|
|
|
|
|
|
|
|
|
|
Clemente Family Update 10/16/2024
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Over the past six weeks, our Freshmen Civics students have immersed themselves in the critical topic of Prison Policy. They’ve engaged with the powerful documentary “13th”, explored the complexities of prison labor, and drawn insightful comparisons between American and Norwegian prison systems. Along the way, they've honed essential skills in evidence-based argumentation and crafting strong summaries.
|
|
This week, we’re excited to see them put their learning into action with their first summative assessment of the year, which accounts for 40% of their grade! Students will be writing a formal email to a local official, advocating for a specific policy or program they believe could make a difference. They’ll be using the evidence and insights they’ve gathered throughout the unit, and we can’t wait to see the impact of their voices in this important conversation. Thank you for your continued support as we encourage our students to engage with real-world issues! -Ms. Hastings and Mr. Spooner
|
|
|
Students in EL US History have been learning about the beginnings of colonization in what would become the United States. This past week, they took learning into the halls and walked around analyzing sources discussing population changes, exports, indentured servitude, slavery, and climate differences in the regions.
|
|
Then, in preparation for our Constitution unit, students took their learning back into the classroom and, using the information they learned, wrote predictions about why the colonies would eventually split from Great Britain.
|
|
|
|
|
Students in EL US History have been learning about the beginnings of colonization in what would become the United States. This past week, they took learning into the halls and walked around analyzing sources discussing population changes, exports, indentured servitude, slavery, and climate differences in the regions.
|
|
Then, in preparation for our Constitution unit, students took their learning back into the classroom and, using the information they learned, wrote predictions about why the colonies would eventually split from Great Britain.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
