6th Grade Updates
September
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September |
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ELA |
The 6th graders read the short story “The Flowers” and learned: vocabulary, inferencing, symbolism, and theme. They also took an assessment on the short story and are beginning to generate story ideas. The 6th graders began reading and annotating another short story, “The Open Window.” They learned the three types of irony and reviewed the parts of a plot diagram. They also learned how to write a novel summary with a partner. The 6th graders also learned about their peers in their get to know me gallery walk! |
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Math |
Unit (1), Scale Drawings Ratios are all around us. Students have used ratios to solve all kinds of real-world problems. But what do ratios have to do with geometry? Students will explore how ratios are used to resize images and figures, making them smaller or larger. Resizing can help you make more sense of what you are looking at. Essential Questions:
Link to CareGiver Hub, where Unit Summaries and Practice can be found. |
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Science |
In September, the 6th grade class explored Energy in all of its forms, with an emphasis on “Energy Transformations”. Students started with exploring how invisible ultraviolet radiant energy from the sun is all around as they observed their UV bead bracelets turning various colors in the presence of sunlight. This set the stage for students working in small cooperative groups to further investigate a series of six Energy Stations, where they conducted hands-on experiments to learn how energy transforms into other forms. Some of the experiments they investigated included making apple batteries to see how chemical potential energy can transform into electricity, and how chemical energy can transform into thermal energy via various endothermic and exothermic chemical reactions. This unit also set the stage for 6th graders learning all about Experimental Design, where they learned the process of how to design experiments through the use of the 8 NGSS Science & Engineering Practices. For more information, please check out this link with a detailed explanation of how the NGSS Science & Engineering Practices are scaffolded by grade bands from K - 12 classrooms. |
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Social Studies |
Essential Question(s):
Our 6th graders spent September getting acclimated to Junior High and building key academic skills. They began the month strengthening their historical thinking—learning to distinguish between primary and secondary sources and using engaging case studies to analyze evidence and justify their conclusions. Students also launched into our first Social Studies unit, Roots and Threads of Ancient Civilizations, exploring how early societies formed and what makes a civilization. It’s been a strong, curious start to the year! |
October
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October |
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ELA |
The 6th graders did an outstanding job with their gallery walk! They also picked their graphic novel for our identity unit and learned how to complete a character trait graphic organizer. They reviewed how to write their evidence in MLA format. The 6th graders also read the“Colorful Feast” poem with a partner and wrote a free verse poem about their favorite meal or dish. They will have a gallery walk this week to read everyone’s poem and say one thing they learned about their identity. The students also began reading a short story written by W.W. Jacobs. They reviewed plot, mood, vocabulary strategies, and annotating strategies. We will continue to review how to write responses in MLA. |
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Math |
In this unit (2), Introducing Proportional Relationships, students learn about contexts pertaining to proportionality. Have you ever wondered what car can drive the fastest, what recipe contains the most sugar, or how many balloons it would take to float an object? In past lessons, students have made comparisons when determining the unit rate to score the best deal, or when creating scaled copies of figures. In this unit, students will explore proportionality even further. And discover how it can be useful when making comparisons about everyday situations! Essential Questions: What does it mean for two things to be proportionally related? How can you tell? What are the different ways you can represent proportional relationships? How are these representations related? Link to CareGiver Hub, where Unit Summaries and Practice can be found. |
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Science |
NGSS Standards & Disciplinary Core Ideas:
ETS1.A: Defining and Delimiting an Engineering ProblemETS1.B: Developing Possible Solutions6th grade class worked in small cooperative learning groups where they continued exploring energy by shifting into engineering investigations. The student teams designed and experimented with wind mills to lift objects and wind turbines to transform kinetic wind energy into electricity. The class also spent time to work on STEM Fair Project Assignments: researching chosen topics and developing a solid purpose statement. |
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Social Studies |
Essential Question(s):
In our 6th grade Social Studies unit, students investigated how the development of agriculture transformed human life. They defined agriculture and explored where it first emerged, then examined how early farming communities grew into complex agrarian societies. Through maps, case studies, and comparisons across regions, students analyzed how farming changed the way people lived, worked, and connected with one another, uncovering how the rise of agriculture set the stage for civilization itself. |
November
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November |
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ELA |
The 6th graders chose their new Holocaust novels and began reading them for their first summaries. 103 also chose their Holocaust research topics and will begin creating a good research question next week.
