The first major assessment of the 7-1 Social Studies experience has moved into the realm of what was. I marveled at witnessing in class focus and at how students struggled through particular questions on the assessment. Worthy of specific mention would be question number 6, which asked students to reflect on their own metacognition, or how they know what they know. This epistemological analysis of their own academic experience and thought patterns proved to be unique and quite insightful. Such a validation of student voice proved to be one of the most rewarding elements of this assessment. It is also my hope students learned the power of planning ahead and using time well. These are tools that will prove invaluable along the journey.
While this assessment can be revised for additional credit, if students choose to do so, our next level of focus now lies on the upcoming Social Studies exam. The facts of the exam have been divulged to students. It will take place on Thursday and Friday, 9/20 and 9/21. Its contents are will cover chapters 3-1 and 4, while its form will be of multiple choice questions, short answer, and extended essay format. The exam is worth 100 points. The weapons of choice that students can use to prepare for this exam are their homework, in class work, graduated difficulty essays, and their readings from the textbook. There will also be study sessions held during 5th period lunch on Tuesday and Wednesday (9/18 and 9/19). These sessions are voluntary, and passes will be made available to students, if they wish to attend. If I can offer additional insight into this assessment, I might suggest that students begin the process of studying for this exam soon… very soon. A good timetable might be the following:
The weekend- Spend time reviewing chapter 3-1 and chapter 4-1. In terms of the review of 3-1, pay close attention to the governments of Jamestown and Plymouth, as well as the DR-TA work which focused on essential elements of Jamestown and Plymouth. When reviewing 4-1, I believe the IEPC chart and summary of 4-1 could be highly beneficial. Special attention should be paid attention to the Zenger case, the Navigation Acts, and English roots of colonial government.
Monday night- Spend time reviewing chapter 4-2 and 4-3. Graphic organizers on both sections were distributed and should be completed. I believe these will be extremely helpful to student preparation. I would also suggest that students examine the ideas of Triangular Trade and the economic and political implications of slavery.
Tuesday night- Spend time reviewing chapter 4-4. If I were to identify one section that provides the genesis for this exam, it would be this section. Students took notes through the New American Lecture method of “chunks” on this section, which focused on the emergence of colonial culture. I would review the concepts of each chunk. By “review,” I would expect that students are fluent and proficient in discussing the chunks and embarking upon a fruitful and worthwhile conversation about each chunk. I have always suggested that if a parent/ guardian could simply ask their student to talk about a particular concept, and have them instruct the parent/ guardian, students would be ready for any assessment I give. Students should ensure that they are aware of the concept of Enlightenment theory, how it was reflected in the Colonies, and the role ideas played in developing colonial culture.
Inherent in all of these methods of study would be the notion of utilizing vocabulary effectively in articulating intellectual ideas. For students to become stronger participants in their learning, it is inevitable that they must appropriate the language that shows mastery of understanding. I believe that if students possess a greater understanding of the vocabulary in the unit of study, they have a better chance of finding success on this assessment, their first exam in Social Studies. Integration of vocabulary and key terms should be inherent to all nights of study and preparation.
I believe that this exam will be an excellent opportunity for students to display what they know about the content. I don’t feel that it is an exam to “catch students” in what they don’t know. Providing that all students have done what has been asked of them in an appropriate manner, I believe that each emerging scholar has an opportunity to demonstrate success on this exam.
I hope to see all 7-1 parents/ guardians Tuesday starting at 6:45 for Curriculum Night. It’s an excellent opportunity to visit with your teachers (and witness a fairly neat Powerpoint presentation in Social Studies). As always, if I can be of any further assistance, please do not hesitate to contact me at school or at home.
All best and happy hunting.
Mr. Kannan
While this assessment can be revised for additional credit, if students choose to do so, our next level of focus now lies on the upcoming Social Studies exam. The facts of the exam have been divulged to students. It will take place on Thursday and Friday, 9/20 and 9/21. Its contents are will cover chapters 3-1 and 4, while its form will be of multiple choice questions, short answer, and extended essay format. The exam is worth 100 points. The weapons of choice that students can use to prepare for this exam are their homework, in class work, graduated difficulty essays, and their readings from the textbook. There will also be study sessions held during 5th period lunch on Tuesday and Wednesday (9/18 and 9/19). These sessions are voluntary, and passes will be made available to students, if they wish to attend. If I can offer additional insight into this assessment, I might suggest that students begin the process of studying for this exam soon… very soon. A good timetable might be the following:
The weekend- Spend time reviewing chapter 3-1 and chapter 4-1. In terms of the review of 3-1, pay close attention to the governments of Jamestown and Plymouth, as well as the DR-TA work which focused on essential elements of Jamestown and Plymouth. When reviewing 4-1, I believe the IEPC chart and summary of 4-1 could be highly beneficial. Special attention should be paid attention to the Zenger case, the Navigation Acts, and English roots of colonial government.
Monday night- Spend time reviewing chapter 4-2 and 4-3. Graphic organizers on both sections were distributed and should be completed. I believe these will be extremely helpful to student preparation. I would also suggest that students examine the ideas of Triangular Trade and the economic and political implications of slavery.
Tuesday night- Spend time reviewing chapter 4-4. If I were to identify one section that provides the genesis for this exam, it would be this section. Students took notes through the New American Lecture method of “chunks” on this section, which focused on the emergence of colonial culture. I would review the concepts of each chunk. By “review,” I would expect that students are fluent and proficient in discussing the chunks and embarking upon a fruitful and worthwhile conversation about each chunk. I have always suggested that if a parent/ guardian could simply ask their student to talk about a particular concept, and have them instruct the parent/ guardian, students would be ready for any assessment I give. Students should ensure that they are aware of the concept of Enlightenment theory, how it was reflected in the Colonies, and the role ideas played in developing colonial culture.
Inherent in all of these methods of study would be the notion of utilizing vocabulary effectively in articulating intellectual ideas. For students to become stronger participants in their learning, it is inevitable that they must appropriate the language that shows mastery of understanding. I believe that if students possess a greater understanding of the vocabulary in the unit of study, they have a better chance of finding success on this assessment, their first exam in Social Studies. Integration of vocabulary and key terms should be inherent to all nights of study and preparation.
I believe that this exam will be an excellent opportunity for students to display what they know about the content. I don’t feel that it is an exam to “catch students” in what they don’t know. Providing that all students have done what has been asked of them in an appropriate manner, I believe that each emerging scholar has an opportunity to demonstrate success on this exam.
I hope to see all 7-1 parents/ guardians Tuesday starting at 6:45 for Curriculum Night. It’s an excellent opportunity to visit with your teachers (and witness a fairly neat Powerpoint presentation in Social Studies). As always, if I can be of any further assistance, please do not hesitate to contact me at school or at home.
All best and happy hunting.
Mr. Kannan
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