Table of Contents
Middle School Civics
The MS Civics class is studying various topics. The Grade 6 class is now focusing on learning about the application of Pancasila values in everyday life. Students learn the application of the values within the first, second, third, fourth, and fifth principles of Pancasila and get to know the five basic values of Pancasila: divine values, human values, unity values, populist values, and justice values.
The Grade 7 students are learning about the formulation and establishment of Pancasila as the basis of the state. They studied the history of the formulation and determination of Pancasila as the basis of the state (BPUPKI, to know the three figures who formulated Pancasila, the Nine Committee, and PPKI). They are also learning about the spirit and commitment of the founders of the state in formulating and establishing Pancasila as the basis of the state (Nationalism and Patriotism)
The Grade 8 students are studying the position and function of Pancasila. We are discussing what the position and function of Pancasila means. Students will learn about the meaning and importance of Pancasila as the basis of the state and a way of life. Students will learn to realize the importance of the position and function of Pancasila in state life and to familiarize behavior with Pancasila values in various lives.
It is great to see students showing their enthusiasm for participating in the classroom through different activities during this online learning. They are also responsible for completing their assignments. Thank you MS Students!
High School Social Studies
In Conclusion to 9th Grade World History’s unit on Ancient Rome, the students recently began their Choice Board Projects. So you might ask: What are Choice Boards? The choice board is an activity that allows students to demonstrate their understanding of a concept in various modalities. I have been using them in some form since my first year at SIS.
In a typical iteration of the project, students are given an array of 9 mini-projects of which they are to complete three. This matrix of “mini” project ideas usually follows a graduated point value system where the first column of projects is less in point value and easier tasks then the projects in the second and third columns.
All projects are designed to tap into various types of learning strengths. For example, one project might be to create a soundtrack for Julius Caesar’s last days as dictator of Rome, This assignment taps into the strengths of an auditory or musically inclined learner. And so the chooser of this topic has found a project that he or she can convey using their strengths as a learner.
Of course, these projects can be done no matter what one’s learning preference may be. Simply put the projects are inherently differentiated to meet the needs of all types of learners. Another project in this recent Choice Board is a diary of a freeborn woman married to a Roman Aristocrat. This project may appeal to students who are strong writers. The project “The laughable Leaders” involves creating a satirical cartoon about one of Rome’s weaker leaders hence appealing to the visual or artistic side of learning as well as the inner comic in oneself.
While all of the projects are geared toward different learning styles, all of the projects involve writing on some level except the Cultural “MishMosh” project which is a visual collage of Roman cultural elements with a spoken explanation. And at the conclusion of the choice board projects, all students are required to present a selected project to a small group audience; thus requiring and strengthening oral fluency.
In conclusion, I would say that as a proponent of the activity I am still discovering new ways to make the learning in Choice Boards more accessible to the student in turn making them both a challenging and fun exercise to engage in.