Parents please review their topics so they can research it or revise it. They also learned the steps in researching and how to choose sources. |
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Math |
In their current unit (4), Proportional Relationships and Percentages, students learn what happens when a quantity changes by a percentage. They will also use tape diagrams, tables and equations to solve proportional relationships involving percent change and fractional quantities.
Essential Questions:
Link to CareGiver Hub, where Unit Summaries and Practice can be found. |
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Science |
6th grade class spent the bulk of the 3 weeks of November gearing up for their STEM Fair Project presentations. With the support of Ms. Case, Ms. Jenkins, and Mr. Bulissimo, the class was taken through the steps of experimental design to apply those same skills to their own chosen inquiry topics for STEM Fair.
We are excited to see our 6th grade scientists and engineers will present in December as they chose topics of inquiry from all domains of science: biology, chemistry, physics-engineering, and earth sciences. |
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Social Studies |
Essential Question(s):
This month, our 6th graders explored how culture shapes communities and the ways people understand themselves and the world. Students examined three key enduring understandings:
Throughout the unit, students analyzed artifacts, compared cultural practices across regions, and discussed how traditions, beliefs, and shared experiences help define identity. To bring these ideas to life, students participated in a lively Silk Road Trade Simulation as their culminating activity. Acting as merchants from different ancient civilizations, they traveled through “trade routes,” negotiated exchanges, and learned how cultural interaction shaped global connections. The simulation helped students see firsthand how ideas, goods, values, and cultural practices were exchanged—and how this exchange influenced people’s worldviews. We look forward to building on these foundations in the months ahead! |
December
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December |
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ELA |
In December, the 6th grade students continued their Holocaust literature unit while strengthening their reading, writing, and research skills. Students participated in discussions about their Holocaust novels, developing thoughtful “thick questions” and sharing ideas with their peers. They completed several reading responses, including summaries and discussions connected to novels such as The Boy in the Striped Pajamas, The Diary of Anne Frank, and The Devil’s Arithmetic. Students revised and edited their written summaries with partners, using rubrics to improve clarity, grammar, and organization. Mini lessons focused on grammar, reasoning, and how to correctly create a Works Cited page for research. Students also completed a character trait chart to analyze how characters develop throughout their novels. In addition, students began preparing plot slides for their second novel project, demonstrating their understanding of key story events. Students continued working on a Holocaust graphic organizer to deepen their historical understanding. During independent work time, students had opportunities to write narrative stories or read a novel of their choice. The class also listened to the short story “The Gift of the Magi” and reflected on its themes of sacrifice and generosity. Overall, December focused on reading comprehension, writing revision, literary analysis, and building research skills while exploring important historical themes. |
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Math |
In their current unit (3), Measuring Circles, students are studying the parts and measurements of circles, as well as the relationships between them. Circles are round and come in many different sizes. One way to compare circles is by measuring the distance around the circle. In this unit, students will measure circles in a variety of ways and describe their size using these measurements. Essential Questions: How do we measure circles when all of our tools are straight? What is π and what does it have to do with circles? How can squares help you measure the space inside circles?? Link to CareGiver Hub, where Unit Summaries and Practice can be found. |
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Science |
NGSS Standards & Disciplinary Core Ideas: ETS1.A: Defining and Delimiting Engineering Problems
Students in grade 6 worked in the final stages of their chosen STEM Fair Inquiry Projects. As they presented to their classmates, and then to STEM professionals at our school STEM Fair, students practiced all of the NGSS Science & Engineering Practices: From defining a problem, designing and carrying out their investigation, analyze & interpet their data, to finally presenting to their classmates “obtaining, evaluating, and communicating information.” Congratulations to Alex, Logan, Sam, Harrison, Shrihann, and Ian for representing Decatur at the CPS Network 2 Regional STEM Fair! |
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Social Studies |
Our unit introduced students to three guiding questions: Who am I? Who are you? Who are we? Students explored how identity was shaped, how society influenced their choices, and how communities included or excluded people. This learning built the foundation for our study of the Holocaust by helping students understand how individual decisions and social pressures interacted. Students examined how identities were formed, how society shaped people’s beliefs and behaviors, how communities included or excluded individuals, and how personal choices could influence the world around them. This concise unit prepared students to approach the Holocaust with empathy, context, and critical thinking. |
