Ms. Goyena's Classroom

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Second Semester Output

Research image

 

This semester, the Social Studies class from Grades 7-10 are honing their research skills. The Grades 7 are learning the use of footnotes while the Grade 8s are learning proper structure in the research paper. Meanwhile, the Grade 9s and 10s are able to identify the different components of a Social Studies paper. To date, they are working on the methodology section and learned that they can either use a qualitative or quantitative method as their research method.

The Grade 10 output look highly promising. Some of their topics include:

  1. - The use of subsidies in the US agricultural sector during the Great Depression
  2. - Frustration-aggression as a way of explaining the Russian Revolution and the 2014 Hong Kong protests
  3. Anarchist revolutions
  4. Mixed capitalist economies of Hong Kong and China
  5. The Prohibition
  6. The use of subsidies in the German car manufacturing sector
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The purpose and nature of research

 

Grade 9 students working on their chosen topic.

Grade 9 students working on their chosen topic.

For a lot of students, research is another requirement that they need to submit in class or a method that helps them justify their arguments/ideas. In Social Studies class, we learn that research is more than a mere recitation of facts. The students, through the process, learn that they can, through previous works by other scholars question “common knowledge” statements and present a new idea that challenges the status quo. In a busy world where we are always bombarded by information left and right, it is easier for us to go along with the consensus, without questioning how credible our source is or doing “background checks” on the so-called facts. Research provides us with a balanced perspective by letting us know different perspectives on the issue and evaluating the merits of each. Only then can we make an informed opinion or a reasonable choice.

Library work

Library work

This is a lesson that needs more than just a lecture to be learned well and a case where independent learning happens. I look forward to seeing what the High School Social Studies students produce and learn along with them.

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New activities

The Grade 8 class solidified their understanding of philosophical thought this February. In order to illustrate how radical Enlightenment ideas were, we started with a group project that allowed them to come up with innovative solutions to global problems. Their topics of choice were: pollution, corruption, women’s rights and racism.

Grade 8 class working hard for their presentations.

Grade 8 class working hard for their presentations.

The best presentation was this innovative work on corruption where they suggested to do away with a centralized government system and have regional governments in the Philippines. It was well researched and greatly deserved the prize for best work.

Grade 8 work with sufficient data and analysis.

Grade 8 work with sufficient data and analysis.

On the other hand, the Grade 7 students are learning the Hundred Years War and the Black Death. On one occasion, I decided to ‘flip teaching’ and asked the students to explain the concepts discussed in class to their classmates.

The three Grade 7 students doing a great job explaining the cause of the Hundred Years War, the role of Joan of Arc and why the Longbow Arrow was important.

The three Grade 7 students doing a great job explaining the cause of the Hundred Years War, the role of Joan of Arc and why the Longbow Arrow was important.

It was a very productive February for the Social Studies Middle School classes. Up next in this blog: Social Studies High School Research Projects.

 

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Interactive learning in the Social Studies classroom

In the first two months of the year, the Social Studies classes have been busy with more activities to enhance student learning. For instance, in the Grade 7 class, we had a play reenacting the events of the Crusades. Thanks to this activity, the rest of the class did well in the recent written Formative Assessment.

I also thought of giving out a Leadership Award (Best Director) for one of the Grade 7 students:

Grade 7

The Grade 7 class also did an activity creating their own propaganda and one of the presentations included a speech on why it’s better to eat just one type of food for the rest of your life. This was done after explaining to the class the techniques used to create propaganda. The lesson is related to Pope Urban II’s speech to convince people from various parts of the Holy Roman Empire to join the Crusades and analyze what techniques were used in his speech. I thought it was also timely to give out a well-deserved award:

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Today, the Grade 9 class had a simulation event on the failures of capitalism since we are studying Marxism in light of the Russian Revolution:

Grade 9

They were kept busy negotiating/coercing/bargaining/begging for additional chocolate under time limit. It was interesting to see which students were successful in the game.

I’m hoping I can have find more time and creative activities to fit in my lessons since I really enjoy doing said activities with the class.

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Encouraging critical thinking

Formative - Critical thinking questions

To encourage critical thinking and foster philosophical thought in the Grade 8 class, the students were divided into five groups that would answer the questions written on the board.

Formative - Critical thinking Presentation

They’ve been working hard and their answers were not only insightful but gave me food for thought on how today’s youth envision rights and responsibilities as well as their take on specific issues. It was even more interesting to hear them discussing their own thoughts on each topic.

The posters will be featured in my room for the remainder of the year. It is nice to see the Grade 8 class apply the concepts they have learned and incorporate their own ideas into social issues.

  • http://www.deped.gov.ph/