* Please remember to check your child's planner daily *
New Information is in colored font.
This year my goals are to instill a love of social studies, develop an understanding of U.S. History and help your child create strong work/study habits. Throughout the year, your child will have the opportunity to display what they have learned in a variety of ways. If your child would like extra assistance on an assignment or before a quiz, I am available before or after school. I can also make arrangements to work with them during lunch if that is more convenient.
YOUR CHILD IS ENCOURAGED TO MAKE CORRECTIONS ON ANY ASSIGNMENT BELOW A TWO. This provides an opportunity for students to take a "second look" at the assignment, and learn from their mistakes. It also allows students to take ownership and responsibility for their own learning. Please feel free to contact me should you have any questions.
YOUR CHILD IS ENCOURAGED TO MAKE CORRECTIONS ON ANY ASSIGNMENT BELOW A TWO. This provides an opportunity for students to take a "second look" at the assignment, and learn from their mistakes. It also allows students to take ownership and responsibility for their own learning. Please feel free to contact me should you have any questions.
Troy Historic Village
We had a great day of learning as students stepped back in time to learn about life in the early 1900s. Students participated in the following:
Life 1900-1918: Students contrasted a child’s modern life with that in 1915. They also explored a Wilsonian home while learning about early 20th century culture.
Print Shop: We learned how printed materials were mass produced in the past and we even made a flyer to take home!
Primary and Secondary Sources: We learned the difference between source types by sorting actual artifacts!
20th Century Commerce: Students compared current prices and wages with those of 100 years ago. Then we actually did a little shopping at the general store! It was amazing to see what yu could purchase with just a few dollars!
We had a great day of learning as students stepped back in time to learn about life in the early 1900s. Students participated in the following:
Life 1900-1918: Students contrasted a child’s modern life with that in 1915. They also explored a Wilsonian home while learning about early 20th century culture.
Print Shop: We learned how printed materials were mass produced in the past and we even made a flyer to take home!
Primary and Secondary Sources: We learned the difference between source types by sorting actual artifacts!
20th Century Commerce: Students compared current prices and wages with those of 100 years ago. Then we actually did a little shopping at the general store! It was amazing to see what yu could purchase with just a few dollars!
Question Formalization Technique in Action Again!
Students did a great job using the Question Formulation Technique (QFT) as they researched artifacts from a sunken ship, which provided clues about why Europeans came to the New World. Students then had to come up with a creative way to teach the rest of the class what they had discovered. Be sure to ask your child what they learned and how they chose to present it to the class.
Looking ahead…
We will be researching European explorers who made the journey across the Atlantic. Did they find what they were looking for in the New World? What were their motives and how did their arrival affect the native peoples.
We will be researching European explorers who made the journey across the Atlantic. Did they find what they were looking for in the New World? What were their motives and how did their arrival affect the native peoples.
Question Formulation Technique (QFT)
Huge shout-out to Stacie Woodward, (aka Alice’s mom) for modeling this technique for me and our 5th graders. Basically, this is a strategy that helps kids formulate questions. Why is this important? Research shows that students, who learn to ask their own questions are more engaged, take greater ownership of their learning and learn more. Stacie had the students develop questions around the Hope Native American proverb:
Huge shout-out to Stacie Woodward, (aka Alice’s mom) for modeling this technique for me and our 5th graders. Basically, this is a strategy that helps kids formulate questions. Why is this important? Research shows that students, who learn to ask their own questions are more engaged, take greater ownership of their learning and learn more. Stacie had the students develop questions around the Hope Native American proverb:
Those who tell the stories rule the world.
Celebrating Black History Month
Students had the opportunity to explore and research a variety of African Americans who have made significant contributions to our society. One resource we used was a website called The Undefeated 44. Students were encouraged to choose people they were curious about. In other words, choose someone you aren’t familiar with.
This provided a wonderful opportunity for a visible thinking routine called Step Inside. Yes, it’s exactly what it sounds like, you “step inside” the person’s life. Please check out our visible thinking for more details on this routine.
Students had the opportunity to explore and research a variety of African Americans who have made significant contributions to our society. One resource we used was a website called The Undefeated 44. Students were encouraged to choose people they were curious about. In other words, choose someone you aren’t familiar with.
