In the Classroom December 2007
Posted by usnl in : November 2007 Edition, In the Classroom , trackbackA Richer Ninth Grade Social Studies Program
One of the ongoing challenges facing social studies teachers everywhere is how to balance the desire to teach a myriad of important and fascinating topics while having time to delve deeply into studies. After trying to do it all for many years, last spring several ninth grade social studies teachers opted to revamp the Ancient History class (SS 110). In the end, depth won out over breadth of study. Required of all ninth graders, the altered course includes a comprehensive study of three civilizations in their ancient and medieval eras. Students now examine the distinct cultures of Greece, China and the Islamic world, devoting a trimester to each.
There were several reasons behind this curricular shift. First, the ninth grade course used to address seven units of study ranging from ancient Greece to China, Mesoamerica and Medieval Africa. While students were exposed to a diverse array of histories and cultures, as teachers we wondered about student coherency even though essential questions were in place to help connect all of the assorted units. Furthermore, the pace of the course did not lend itself to thorough intellectual pursuits. Often times, just as students found themselves immersed in a topic, it was time to move on. What was also lost in that approach was a holistic study of the political, economic, religious, social, intellectual and artistic developments of the time periods. There simply was not enough time to investigate all of those historical components. As more and more ninth grade teachers struggled to cover all of the selected topics, the more questions arose. It seemed as if we were we stretching ourselves too thinly by studying so many episodes in ancient history. Spurred on by Andy Zuccotti’s proposals, the idea of devoting an entire trimester to Greece, China and the Islamic world was finally hatched.
With the first trimester now complete, ninth grade social studies teachers are rejoicing about the benefits that have emerged from the overhauled course. Additional time has led to a greater emphasis on skills such as reading analysis and writing. All eight sections were able to devote sizable time to reading Greek mythology earlier this fall. That was a significant step because stories about Zeus, Athena and Hephaestus are crucial to understanding Greek behavior. An added bonus from the mythology was the foundation it laid for English class and the reading of Homer’s The Odyssey. Some classes have taken on interdisciplinary research projects about the Hellenistic period (800 – 100 BCE), an assignment that was not previously in place. All in all, early signs indicate that students are having a richer and more coherent experience when it comes to their ninth grade social studies.
As ninth grade social studies students move forward with the course, there are plans to fold former units of study into the remaining trimesters about China and Islamic empires. For instance, whereas students once learned about Timbuktu through the eyes of Mansa Musa and Ibn Battuta, those individuals and their experiences will be incorporated into the Islamic trimester. The long-standing term paper and Hajj project are still very much a part of the course, too. As with many educational pursuits, we trust that this learning experience will prove to be even richer than in past years.
Jake Morrow
Lee Payton
Sarah Sharp
Jason Yaffe, Social Studies Department Chair
Andy Zuccotti
Exploring the Physical World
Two new electives were added to the Upper School science course offerings this year. The first, Modern Cosmology, used the work and writings of renowned physicist Stephen Hawking as a vehicle for discovery. Students of this course studied the historical underpinning of our current knowledge of the universe and then tackled the cosmic mysteries surrounding its future. While the focus was primarily set on astrophysics and cosmology, the story told was one of science in general. Indeed, understanding our place in the universe involves understanding the process by which we have gained that knowledge. Favorite topics included the big bang, black holes, the Information Paradox, worm hole and string theory.
In addition, Modern Cosmology participants were asked to work on a special interdisciplinary project
for the recent Juried Art Show. This was both an unexpected and a unique opportunity, blending science and art, to research, design and construct a room-sized camera obscura. Considered the grandfather of modern cameras, the camera obscura allows live images from outside a large box to project onto an interior wall by passing those images through a lens and a small aperture. Early scientists, including Johannes Kepler, used this type of device to trace celestial images for astronomical applications. In addition, the camera obscura has been used for centuries by artists to trace landscapes.
