcasting the Past PBL assessments. We will be moving swiftly towards studying ancient Greek history and how it applies to modern American government.
As a reminder for all, the First Marking Period ends November 18, 2015. Good luck as we move towards the end on the quarter and forward through the rest of our studies.
Sunday, October 18, 2015
Student Directed Learning in 232
As the year continues on, there are two classroom initiatives that students are taking advantage of to enhance their learning. The first station is "Your Voice, Your Choice." This is a simple and powerful idea that students can share that will shape their learning and challenge their teacher! Here, students (color coded blue for 8th grade; yellow for 6th grade) suggest ideas to be included in upcoming lessons, or become a lesson in itself. An 8th grade example is "O.J. Simpson." Students have heard about the infamous trial and tribulations, but there is a curiosity. So the challenge is sent to me. Working with students, we will create a new lesson plan during our studies of the Judicial Branch and use this case for an example in criminal law.
A 6th grade choice, and widely popular, is the "Illuminati." As a historian and teacher, this has been an interesting topic to research, and I have asked for help from students to include in a meaningful lesson. Trust me, the students are enthusiastic to help! In addition, a timely lesson that I am creating as we speak, will trace the history of Halloween, another student selection! Best quote from this request: "Can we have a fun class and try to make it scary?" ...we'll find out!
While I am proud of how my students are freely suggesting and partnering with lesson ideas, another initiative is taking off as well, Social Studies Makerspace. This station is based on the idea of makerspace activities in STEM and the Genius Hour initiative. Simply put, create your own project, aligned with some topic or skill from the Social Studies curriculum, and have it completed by the end of May. Students create their own benchmarks to keep pace with the due date and rubrics to assess their own growth. The ideas have been impressive, and the initial actions are inspiring. From interactive timelines, coded history games, to song writing and a classroom sized board game, I have been in awe of what students are creating and planning. As we get more involved, the class will tell its story through Twitter using #SSMakerspace...follow along in our journey!
Stay tuned for more news coming from 232...a ConnectEd classroom!
 |
| Students working at the "Charging Station" in front of the "Your Voice, Your Choice" board |
A 6th grade choice, and widely popular, is the "Illuminati." As a historian and teacher, this has been an interesting topic to research, and I have asked for help from students to include in a meaningful lesson. Trust me, the students are enthusiastic to help! In addition, a timely lesson that I am creating as we speak, will trace the history of Halloween, another student selection! Best quote from this request: "Can we have a fun class and try to make it scary?" ...we'll find out!
While I am proud of how my students are freely suggesting and partnering with lesson ideas, another initiative is taking off as well, Social Studies Makerspace. This station is based on the idea of makerspace activities in STEM and the Genius Hour initiative. Simply put, create your own project, aligned with some topic or skill from the Social Studies curriculum, and have it completed by the end of May. Students create their own benchmarks to keep pace with the due date and rubrics to assess their own growth. The ideas have been impressive, and the initial actions are inspiring. From interactive timelines, coded history games, to song writing and a classroom sized board game, I have been in awe of what students are creating and planning. As we get more involved, the class will tell its story through Twitter using #SSMakerspace...follow along in our journey!
Stay tuned for more news coming from 232...a ConnectEd classroom!
Sunday, September 27, 2015
Back to School Night Topic: Let students F.A.I.L. to learn a lesson
F.A.I.L. is a method that my classes will be using this year so that students can achieve their best quality work on class activity assignments. F.A.I.L. (First Attempt in Learning) is based on the premise that students may need to redo assignments to understand, analyze, and apply Social Studies content topics and skills. This is a support method for students to show how proper time management and adhering to due dates are responsible personal traits for higher education, college, and career.
With F.A.I.L., students use the content to develop lifelong skills. First, students must follow directions, period! Accuracy is a quality that all employers are seeking. Second, all assignments must be completed by the due date. For class activities, students are allowed until next class to have activity assignments completed. Hence, unlike "traditional" homework assignments, students assign themselves work that must be completed. Hopefully, this will instill the ideals of responsibility and time management. Finally, the individual student must be accountable for completing assignments, whether they choose to do them in small groups, with partners, or by themselves. This accountability also extends to the accuracy, effort, and quality of the assignment.
If a student puts forth the effort to complete the assignment but still fell short in understanding the material, they can meet with me in a class conference session and we will review the assignment together. Then, the student has the option to redo the assignment by the next class for full credit...it is their choice! Students should learn from their mistakes, not be punished by them, and as long as they are not afraid to fail, should be compensated for their academic effort.
But there is always a contingency to plan for...
F.A.I.L. does not apply to class assignments that are "forgotten" or "missed" or "I was too busy" or simply not done. In conference, students must show that there was a legitimate effort to complete the assignment and to do so on time. Responsibility and time management, as stated prior, are transferable skills for college and career readiness and part of the expectations for this class.
Of course, life happens, as it does in the real world. Certain situations dictate different means of addressing them. In those cases, please email me so that together, we can work for the best possible success of the student.
With F.A.I.L., students use the content to develop lifelong skills. First, students must follow directions, period! Accuracy is a quality that all employers are seeking. Second, all assignments must be completed by the due date. For class activities, students are allowed until next class to have activity assignments completed. Hence, unlike "traditional" homework assignments, students assign themselves work that must be completed. Hopefully, this will instill the ideals of responsibility and time management. Finally, the individual student must be accountable for completing assignments, whether they choose to do them in small groups, with partners, or by themselves. This accountability also extends to the accuracy, effort, and quality of the assignment.
If a student puts forth the effort to complete the assignment but still fell short in understanding the material, they can meet with me in a class conference session and we will review the assignment together. Then, the student has the option to redo the assignment by the next class for full credit...it is their choice! Students should learn from their mistakes, not be punished by them, and as long as they are not afraid to fail, should be compensated for their academic effort.
But there is always a contingency to plan for...
F.A.I.L. does not apply to class assignments that are "forgotten" or "missed" or "I was too busy" or simply not done. In conference, students must show that there was a legitimate effort to complete the assignment and to do so on time. Responsibility and time management, as stated prior, are transferable skills for college and career readiness and part of the expectations for this class.
Of course, life happens, as it does in the real world. Certain situations dictate different means of addressing them. In those cases, please email me so that together, we can work for the best possible success of the student.
"A person who never made a mistake never tried anything new" - Albert Einstein
"I have not failed! I just found 10,000 ways that won't work" - Thomas Edison
Subscribe to:
Posts (Atom)