Weekly Updates 2023-24

6th Grade | 6th graders also used this week to begin discussions around the experiences of Jews as they were transported and moved into ghettos across Europe.  Students used the diary entries of a Jewish teenager confined in the Łódz ghetto to create a found poem to show the impact the Nazi’s plan for race and space had on those who were not considered part of Germany’s universe of obligation.

7th Grade | 7th grade completed group one-pagers showing who was able to experience liberty post American Revolution.  Students also created silhouette narratives inspired by the work of artist, Kara Walker.  The silhouette narratives focused on the untold stories of individuals enslaved by our First President and first First Lady, George and Martha Washington. 

8th Grade | 8th graders completed their own group one-pagers using primary sources related to the Little Rock Nine and the integration of Central High School in Arkansas.  8th graders also began drafting a document based essay to explain how much custom, precedent, and federalism influenced the ruling in Plessy v. Ferguson, which paved the way for the movement to try to overturn it in Brown v. Board of Ed and the Little Rock Nine.

6th Grade | 6th graders did double duty this week, reviewing lessons from the CPS Sexual Health curriculum as well as continuing their study of the factors that led to the Holocaust.  Students reviewed various types of propaganda that the Nazis used to influence and shape the thinking of German society.  Students analyzed several posters, looking at how those posters may have highlighted who belonged and who did not belong in German society. 

7th Grade | 7th grade began examining the Declaration of Independence, translating the basic structure and ideas of our founding document.  Students also created concept maps comparing the Declaration to other documents like the Magna Carta, the English Bill of Rights, and the Virginia Declaration of Rights for key founding ideals that have become the foundation of our national identity.  The students ended on a fun note by brainstorming ideas about their own personal declarations of independence.

8th Grade | 8th grade continued looking at the legal journey to overturn Plessy v. Ferguson.  Students reviewed videos highlighting the Doll Test conducted by Dr. Kenneth and Mamie Clark.  Students discussed how the experiment was utilized in the NAACP’s strategy to overturn Plessy v. Ferguson.  Students also researched and analyzed several key cases that helped build the legal precedent for overturning the case with the Brown v. Board of Education ruling.

6th Grade | 6th graders used their critical thinking one-pagers to answer what made it possible for the Nazis to transform Germany into a dictatorship in their first years of power.  Students used primary and secondary resources to compile their understanding on one page.  Students used key events like Hitler’s appointment as chancellor and the use of Article 48 after the Reichstag fire as part of their analysis. Next week, students will take a closer look at how the Nazis used propaganda to influence the many citizens of Germany.

7th Grade | 7th grade created their critical thinking one-pagers around the various factors that increased tensions between Great Britain and the colonists.  Understanding these factors will help us better understand what motivated colonists to seek their independence from Great Britain and fight the American Revolution.  Next week, students will begin examining the ideals outlined in the Declaration of Independence that have been the foundations of our national identity.

8th Grade | 8th grade has been examining the Plessy vs. Ferguson case, reviewing both the majority and minority opinions that made separate but equal legal for decades throughout our history.  8th graders used their one-pagers to highlight the impacts the decision had on the history of our nation, using primary resources outlining the different segregation laws and customs developed as a result of the decision in Plessy v. Ferguson.  Next week, we will continue to look at the strategy the NAACP employed to overturn Plessy v. Ferguson using the Brown v. Board of Ed case.

6th Grade | 6th graders have been diving into our Holocaust unit the past couple of weeks, looking at the events and circumstances building up to Hitler seizing power in Germany.  Students have been dissecting the National Socialist German Workers’ Party platform to analyze how the messages that were being told to the German public aligned with the actual goals of Hitler and the party. Students have been discussing how these messages factored into the systematic persecution of Jews throughout Europe.

7th Grade | 7th grade has been analyzing primary resources for key events and acts that led to the American Revolution.  This week, students have been analyzing political cartoons for the Sugar Act and Stamp Act, identifying symbols, analogies, labeling and irony drawn into the cartoons.  Students ended the week comparing and contrasting various versions of the Boston Massacre etching to determine how both sides may have used the etchings to sway colonists on one side or the other.

8th Grade | 8th grade has been researching and examining various landmark cases in the Supreme Court of the United States (SCOTUS).  Students first reviewed differing cases that set precedents for their first amendment rights in school.  Students presented their findings to understand whether schools have any jurisdiction in limiting their first amendment rights in school.  Students ended the week learning about the Plessy v. Ferguson case as a precursor to our understanding of the Brown v. Board of Ed case that led to the integration of schools.  Students will continue to look at these events through the lens of the rights guaranteed by the Constitution and the active role citizens can take in ensuring those rights are protected.