January
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January |
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ELA |
In January, the 6th grade students focused on developing their writing, vocabulary, and literary analysis skills. Students continued their Holocaust research and writing unit by completing a graphic organizer and drafting strong introductions and conclusions for their essays. They worked with partners to revise and edit their writing, using mentor texts and checklists to strengthen their ideas, organization, and clarity. Students also published their final Holocaust essays and participated in a classroom gallery walk to celebrate and provide constructive feedback on each other’s work. Mini lessons throughout the month focused on important skills such as paraphrasing and providing thoughtful compliments and suggestions during peer review. Students also practiced analyzing narrative structure by learning about inciting incidents and rising action in stories. In addition, students began studying Greek and Latin roots to strengthen their vocabulary. The class also practiced reading and writing skills through IAR practice activities and took the STAR 360 assessment. Students explored poetry and literary elements through a mini lesson on William Shakespeare and types of rhyme. During independent work time, students had opportunities to silently read or work on creative narrative writing. Overall, January emphasized strengthening writing skills, collaboration, vocabulary development, and preparation for state assessments. |
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Math |
In their current unit (5), Operations with Positive and Negative Numbers, students will use positive and negative numbers to describe many situations in our everyday lives. How much warmer or cooler will it get as the day goes on? What wiIl the new temperature be? How deep can a diver dive? What is the difference between the diver’s depth and a ring that fell to the bottom of the pool? In this unit, you will further explore performing operations with positive and negative numbers to answer everyday questions like these. Essential Questions: How do you represent addition, subtraction, multiplication, or division of numbers on a number line? How is solving problems with fractions or decimals the same or different from solving problems with only whole numbers? How can positive and negative numbers be used to represent real-world situations? Link to CareGiver Hub, where Unit Summaries and Practice can be found. |
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Science |
6th Grade Class began their first SEPUP Science Inquiry Unit: From Cells to Organisms! Students explored the NGSS Topics of: LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1) Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2) In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3) Students completed some hands on investigations on:
This unit serves as the foundation of all other life science units in our JHS Science curriculum as well as high school biology coursework. |
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Social Studies |
Essential Question(s):
Throughout this month, students studied how the Nazis transformed Germany into a dictatorship during their first year in power. They examined the political and social conditions that enabled the dismantling of democratic institutions and the rapid consolidation of control. Students also investigated why many Germans in the 1930s chose to conform—or at least not resist—the Nazi vision for society. As part of this work, they analyzed Nazi propaganda, looking closely at primary‑source posters and children’s books to understand how messaging shaped public attitudes and encouraged compliance. Through this study, students developed a deeper understanding of how authoritarian systems take hold, how ordinary people respond to shifting power, and how individual choices can either challenge or reinforce injustice. |
February
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February |
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ELA |
In February, the 6th grade students explored poetry, essay writing, and classic literature while continuing to strengthen their reading and writing skills. Students began the month by practicing writing and revising responses for IAR-style essays with partners, using mentor texts and teacher feedback to improve their ideas and organization. The class studied poetry by learning about William Shakespeare, Sonnet 18, and the structure of English sonnets, including rhyme schemes and iambic pentameter. Students completed a sonnet packet and wrote and published their own original sonnets. Mini lessons also focused on essay structure so students could better organize their ideas when writing analytical responses. Later in the month, students began reading and analyzing the short story The Tell-Tale Heart by Edgar Allan Poe. They annotated the text, analyzed its plot using a plot mountain, and completed evidence-based analysis activities. Students also researched Poe’s life by completing a biography activity using classroom resources. Overall, February focused on poetry, essay organization, literary analysis, and preparing students for state testing while encouraging creativity and collaboration. |
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Math |
In their current unit (6), Expressions, Equations and Inequalities, we are studying ways of modeling and finding and unknown value. Sometimes values are unknown. A fair charges $7 per ticket and $2.50 for each ride. You have $20 to spend. How many rides can you take? Is there only one value that keeps you within budget? In this unit, students will explore mathematical problems and make sense of them using variables, symbols, and drawings. Essential Questions: Which representations help you make sense of different mathematical situations? Which strategies for solving simple equations or inequalities can help you solve more complex ones? What are ways to increase efficiency when solving mathematical problems? Link to CareGiver Hub, where Unit Summaries and Practice can be found. |