The execution of this project was driven entirely by the students. Starting with nothing and crunched for time, these highly talented and motivated students manufactured not one, but two working camera obscuras for display! Physics, engineering, art and construction skills (Wh
o knew that wielding a saw could be so much fun?) merged to produce spectacular results. It was an amazing feat that required teamwork, discipline, determination and a lot of hard work. Ultimately, however, the success of this project was measured by the squeals of excitement from Lower School students as they recognized moving and still objects from across campus as the images projected on a white background within the dark room!
The second new elective, The Physics of Science Fiction, is designed as an intersection of popular science fiction media with physics concepts. The course offered in trimester 2 will use science fiction books and films as a vehicle to explore both classical and modern physics. Students will analyze book or movie scenes as active scientists, proving the reasonability of the science depicted, or de-bunking the science as either completely impossible or at least unlikely given what we currently know to be true. Students of this course will be doing science as scientists do it: conducting experiments and research, testing their own ideas, discussing their results, and linking their findings to science fiction with the purpose of evaluating its validity. The course will be an opportunity for students to play “science detective” as they investigate potential crimes of science!
The theme for this course has been inspired by Lawrence Krauss’ book, The Physics of Star Trek, and the sequel, Beyond Star Trek. These two books analyze the science, especially the physics, behind popular science fiction in Star Trek, Independence Day, The X-Files and other popular science fiction. In addition, the course will explore selected scenes from Contact, I Robot, Star Wars and more! To supplement class activities, students will be encouraged to explore the physics of their favorite science fiction story and will be required to produce an original piece of science fiction
Whether taken in sequence or independently, these two physics electives will provide students with a rich opportunity to learn about topics not normally covered in the traditional physics curriculum. They represent the ideal science elective track for those who have an interest in exploring the exotic sciences and, at the same time, enjoy exercising creativity of thought and practice. Indeed, the potential for these electives is out of this world!
Lorre Gifford
Physics teacher
Executive Functions = Successful Learning
With trimester 1 coming to a close, it’s time to help your students reassess and create fresh goals. Researchers and psychologists have been focusing lately on the theory of executive function (EF) as another tool to help students become strategic learners. It is important to understand this model, especially as it relates to the role of the frontal cortex in the developing child, which we know is not fully mature until age 20+. The newest research tells us that it is important for teachers and parents to be helping students by explicit and direct instruction with self-management skills.
Lynn Meltzer, a professor at Harvard and founder of the annual National Learning Differences Conference, has compiled a recent book of research entitled Executive Function in Education. Many distinguished contributors describe ways to help all students learn skills for independent, self-directed learning. “Executive functioning involves activating, orchestrating, monitoring, evaluating and adapting different strategies to accomplish different task. It requires the ability to analyze situations, plan and take action, focus and maintain attention, and adjust actions as needed to get the job done” writes one educator. Accomplishing all of these functions well is not easy for many students, since we know their brain functions are still maturing at different rates.
Mark Horowitz, of Yale Medical School, adds that there are clusters of cognitive functions in executive functioning. The clusters involve six elements: activation (organizing), focus (shifting attention), effort (sustaining, pacing), emotion (regulating), memory (recalling) and action (monitoring). All of these are often rapidly shifting according to the tasks at hand.
It is no surprise then that we strongly encourage all students to devote time to their daily planners and to strengthening these EF skills. As a parent, you may find the executive function information useful as a framework for helping your students understand the strengths and weaknesses of their self-management and to set some new goals for executing tasks more effectively.
By now, most students are aware of their learning styles and preferences. Students can be encouraged to evaluate, again, their strengths and modify their approach to “study time” at home. First, have them check the planner and print out the syllabi for the week. Record what is required each day for homework and upcoming assessments. Estimate and record how long each task will take. Prioritize the order of study. Review quickly the daily notes from class before beginning the night’s homework. Then, literally, check off each task as it is completed. Practice using different strategies for different tasks. Keep motivation high by breaking tasks into manageable chunks. Remind students that studying is hard work but that consistent, daily completion will provide successful results. Help your students know that hard work without a strategic plan has limitations; using executive function techniques will greatly improve efficacy in learning.
Dana Toedtman
Learning Specialist