This provided a wonderful opportunity for a visible thinking routine called Step Inside. Yes, it’s exactly what it sounds like, you “step inside” the person’s life. Please check out our visible thinking for more details on this routine.
We also used this technique to kick off our new unit on Why Europeans Left for the New World. Students were given a variety of pictures of artifacts and then they followed the following steps:
- Produce Questions – (remembering that there are no bad questions)
- Categorize Questions – ( open-ended , closed-ended)
- Prioritize – (choose three questions you want to explore)
- Next Steps – Now what? Put your questions into action! For example, you may use the questions to research, develop a project, use the questions as a guide, etc.
- Reflection – What have you learned and how can you use it?
MLK – “I Have a Dream”
August 28th, 1963, the day that MLK gave his “I Have a Dream” speech represents a day in history when people came together to stand up for what they believe in. In honor of Dr. Martin Luther King Jr. and his fight for civil rights, TIME for Kids is having a writing competition. TFK wants to know what kids are willing to stand up for? I loved hearing what our kids think is important! They have some great ideas! Several students even chose to submit their writing to the contest!
August 28th, 1963, the day that MLK gave his “I Have a Dream” speech represents a day in history when people came together to stand up for what they believe in. In honor of Dr. Martin Luther King Jr. and his fight for civil rights, TIME for Kids is having a writing competition. TFK wants to know what kids are willing to stand up for? I loved hearing what our kids think is important! They have some great ideas! Several students even chose to submit their writing to the contest!
Spreading kindness to one another with compliment cards!
CHECK OUT OUR VISIBLE THINKING!
Step Inside
The Step Inside thinking routine structures students’ thinking and deepens their understanding about a person/thing. It focuses on perspective and asks the learner to hypothesize what this person/thing observes, understands, believes, cares about, and questions. This routine pushes students further than what they might do in the Circle of Viewpoints thinking routine.
What can this person (thing) see, observe, or notice? What might this person (thing) know, understand, hold true, or believe? What might this person (thing) care deeply about? What might this person (thing) wonder about or question?
The Step Inside thinking routine structures students’ thinking and deepens their understanding about a person/thing. It focuses on perspective and asks the learner to hypothesize what this person/thing observes, understands, believes, cares about, and questions. This routine pushes students further than what they might do in the Circle of Viewpoints thinking routine.
What can this person (thing) see, observe, or notice? What might this person (thing) know, understand, hold true, or believe? What might this person (thing) care deeply about? What might this person (thing) wonder about or question?
Headlines
The Headlines routine asks students to reflect and synthesize as they identify the essence or core of a situation or learning experience. This helps to build understanding of big ideas and core principles.
After researching the different cultural regions the students created an advertisement that was to encourage people to settle in a particular region. They were to include a catchy headline, an illustration, and a word splash that described the region.
The Headlines routine asks students to reflect and synthesize as they identify the essence or core of a situation or learning experience. This helps to build understanding of big ideas and core principles.
After researching the different cultural regions the students created an advertisement that was to encourage people to settle in a particular region. They were to include a catchy headline, an illustration, and a word splash that described the region.
Generate Sort Connect Extend
This routine activates prior knowledge and helps to generate ideas about a topic. It also facilitates making connections among ideas. Concept maps help to uncover students’ mental models of a topic in a non-linear way.
Students worked in groups to sort, connect and extend their thinking using a variety of Native American artifacts.
This routine activates prior knowledge and helps to generate ideas about a topic. It also facilitates making connections among ideas. Concept maps help to uncover students’ mental models of a topic in a non-linear way.
Students worked in groups to sort, connect and extend their thinking using a variety of Native American artifacts.
See Think Wonder
This routine encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.
Students examined images of Native American migration routes and answered the following questions:
Students also used this routine as they examined four natural environments in North America.
This routine encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.
Students examined images of Native American migration routes and answered the following questions:
- What do you see?
- What do you think about that?
- What does it make you wonder?
Students also used this routine as they examined four natural environments in North America.
Tug-of –War
This routine builds on children's familiarity with the game of
tug-of-war to help them understand the complex forces that "tug" at either side of a fairness dilemma. It encourages students to reason carefully about the "pull" of various factors that are relevant to a dilemma of fairness. It also helps them appreciate the deeper complexity of fairness situations that can appear black and white on the surface.
