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Last week students were assigned a student behavior from the following: dominating, debating, experting, wall flowering, and social butterflying. They then worked in pairs and then small groups coming up with a definition for each behavior type, thinking about the pros and cons of each behavior, and then illustrating and acting out the behavior. The goals were to think about how individuals impact a classroom as well as working collaboratively in pairs and small groups.

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Students worked to devise a set of rules for the Unit for this year.

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What do you think of when you hear or see the word government? Students worked individually, in pairs, and then shared out with the group the places, people, and concepts/ideas they thought of when pondering government. Click on the window below to see all four classes answers.

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Check out this Presentation designed by Jennifer Kay.Goodman.

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Guiding Questions and Course Description

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Guiding Questions and Course Description

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This piece from iCivics helps us learn about why people have governemnts and different approaches to government. The goal for the brainstorm and this reading are to help students understand what the word "government" means and to start to develop their own working definitions. After reading together and discussing what to annotate, students did an Exit Card that asked them to name something important from the reading. They were also asked if they had questions. One student said: “If governments are put in place because without them people are selfish and violent, why are there still so many wars?” A fine question to unpack in the coming weeks.

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This is a compilation of all of the rules the four groups game up with. While some are practical, others are silly. There is also a mixture - some are rules, some are guidelines, some are values. We began discussing the different in an afternoon class with Brian and will continue discussions this week as students will make a Social Contract for the Unit.