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Science |
6th Grade Class continued their first SEPUP Science Inquiry Unit: From Cells to Organisms! Students explored the NGSS Topics of: LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1) Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2) In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3) Students completed some hands on investigations on:
This unit serves as the foundation of all other life science units in our JHS Science curriculum as well as high school biology coursework. Special congratulations to all students who chose to attend the annual Chicago River Student Congress on Saturday, February 28th at Northeastern IL University. Congrats to Alex, Ian, June, Eva, Aaliyah, and Shrihaan for presenting their ecology STEM Fair Projects to the public at that conference. Students who choose to conduct any environmental science related STEM Fair Projects next year in grade 7 are welcome to attend and/or present their projects at next year’s conference. |
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Social Studies |
Essential Question(s):
Students continued their study of the Holocaust by examining how, by 1939, Nazi Germany moved into the next phase of Hitler’s racial program. They learned how the invasion of Poland set the Nazis’ quest for “race and space” into motion and began World War II in Europe. The class explored how the Nazis planned to impose a new racial order across the continent during the early years of the war. Students also studied how, as the Third Reich reached the height of its power, the Nazis began the systematic murder of millions of Jews and others they labeled as “inferior.” Through readings and discussion, students confronted the violence of the Holocaust and reflected on the choices of perpetrators, bystanders, resisters, and rescuers, deepening their understanding of human behavior in moments of crisis. |
March
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March |
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ELA |
In March, the 6th grade students focused on analyzing “The Tell-Tale Heart” and “The Raven,” building their skills in reading comprehension and textual evidence. They completed assignments such as annotations, plot work, a sanity vs. insanity analysis, and a creative movie poster project. Students also began learning debate skills by writing contentions, developing crossfire questions, and practicing structured debates with partners. Throughout the month, they engaged in journal writing, silent reading, and narrative development, while also participating in a poetry celebration and IAR testing at the beginning of the month. Overall, the class strengthened their ability to analyze texts, support claims with evidence, and communicate their ideas effectively. |
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Math |
In their next unit (7), Angles Triangles and Prisms, students will explore special angle relationships, unique triangles, and cross sections of solids to answer questions like these. Essential Questions: What strategies are helpful for determining unknown angle measures? How many unique polygons are possible with different sets of side lengths and angle measurements? What different shapes can you make by slicing through a three-dimensional figure? Link to CareGiver Hub, where Unit Summaries and Practice can be found. |
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Science |
Students learned lessons from the CPS Comprehensive Sexual Health Education Curriculum. Highlights included standards related to human anatomy of the male and female reproductive systems; ways to prevent contacting and spreading STD’s; pregnancy; identity; relationships; and resources. Right before spring break and once back to exploring SEPUP, the students began learning about an integrated Math and Science engineering and design challenge where they were split into small cooperative teams tasked with researching, designing, building, testing, then revising an aquaponics system that will produce plants with water diverted from our classroom Lake Michigan ecosystem/aquarium. |
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Social Studies |
Essential Question(s):
Students concluded their Holocaust unit with a research project on Jewish Partisan resistance, examining how individuals and groups fought back and why remembering the Holocaust remains essential to understanding human behavior and responsibility. After completing this work, students began exploring how empires throughout history amassed and preserved power, and how systems of privilege and oppression shaped the experiences of different groups within those empires. |
April
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April |
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ELA |
During the month of April, 6th grade students explored several works by Edgar Allan Poe, including “The Tell-Tale Heart,” “The Raven,” and “The Cask of Amontillado.” Students practiced close reading, annotation, and literary analysis while examining themes, irony, suspense, characterization, and point of view. They participated in debates, completed comprehension assessments, created story arcs, analyzed plot structure, and worked on creative writing projects such as the Silence poem and the Poe Remix assignment. Later in the month, students read and analyzed “The Lady, or the Tiger?” by Frank R. Stockton, focusing on character traits, motivation, internal conflict, and supporting claims with textual evidence. Throughout the month, students also strengthened their narrative writing, reading comprehension, and critical thinking skills through discussions, assessments, and independent reading. |