6th Grade | 6th grade has been working hard to use research skills to corroborate sources for Ancient Egypt’s use of blue pigment for energy conservation.  Students worked on applying that research to answer the essential question of our current unit: How does understanding the innovation and creativity of ancient civilizations help you understand modern civilizations? Students are also beginning to look at American civilizations like the Maya in their continued exploration of how the innovative thinking of ancient civilizations continue to influence modern society.

7th Grade | 7th grade had a great day at the Field Museum, reviewing and analyzing the new Native Truths exhibit and the Malvina Hoffman sculpture exhibit on race.  Students engaged in critical conversations around the ethics of museum practices in acquiring artifacts on display.  Students continued this work the following day by interviewing a key advisor in the redesign of the Native Truths exhibit, Dr. Eli Suzukovich, III (Little Shell Band of Chippewa-Cree/Krajina Serb).  7th grade will continue to engage with how the stories of other groups and cultures have influenced American identity today.

8th Grade | 8th grade continued to analyze various propaganda techniques in commercials, to compare the techniques used by various characters in Animal Farm.  Students also began addressing the themes in the novel that led to its banning to spark discussions around our First Amendment rights and how that is playing out in the banning of books across our nation in modern times.

6th Grade | 6th grade took first steps into integrating our Social Studies work with some of the work they will be doing in Science.  As students will begin inquiring about energy in Science, we began to look at how the creativity and innovation of ancient civilizations has been impacting and influencing our modern understanding of energy conservation.  Students reviewed examples like Ancient Egypt’s use of blue pigments to help cool their homes while also providing a fluorescent glow in their era, and connected it to how modern architects may be using that ancient knowledge in today’s world.  

7th Grade | 7th graders reviewed resources to look at how European nations like England influenced colonial life by giving us government structures that gave birth to the concepts that have become synonymous with American identity.  Students also completed a case study on how some of those government structures created legal distinctions based on racial categories.

8th Grade | 8th grade began our next chapters of Animal Farm to look at propaganda more closely and how various techniques are used to influence the thinking and actions of others.  Students ended the week analyzing the values embedded in various national anthems and had to reflect on a song they would choose to be the anthem of their generation. 8th graders also ended the week on a field trip to the Wild Mile, to begin their journeys as civic actors trying to bring about environmental change in our community.

6th Grade | 6th grade students analyzed several artifacts from Ancient Egypt, focusing on similarities and differences between Egypt and Mesopotamia.  Students also finished taking notes on background information on the Indus Valley civilization, noting key geographical features impacting the civilization of Ancient India. 

7th Grade | 7th graders began preliminary research into their Native Voices project, gathering sources to help them highlight Native individuals challenging American history and trying to shape their own Native identities.  7th graders began taking note of some key concepts on slavery to help us continue to discuss the movement of people, ideas, and culture into the continent that has shaped American identity.

8th Grade | 8th grade students finished analyzing the first two chapters of Animal Farm, discussing the persuasiveness of Old Major and comparing his vision for the revolution to Karl Marx’s Communist Manifesto. Students continued to discuss the type of power that can lead to revolution and change, setting us up for conversations about what happens after the revolution.  How do we hold true to the ideals that started it?

6th Grade | 6th grade students analyzed several artifacts from Ancient Mesopotamia to draw conclusions about the civilization and the culture established during its time. Students will continue to look at various artifacts from Ancient African and Asian civilizations to compare and contrast the characteristics of those civilizations and how they shaped modern civilizations.

7th Grade | 7th graders began introductions into thriving African kingdoms prior to European contact.  Students used this foundation to begin inquiring what cultural influences shaped American identity/culture during the voluntary and involuntary movement of Africans and their descendants.

8th Grade | 8th grade students worked on introductory activities to the novel, Animal Farm by George Orwell, to help anchor our conversations about equality, freedom, leadership, and democracy.  Snowball and Napoleon outlined in the book, “All animals are created equal”, but are they?? Our 8th graders will ponder the answers to such questions as we continue to explore our own rights and responsibilities stated in the U.S. Constitution.

6th Grade | 6th grade students were introduced to their timeline of learning to help them reflect on activities from the first quarter that stood out to them.  Students helped our student observer, Mr. Bashir, test out his teaching chops as he introduced students to Ancient Egypt.  Students used the GRAPES structure to take note of key aspects of Ancient Egypt.

7th Grade | 7th graders reflected on the first quarter by writing their first couple of entries into their timeline of learning. 7th graders had great discussions around our individual social identity wheels and what aspects of our identities impact us the most.  We applied those conversations to the factors that impact American identity.  Students began to focus on how race has shaped how we see ourselves as a nation.

8th Grade | To help mark the end of the first quarter, 8th grade students began writing entries into their timeline of learning to mark concepts or activities that stood out for them.  8th graders also began introductory activities to help us prepare for our review of Animal Farm by George Orwell.  We will use the novel to anchor our discussions around democracy and how we structure our government and society.

