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Curriculum Overview

  • Disciplinary Knowledge
    • History
      • The New Nation 1776-1800
        • Causes of the Revolution (review)
        • Creating New Government(s) and a New Constitution
      • Expansion and Reform 1792-1861
        • Political Growth and Challenges to an Emerging Nation
        • Regional and Economic Growth
        • Reform Movements
      • Civil War and Reconstruction 1850-1877
        • Abolition and Anti-Slavery
        • Civil War
        • Reconstruction
    • Geography
    • Civics and Government
    • Economics
  • Thinking Skills
    • Reading and Communication
    • Inquiry, Research and Analysis
      • Developing Questions and Planning Inquiries
      • Gathering and Evaluating Sources
      • Applying Disciplinary Tools and Concepts
      • Developing Claims and Using Evidence
      • Communicating and Critiquing Conclusions
    • Problem-Solving / Decision Making
  • Democratic Values (Core Democratic Values - CDV’s)
  • Citizen Participation
    • Taking Informed Action
  • Leadership Skills

Workshop Overview

  • The goal of our social studies workshop is to create a place for students to build a collaborative knowledge base for our seventh and eighth grade social studies class. We have been inspired by and borrowed ideas from a wide variety of sources. Two of our most important sources are: a) the work of Bereiter and Scardamalia on knowledge building and b) the Writer's Workshop described most eloquently by Lucy Calkins. As we develop this space, we will explore the use of a wide range of tools including: Google Docs, concept maps, wiki entries, a range of class-created databases, podcasts, blogs, Moodle, and more.

  • Projects can be any size. Some might take less than a class period. Some might take a whole marking period. Students can pick any topic related to our overall units of study. They can pick whatever resources they can find to learn about it. They can share what they have learned in a wide variety of ways. Check the links in the sidebar to explore some of the options, but students shouldn't limited by them. If they have an idea different from what they see, they can propose it and maybe we can make it work. The time period is 1780-1870.