Sixth Grade
Students in the sixth grade class have completed a research project over the last week. Students were given a choice from four different subjects to learn more about, and they were allowed to choose whether to complete a formal or creative project about their subject matter. One completed a diorama on the Taino people, several researched Henry VIII in more detail for presentations and posters, one worked on a presentation covering the lives of Ferdinand and Isabella, and several took a deeper dive into learning about Christopher Columbus. They begin sharing their work with classmates today.
Later this week, this group will continue discussions of European exploration and the people around the world affected by the ever “shrinking” world. We’ll discuss primary sources from multiple perspectives in an attempt to broaden our understanding.
Seventh and Eighth Grade
Students in the seventh and eighth grade groups are working diligently to uncover information on a range of topics in the 15th and 16th centuries. Students were given choice in topics and provided with a link to start their research. From here, they were tasked with learning why their topic is important and crafting an engaging, compelling presentation to teach their classmates. Several are working in groups of two, while others opted to work solo in this assignment.
In addition to the link provided to them, students need to locate multiple sources on their topic. This has led to rich conversations about reliable source material, how to know whether a source is strong, and reasons not to lean on encyclopedia-based sources in the history classroom. Middle school students at The Summit learn to go deeper in their knowledge of history and uncover historians’ various arguments about the past. They become careful readers through this process, and they learn to think critically about what they find.
Students were provided with a rubric to guide them, highlighting excellent work, and work that has not yet accomplished the goals they set at the beginning of the project. Each student or group has begun work in crafting an individual rubric specific to their personal growth goals, with elements such as academic research, engagement of classmates in their presentation, eye contact as they teach their lesson, and speaking confidently, slowly, and clearly so that their classmates can hear and understand them.
Their presentations are due to begin on Monday, November 1st.