This was not your typical Tug-of-War! After much discussion, students had to select an environment (desert, grassland, mountains or Arctic) they would choose to settle if they were a Native American. Then, students used their knowledge of the environments to try and convince other students to join their environment.
This routine builds on children's familiarity with the game of
tug-of-war to help them understand the complex forces that "tug" at either side of a fairness dilemma. It encourages students to reason carefully about the "pull" of various factors that are relevant to a dilemma of fairness. It also helps them appreciate the deeper complexity of fairness situations that can appear black and white on the surface.
This was not your typical Tug-of-War! After much discussion, students had to select an environment (desert, grassland, mountains or Arctic) they would choose to settle if they were a Native American. Then, students used their knowledge of the environments to try and convince other students to join their environment.
Chalk Talk
The Chalk Talk thinking routine provides an opportunity for everyone to be given a chance to be heard. Thinking becomes visible and it encourages students to consider others' viewpoints.
The Chalk Talk thinking routine provides an opportunity for everyone to be given a chance to be heard. Thinking becomes visible and it encourages students to consider others' viewpoints.
Students responded to the following question:
How does a globe help you better understand the United States?
How does a globe help you better understand the United States?
Tug-of –War (The Bill of Rights)
This routine builds on children's familiarity with the game of
tug-of-war to help them understand the complex forces that "tug" at either side of a fairness dilemma. It encourages students to reason carefully about the "pull" of various factors that are relevant to a dilemma of fairness. It also helps them appreciate the deeper complexity of fairness situations that can appear black and white on the surface.
The students were asked to think of tugs, or reasons why they support a certain side of the dilemma. They wrote their responses on sticky notes and strategically placed them on the “rope” depending on if they agreed or disagreed with the question. What great thinkers we have in our class!
This routine builds on children's familiarity with the game of
tug-of-war to help them understand the complex forces that "tug" at either side of a fairness dilemma. It encourages students to reason carefully about the "pull" of various factors that are relevant to a dilemma of fairness. It also helps them appreciate the deeper complexity of fairness situations that can appear black and white on the surface.
The students were asked to think of tugs, or reasons why they support a certain side of the dilemma. They wrote their responses on sticky notes and strategically placed them on the “rope” depending on if they agreed or disagreed with the question. What great thinkers we have in our class!
Do you agree with the Second Amendment?
(the right to keep
and bear arms)
What makes you say that?
(the right to keep
and bear arms)
What makes you say that?
As part of their assessment on the Bill of Rights, students were asked to reflect on how their thinking has changed using the routine:
I used to think…, And now I think…
This routine can be useful in consolidating new learning as students identify their new understandings, opinions, and beliefs. By examining and explaining how and why their thinking has changed, students are developing their reasoning abilities and recognizing cause and effect relationships.
-Visible Thinking Harvard Project Zero
I used to think…, And now I think…
This routine can be useful in consolidating new learning as students identify their new understandings, opinions, and beliefs. By examining and explaining how and why their thinking has changed, students are developing their reasoning abilities and recognizing cause and effect relationships.
-Visible Thinking Harvard Project Zero
What’s Your Mindset?
We have been exploring different types of mindsets and how they impact learning. In the beginning of the year, students participated in a chalk talk (see below) to get them thinking about the differences between a growth and fixed mindset. Be sure to ask your child what type of mindset they have, and what makes them say that?
Next, we read about five famous people (Wilma Rudolph, Nelson Mandela, Malala Yousafzai, Elizabeth Blackwell, and Michaela DePrince) who overcame extreme difficulties in their lives and discussed why we thought they were able to achieve success. We also shared how these people could inspire us to overcome difficult situations.
We have been exploring different types of mindsets and how they impact learning. In the beginning of the year, students participated in a chalk talk (see below) to get them thinking about the differences between a growth and fixed mindset. Be sure to ask your child what type of mindset they have, and what makes them say that?
- Do you think people are born smart?
- What makes you say that?
- Do you care more about grades or learning?
- What makes you say that?
- Do you agree or disagree with the idea
- What makes you say that?
- What is a growth mindset?
- What is a fixed mindset?
- Do you have a growth or fixed mindset?
- What makes you say that?