6th Grade | 6th grade students began to explore the geography of Ancient Mesopotamia through a fun geographer’s webquest, reviewing how the geography of the region impacted how Ancient Mesopotamians used their resources to build a thriving civilization.  Students looked at the layout of various city-states in Ancient Mesopotamia, noting structures like the ziggurat or the protective walls common to each.

7th Grade | 7th graders gave their final presentations on the sports mascot controversy, while looking at contemporary Native individuals challenging American history or using their voice to narrate their own stories and experiences.  Students began writing proposals to highlight Native/indigenous individuals as part of the new Native Truths exhibit in Chicago’s Field Museum.

8th Grade | We are so proud of our 8th graders for persevering through their high school entrance exam.  Students finalized their last visual metaphors for the Constitutional Principles: separation of powers, checks and balances, limited government, and individual rights.  Students will continue to talk about how these principles guide our journeys to become active participants in our government and society.

6th Grade | 6th grade students began a case study on Çatalhöyük.  Students analyzed various artifacts from the archaeological site of Çatalhöyük to decide whether Çatalhöyük was a pre-civilized or civilized society.  Students explained their conclusions about Çatalhöyük based on the evidence they reviewed in small groups.

7th Grade | 7th graders learned about settler colonialism and how it has impacted native and indigenous identity, as well as how it affected the development of Chicago itself.  Students analyzed several spots and organizations across the city acknowledging the land that we reside on was once native to nations like the Potawatomi, Odawa, and Ojibwe or unceded land. Students ended the week giving their own opinions of whether settler colonialism and that history should be talked about more.

8th Grade | 8th graders continued their discussions about what was debated between Federalists and Anti-Federalists when the Constitution was being drafted.  Students also looked at the 7 principles that give a framework for the Constitution. Students began creating visual metaphors for the principles of popular sovereignty, federalism, and republicanism.

6th Grade | 6th grade students used a different strategy to help gauge what connections they were making about the impact the Agricultural Revolution had on early humans. Students used the hexagonal thinking strategy to explain their understanding of the history thus far.  Students also began looking at early migration and its impact on the development of early civilizations.

7th Grade | 7th graders began mini research projects on the impact and controversy of sports mascots on Native American/Indigenous identity.  Students researched the origins on the name, mascots, and chants that have helped perpetuate stereotypes of native and indigenous peoples.  Students especially took note of what Native Americans and Indigenous people have said of the use of those mascots.

8th Grade | 8th graders finalized their student demands to help honor the students of Decatur after taking inspiration from the East LA Walkouts. Students lent their voice to how we could improve Decatur for various populations in the school and will be presenting to our administration.  8th graders were also introduced to the their rights in the Constitution by noting the debates between Federalist and Anti-Federalists as the Constitution was drafted.

6th Grade | 6th grade students began learning a new note taking strategy, Cornell Notes.  We modeled and completed an example together and then students worked on the strategy independently to learn how early civilizations came to be.  Students began looking at the types of changes that impacted early humans, including the impact of the Agricultural Revolution. Students ended the week starting a project creating a menu based on the Paleolithic and Neolithic Era.

7th Grade | 7th graders looking at the debates around the use of Native Americans as sports mascots. Students discussed the context for particular caricatures and offensive monikers that have been used throughout history and in the present. Students began a project analyzing particular sports mascot debates spanning across the nation.

8th Grade | 8th graders looked at youth activism, analyzing various examples throughout history to look at what motivated younger generations to seek change and what strategies they used to get that change.  Students also did a brief case study on the East LA Walkouts to determine what changes they sought to make in order to be seen, heard, and feel like they were a part of their school community.  Our 8th graders will reflect on their own demands to be seen and heard in the school community.

6th Grade | 6th grade students began introductions into ancient civilizations.  Students created webs associating various words, ideas, and other concepts with key vocabulary like civilization, society, modern, and ancient.  It brought up some interesting discussions around whether something is more or less innovative simply because it is considered ancient.  Students finished the week with their initial texts on the building blocks of Ancient Civilizations.

7th Grade | 7th graders began their unit on Native American identity and the importance of any group being able to tell their own stories and histories.  Students analyzed various Potawatomi folktales to help identify what we learn about the people behind these stories. This will provide us with the beginning context for the stereotypes that have followed Native Americans throughout history and to see how present day Native Americans persevere through such stereotypes in order to help us better understand what it means to be American.  

8th Grade | 8th graders began looking at democratic and anti-democratic behaviors during conflicting strands of history in the United States.  Students used examples from the Reconstruction Era and the January 6th attack on the Capitol to reflect on the impact such histories have on individuals and the nation.  This will help students begin looking at the importance of their own rights and responsibilities as citizens of the United States.