@REALDYLANWINCE
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Voices

Project Description
    
Our school, our community and our country needs young people using their voices for issues they are encountering. For this project, the students will be identifying an issue that they have at East Middle School. The lessons will include Greek and Roman government, how to address an issue by defining the issue with details, understanding how and who needs to hear their voice and what actions are necessary to solve the issue. By learning about complex organizations as part of the five characteristics of civilization, students will actively engage in the process of change in our school building, in our school district and possibly decide to include the local government.

Challenging Question or Problem
How can you solve an issue you have at East Middle School?

Math Component
Subtracting Fractions
Adding Fractions
Multiplying Fractions
Dividing Fractions

Expected Learning
 - levels of government
                - local - City Government - using City Council and Mayor's pages
                - state/federal - iCivics - using games to learn about the different responsibilities of government branches
 - school levels of government
                - building - East Middle School
                - district - Rapid City Area Schools - Board of Education
                       - School Board Governance and Operations - click on the Policy (Example - BA or BBAA)
                - state - South Dakota Department of Education
 - student activism
 - how fractions are used everyday

Presenters
Jason Salamun - Rapid City City Council President
Matt Stephens - Rapid City Area School Board President

Public Product
The product will be identified by the students as they take an active role in their learning process.
Grade:
6th

Year:
2017-2018

Author(s):
Eric Terrell
Dylan Wince
Rapid City City Council
File Size: 12 kb
File Type: docx
Download File

Rapid City Area Schools - Board of Education
File Size: 12 kb
File Type: docx
Download File

Determining Priority Need to Knows
File Size: 13 kb
File Type: docx
Download File

Teacher Surveys
Planning for Unit 4

Student Surveys

Your School Day
Cellphone Use

If you have found any of this curated content helpful and have 
the means, would you be able to make a financial contribution?
Venmo - @dywince
Last Updated May 16th, 2022.
  • Home
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Design
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Know the Four Rules
            • Produce Questions
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • SBG to Ungrading
      • Reflection is Learning
    • About Mr. Wince
    • Diversity and Inclusion
    • The Study of History
    • A People's History of the United States (Text and Audio)
    • Project Archives
    • Contact
  • American History
    • '21-'22 Syllabus
    • Q1 - Fundamentals: Indigenous America to United States of America >
      • Indigenous America
      • Colonial America
      • Events Leading to the American Revolution
      • 1780s-1810s - New Nation
      • 1810s-1840s - Expanding the Territory of the United States
    • Q2 - Race and Class: "No Struggle...No Progress." >
      • 1850s-1865 - Civil War
      • 1865-1890s - Reconstruction
      • 1880s-1900s - Gilded Age
    • Q3 - Social "Progress" and World Wars >
      • 1900-1910s - Imperialism and World War I
      • 1920s-1930s - Roaring 20’s & Great Depression
      • 1930s-1945 - World War II
    • Q4 - Civil Disobedience: Identity. Action. >
      • Q4 American/AZ History Weekly Agendas
      • 1945-1950s - Post-World War II America
      • 1960s-1970s - Civil Disobedience
      • 1980s-2000s - Modern Era
  • World History
    • '21-'22 Syllabus
    • Q1 - Every Story Matters >
      • Thinking Like a Historian and Geographer
      • Renaissance, Reformation and Scientific Revolution
      • c.1400s - c.1700s - Exploration and Colonization
    • Q2 - Economics and Labor Systems >
      • c.1600s-c.1800s - Age of Revolutions
      • c.1800s - Industrialization
    • Q3 - Conflicts and Resolutions >
      • 1914-1919 - The Great War
      • 1917-1923 - Russian Revolution
      • 1939-1945 - World War II
    • Q4 - Global Human Rights >
      • Q4 World History Weekly Agendas
      • 1940s-1980s Cold War and Proxy Wars
      • Independence & Decolonization Movements
      • Modern World Issues
  • US Government
    • Spring '22 Syllabus
    • Q3 - Democracy: Citizenship/Voting >
      • Project 'My Part'
      • Democracy
      • Citizenship
      • Voting
    • Q4 - Collective Action: Equality and Justice >
      • Q4 - US/Arizona Gov. Weekly Agendas
      • Learning Not Hurting: Our Focus on Change
      • Creating a Podcast
      • Collective Action
      • Fight for Equality
      • Fight for Justice
  • Economics
    • Fall '22 Syllabus