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Ms. Abram

Social Studies

Supply List

Tuesday, Sept. 18, 2018

Social Studies 8: 
1. Finishing Junior Scholastic article p. 6-7, 9/03/18, "The end of the Anthem Protest", annotating and highlighting of course... Note: p. 7  Core Question- bottom - Do that on the back of  Model - Investigate the News handout. 
Then complete all of investigate the News , including the Putting it all together. USE the article on p. 6-7. 
Social Studies 6: We reviewed how to complete a vocabulary card. New students are asked to stay with me for lunch and I will complete a few examples of the HW with them. Students are asked to complete 20 punched index cards as demonstrated in class today. Complete the following  vocabulary words using the model:  civilization, pre-history, geography, diverse, archeology/archeologist, artifact and migrate.
Social Studies 7: We reviewed how to complete a vocabulary card. New students are asked to stay with me for lunch and I will complete a few example of the HW with them.  Students are asked to complete 20 punched index cards as demonstrated in class today. Complete the following vocabulary words using the model:   deprive, reside, glacier, irrigation, surplus, civilization, culture. For any words not in the TEXTBOOK Glossary , use infoplease.com.  Do not use a dictionary.


Monday, September 17, 2018

Social Studies 6: 

In class we finished a time line using intevals of billions, millions and hundred thousands to demonstrate history of humans on earth. Remember to cover your textbooks and planners must be in class everyday. Remember to review your notes / class work each night to keep it fresh and build on the material for the next day. 

Social Studies 7:  Complete the reading of p. 6-7 of current Junior Scholastic. Including the Core Question on the bottom of p.7. Write this question on the back of the handout referred below.

 Complete the handout : Analyzing Text Structures  Investigate the News, using the article on page 6-7 , Junior Scholastic "The end of Anthem Protest?" Be sure to complete the bottom of the page: Putting it all together.    

Social Studies 8: It is Constitution Day, the day comemorating the signing of the Constitution of the United States . We were treated to a talk from a parent-legal professional who discussed the importance of knowing the rights protected in the Bill of Rights, the importance of Voting and the importance of actually reading and understanding the Constitution.


Along with the mission of OLV School, the following quotes are illustrative of a view of teaching and education, with emphasis on the importance of Social Studies Education as a skill.


I seek to:

  • “Instill in every individual “student an” understanding of America’s past and it value in today’s world and the future”
  • To equip students individually in developing their own “knowledge and understanding” Social Studies to form a basis of life-long learning and “individual inquiry and engaged citizenship” and to develop the skills they need to “succeed in college, careers and the global marketplace.(Reference: The Gilder Lehrman Institute of American History
  • “Self-efficacy means having the belief in your abilities to complete a task, reach goals and manage a situation…is about having a realistic sense of one’s accomplishments (neither overblown not undersold)…it’s about learning that when at first you don’t succeed you can indeed try try again and you’re likely to make progress perhaps even to a point of mastery…self-efficacy is built by doing the work and seeing the success that came from effort.” ~How to Raise and Adult, Julie Lythcott-Haimsinv



As the above philosophy indicates, doing the “work” is an important success indicator. Student “work and citizenship” are assessed in a variety of ways, both formal and informal, each ten weeks. These assessments include project based learning, media based learning, voluntary class participation and individual participation, teacher/student activities, skills tests and traditional quiz and test grades inform the “grading” policy. It is important for students to maintain exemplary attendance records. See OLV handbook for assignments non-school calendar vacations.

Lifework assignments are given 2-3 times a week, and represent acquisition of knowledge and practice of skills. Assignments are generally not given on weekends or holidays (or when the Buffalo Bills win a weekend game). These lifework assignments are reviewed, recorded and represent an equivalent written “unit” test. It is difficult to “make up a class(s)” when absent, as students are exposed to a specific objectives, activities and formal and informal assessments. All students are required to keep a detailed “planner” with details about their assignments as well as well-organized topical notebooks, with date/dates pages. Students are asked to make it their first priority when returning to school from a brief absence, either from single class or the full day’s absence to see out a student partner to review the planner, notebook for days missed. It is recommended students beyond simply doing the assignment. Students are asked to make a real effort as to what learning they missed and to work with the teacher to find an alternative way of “making up the material”. Parents are asked to contact the homeroom teacher or subject area teacher, via email, for significant periods of absence to work out mutually convenient and effective ways to “make up the materials”. Unless mutually agreed upon in advance, lifework assignments, test make-ups, material make-ups must be completed within 2 days of the absence. For longer periods of absence, unless arrangements have been in advance with the teacher, no credit for assignments will be given beyond one-week of the absence(s).


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