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Ms. Fallon’s Classroom Edit display name

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We have no social studies textbooks for our 6th grade Ancient Civilizations curriculum. I don't see this as a negative, however it does mean that in order to gain a baseline understanding of each unit, I prepare the content to cover student learning and (ideally) spark discussions and inquiry. These discussions and inquiry then lead students to focus on their own specific interest for research, but everything stems from my presentations of the main content. My students are unabashedly honest about their preference of finding their own information as opposed to it being presented to them. Our school is fortunate enough to have the technology available for students to conduct their own research but as of now, in order to guide their initial understandings, the base of their knowledge stems from me. The selection of books that will be funded through this project have been chosen based on alignment to the Ancient Civilizations curriculum and, more importantly, student interest. When we receive these materials, my students will be empowered; I will guide the creation of overarching questions and rubrics for learning as a class, then they will conduct their own search through these texts to identify the pillars of each civilization. Forming their basic understandings independently with these reliable sources, individuals or groups can present their findings to each other through a variety of medium. Students can then continue their independent secondary research on a more specific topic. I expect that this new approach to Social Studies class to come with challenges. Instead of focusing on the content I deliver to students, my primary objective will be to analyze their understandings through the content they deliver to one another. The benefits will outweigh any struggles though, as my students will become expert researchers, fully accountable for their collective learning experience.

About my class

We have no social studies textbooks for our 6th grade Ancient Civilizations curriculum. I don't see this as a negative, however it does mean that in order to gain a baseline understanding of each unit, I prepare the content to cover student learning and (ideally) spark discussions and inquiry. These discussions and inquiry then lead students to focus on their own specific interest for research, but everything stems from my presentations of the main content. My students are unabashedly honest about their preference of finding their own information as opposed to it being presented to them. Our school is fortunate enough to have the technology available for students to conduct their own research but as of now, in order to guide their initial understandings, the base of their knowledge stems from me. The selection of books that will be funded through this project have been chosen based on alignment to the Ancient Civilizations curriculum and, more importantly, student interest. When we receive these materials, my students will be empowered; I will guide the creation of overarching questions and rubrics for learning as a class, then they will conduct their own search through these texts to identify the pillars of each civilization. Forming their basic understandings independently with these reliable sources, individuals or groups can present their findings to each other through a variety of medium. Students can then continue their independent secondary research on a more specific topic. I expect that this new approach to Social Studies class to come with challenges. Instead of focusing on the content I deliver to students, my primary objective will be to analyze their understandings through the content they deliver to one another. The benefits will outweigh any struggles though, as my students will become expert researchers, fully accountable for their collective learning experience.

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