What Students Do
Students encounter a variety of assessments as well as Project-Based Learning modules geared toward real-world application.
Students have invited adults to their "Make the Americas" concert project in the school auditorium, communicated the fortunes of figures and results of their actions prior to the Revolutionary War as a "Fortune Teller," debated as a Revolutionary figure in a "Meeting of the Minds" and developed a Menu of Antebellum Conflicts complete with appetizers, main dishes, sides, beverages and desserts that stirred the Civil War.
Students use evidence to develop one-sided arguments on the effectiveness of the Reconstruction Era, created LinkedIn Profiles of Gilded Age Symbols, composed Smear Campaign Commercials addressing the ills of American society from 1865-1900, illustrated Reform Flyers to encourage people to participate in a Progressive Era reform as well as ranked the successes of the Era on the "spectrum" and conjured a Tour brochure focused on the interactions and results of the American Imperialism. Each November (during the College Football Playoff) and March (in spirit of March Madness basketball tournaments), students have played out tournament brackets to determine the best president of the 1900's as well as picked the "Ugliest Election" between five election years in a bracket.
My student's favorite assignments involve formulating dating profiles of people, objects and ideas based on American involvement in world conflicts. They have also matched 'historical besties' between generational gaps, developed their own Mount Rushmore while defending their selections and invited adults into the school as students hosted their own history-themed Time Machine Party of influential Americans.
Much of what students do in my class challenges them to use the content in an authentic context. I feel students leave my class with a solid foundation in the social studies content and develop skills they can utilize in the real world regardless of their future occupation.
Students have invited adults to their "Make the Americas" concert project in the school auditorium, communicated the fortunes of figures and results of their actions prior to the Revolutionary War as a "Fortune Teller," debated as a Revolutionary figure in a "Meeting of the Minds" and developed a Menu of Antebellum Conflicts complete with appetizers, main dishes, sides, beverages and desserts that stirred the Civil War.
Students use evidence to develop one-sided arguments on the effectiveness of the Reconstruction Era, created LinkedIn Profiles of Gilded Age Symbols, composed Smear Campaign Commercials addressing the ills of American society from 1865-1900, illustrated Reform Flyers to encourage people to participate in a Progressive Era reform as well as ranked the successes of the Era on the "spectrum" and conjured a Tour brochure focused on the interactions and results of the American Imperialism. Each November (during the College Football Playoff) and March (in spirit of March Madness basketball tournaments), students have played out tournament brackets to determine the best president of the 1900's as well as picked the "Ugliest Election" between five election years in a bracket.
My student's favorite assignments involve formulating dating profiles of people, objects and ideas based on American involvement in world conflicts. They have also matched 'historical besties' between generational gaps, developed their own Mount Rushmore while defending their selections and invited adults into the school as students hosted their own history-themed Time Machine Party of influential Americans.
Much of what students do in my class challenges them to use the content in an authentic context. I feel students leave my class with a solid foundation in the social studies content and develop skills they can utilize in the real world regardless of their future occupation.
Exhibits
SIOP Feature 2-25-22 | |
File Size: | 2140 kb |
File Type: |
A Tour of my Classroom | |
File Size: | 9872 kb |
File Type: | mp4 |
Kaitlyn Taylor Letter to Strayer University | |
File Size: | 827 kb |
File Type: |
Imperialism Word Window | |
File Size: | 1231 kb |
File Type: | jpeg |
Adrian Rudisell | |
File Size: | 422 kb |
File Type: | png |
Ben King | |
File Size: | 360 kb |
File Type: | png |
My Class Featured in the Salisbury Post
Salisbury Post: Remote Learning 3/26/20 | |
File Size: | 30 kb |
File Type: | spostremote learning3-26-20 |
Salisbury Post: Time Machine Party 12/12/19 | |
File Size: | 27 kb |
File Type: | sposttmp12-12-19 |
Completed Student Work
Amani Everhart: American Conflicts Dating Profiles | |
File Size: | 924 kb |
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Kamora Cannie LinkedIn Profile: J. Riis | |
File Size: | 833 kb |
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Salma Munaser LinkedIn Profile: F. Douglass | |
File Size: | 46 kb |
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Hugh R. LinkedIn Profile: T. Powderly | |
File Size: | 413 kb |
File Type: |
Kevin Figueroa: Antebellum Menu | |
File Size: | 1510 kb |
File Type: |
Tyler Morrison: Reconstruction Janus | |
File Size: | 3445 kb |
File Type: | jpg |
Kayla Wilson: Historical Besties | |
File Size: | 2285 kb |
File Type: |
Savannah Loftis: Historical Besties | |
File Size: | 3457 kb |
File Type: |
Bloom Goodlett: Progressivism Spectrum | |
File Size: | 848 kb |
File Type: | png |
Bella Smith: Progressive Argument | |
File Size: | 562 kb |
File Type: | png |