Next, we read about five famous people (Wilma Rudolph, Nelson Mandela, Malala Yousafzai, Elizabeth Blackwell, and Michaela DePrince) who overcame extreme difficulties in their lives and discussed why we thought they were able to achieve success. We also shared how these people could inspire us to overcome difficult situations.
Raffle Tickets
Students can earn raffle tickets/ Oak Leaves for displaying positive behavior, teamwork,
outstanding participation, and exemplary work. Every month two lucky winners are chosen from each core to win a prize from Mrs. Mitchell’s prize box! Be sure to ask your child if they are earning Oak leaves in social studies class!
Students can earn raffle tickets/ Oak Leaves for displaying positive behavior, teamwork,
outstanding participation, and exemplary work. Every month two lucky winners are chosen from each core to win a prize from Mrs. Mitchell’s prize box! Be sure to ask your child if they are earning Oak leaves in social studies class!
Daily Geography
The students use a variety of maps to answer two geography questions for each day of
the week and a challenge question on Friday. The questions cover basic geography skills and progress in difficulty from Monday to Friday.
Time For Kids (TFK)
Time For Kids is a weekly classroom news magazine that motivates kids to read! Issues cover a wide range of real-world topics kids love to learn about. Besides learning about current events, and developing reading strategies, TFK can also be used as a springboard for numerous writing activities.
The students use a variety of maps to answer two geography questions for each day of
the week and a challenge question on Friday. The questions cover basic geography skills and progress in difficulty from Monday to Friday.
Time For Kids (TFK)
Time For Kids is a weekly classroom news magazine that motivates kids to read! Issues cover a wide range of real-world topics kids love to learn about. Besides learning about current events, and developing reading strategies, TFK can also be used as a springboard for numerous writing activities.
Quizlet
Quizlet is an online learning tool that allows users to study vocabulary through a variety of approaches. Students can play games and create vocabulary cards to help them study. If
you have access to the Internet your child can use this program at home by following these simple steps:
- Go to Quizlet.com
- Search mitchelldq60
- Locate unit we are studying (not all units are available on quizlet)
A Blast from the Past... Remember When...
Spreading Kindness and Honoring Our Veterans
In honor of Veterans Day (11/11), we decided to create thank you cards for our veterans. These were sent to the Veterans Hospital located in Detroit. The students really did a great job of expressing their appreciation to these men and women who risk their lives to keep our country safe.
In addition, students enjoyed writing and receiving compliments from fellow classmates in honor of World Kindness Day (11/13)! It’s amazing how a few kind words can make someone’s day!
In honor of Veterans Day (11/11), we decided to create thank you cards for our veterans. These were sent to the Veterans Hospital located in Detroit. The students really did a great job of expressing their appreciation to these men and women who risk their lives to keep our country safe.
In addition, students enjoyed writing and receiving compliments from fellow classmates in honor of World Kindness Day (11/13)! It’s amazing how a few kind words can make someone’s day!
Life as a Pioneer
Do you have what it takes to survive life in the 1860s? The students and parents enjoyed stepping back in time for a role-playing activity that simulated the trials and tribulations of an American homesteading family in the 1860s. The students were grouped into small “families” of four to six and attempted to survive a typical year in a pioneer’s life, carrying out many of the various practical duties of the period. Thank you to all of our wonderful parent volunteers!
Do you have what it takes to survive life in the 1860s? The students and parents enjoyed stepping back in time for a role-playing activity that simulated the trials and tribulations of an American homesteading family in the 1860s. The students were grouped into small “families” of four to six and attempted to survive a typical year in a pioneer’s life, carrying out many of the various practical duties of the period. Thank you to all of our wonderful parent volunteers!
The Bill of Rights
In our last unit, the students learned about the first 10 amendments (Bill of Rights) to the Constitution and how these amendments protect the rights and liberties of American citizens. We compared the Bill of Rights to a shield that protects citizens from the power of the government. Students had fun using their game boards to help prepare for the quiz!
In our last unit, the students learned about the first 10 amendments (Bill of Rights) to the Constitution and how these amendments protect the rights and liberties of American citizens. We compared the Bill of Rights to a shield that protects citizens from the power of the government. Students had fun using their game boards to help prepare for the quiz!