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Math |
Current unit (7) → Angles Triangles and Prisms Students will explore special angle relationships, unique triangles, and cross sections of solids to answer questions like these. Essential Questions: What strategies are helpful for determining unknown angle measures? How many unique polygons are possible with different sets of side lengths and angle measurements? What different shapes can you make by slicing through a three-dimensional figure? Link to CareGiver Hub, where Unit Summaries and Practice can be found. |
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Science |
This month, the middle school science students explored the vital process of pollination through a mix of classroom learning and hands-on gardening. Students examined how plants reproduce and looked at the unique ways flowers attract pollinators like bees and butterflies to help ecosystems thrive. Taking their lessons outside, the classes spent time working directly in the garden-preparing the soil and planting to create a welcoming habitat for local wildlife. By combining environmental science with outdoor fieldwork, students gained a deeper appreciation for biodiversity and learned firsthand how taking care of a local garden supports the health of the broader environment. |
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Social Studies |
Essential Question(s):
Students explored how and why people resisted systems of power and oppression across the ancient world, the medieval world, and society today. They deepened their understanding of fairness and justice while examining key themes of resistance and liberation. The unit’s sources highlighted how human‑made hierarchies of class, gender, and race developed over time to justify unequal power. Students investigated daily life in different cultures, analyzed the limits imposed by those in authority, and studied the many ways people pushed back against those constraints. They also evaluated the long-term impact of these systems as they considered the role and consequences of social hierarchies. |
May
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May |
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ELA |
During the month of May, 6th grade students participated in a poetry unit in which they analyzed a variety of poems, including "Out, Out—" and "Golden." Students examined poetic meaning, imagery, and theme through discussions, note-taking activities, written responses, and creative projects such as poetry-inspired mask making and artwork connected to the poem "Dreams." Students also learned how to write artist statements to explain the meaning behind their artwork and completed reading and writing assessments. Throughout the month, students continued working on narrative writing, independent reading, and the Poe Remix project while also reviewing Greek and Latin roots. During the final weeks of school, students strengthened their grammar skills through lessons on the parts of speech and different types of nouns, completed grammar assessments, and reflected on their learning. |
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Math |
Current unit (8) → Probability and Sampling Have you ever wondered what the chances of something happening are? Is the game you are playing a fair one? Do middle schoolers have more homework per night than high schoolers? These are the types of questions we can answer using statistics and probability, which help us make better predictions and decisions. Essential Questions: How can we determine how likely an event is to happen? How can we simulate events in the world to make predictions? When is a sample representative of a population? How might this affect our analysis? Link to CareGiver Hub, where Unit Summaries and Practice can be found. |
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Science |
For our May science update, Northwestern University Brain Awareness Outreach (NUBAO) visited our school to wrap up the month with an incredible, high-energy look at neuroscience. Led by graduate and PhD students from Northwestern, this interactive presentation brought the mysteries of the brain to life for our middle schoolers through hands-on activities, models, and real-world science demonstrations. Students explored how brain cells communicate, learned about the nervous system, and even discovered the importance of brain safety and habits that keep our minds healthy. It was a fantastic opportunity for our students to connect directly with working scientists, capping off May with lots of curiosity, unforgettable "aha!" moments, and a newfound excitement for STEM. |
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Social Studies |
Essential Question(s):
Students are learning how people throughout history have resisted unfair systems of power. We began by looking at stories like Mulan to see how resistance appears even in legends. From there, students are exploring how ancient and pre‑modern cultures challenged authority and how their actions helped shape later movements for justice. Through articles and historical sources, they are examining how leaders use control, how individuals and groups push back, and the many ways people have sought liberation through scholarship, politics, and religion. A key idea in this unit is that progress is not always steady. Some resistance efforts succeed, others fail, and freedom in one area can create new challenges in another. Still, the ongoing fight for justice continues across generations. Students are also learning about agency, the power people have to make choices even when facing oppression. They are thinking about how individuals decide what risks they are willing to take when challenging authority and how those decisions shape history. |