1. Social Studies/Middle School

2. Why Social Studies? Although civic competence tends to be the ultimate goal of an entire school curriculum, it is more central to social studies than other subject areas in schools. Although civic competence tends to be the ultimate goal of an entire school curriculum, it is more central to social studies than other subject areas in schools.

3. Our Belief Working with “an end in mind” and driven by the fact that civic mission of social studies requires more than the acquisition of content knowledge, Working with “an end in mind” and driven by the fact that civic mission of social studies requires more than the acquisition of content knowledge,

4. We Believe that the experiences students have in their social studies classrooms should enable them to engage in civic discourse and help them develop moral imperative to be contributors to the world we live in and stewards of democracy to uphold and protect the rights of all humans that the experiences students have in their social studies classrooms should enable them to engage in civic discourse and help them develop moral imperative to be contributors to the world we live in and stewards of democracy to uphold and protect the rights of all humans

5. Our Program Inspired to make learning relevant to the current reality of our world and meaningful to the students in their classrooms, we design our program bearing in mind three main dimensions: Inspired to make learning relevant to the current reality of our world and meaningful to the students in their classrooms, we design our program bearing in mind three main dimensions: The purpose worth caring about The purpose worth caring about The processes worth engaging in and The processes worth engaging in and The knowledge worth learning The knowledge worth learning

6. “Tell me and I will forget, show me and I will remember, engage me and I will understand” Crafting instructional strategies that are innovative, interactive, student-driven and responsive to a variety of learning styles, our approach requires active participation from teachers and students. Crafting instructional strategies that are innovative, interactive, student-driven and responsive to a variety of learning styles, our approach requires active participation from teachers and students.

7. Students’ Responsibility Our program puts much of the responsibility for learning on the students and focuses on creating a vibrant learning community where all members are united for the common purpose of learning. Our program puts much of the responsibility for learning on the students and focuses on creating a vibrant learning community where all members are united for the common purpose of learning.

8. Socratic Questioning By posing problems or questions, students gain ownership of knowledge through engaging in the exploration to develop understanding of concepts and connecting to real world experiences. By posing problems or questions, students gain ownership of knowledge through engaging in the exploration to develop understanding of concepts and connecting to real world experiences.

9. We want to make an everlasting difference in the lives of our students. Our ongoing process of evaluating our philosophy and approach through the wide range of formative assessment techniques and student/teacher reflections guides us through our journey towards our goals and guarantees the implementation of all necessary improvements to achieve these goals. Our ongoing process of evaluating our philosophy and approach through the wide range of formative assessment techniques and student/teacher reflections guides us through our journey towards our goals and guarantees the implementation of all necessary improvements to achieve these goals.

10. Open Book Exams The rapid change in the content knowledge taking place due to the expansion in technology and scientific research demands that we shift our focus from memorization of concepts to the acquisition of critical thinking and cognitive skills that transfers them into lifelong learners The rapid change in the content knowledge taking place due to the expansion in technology and scientific research demands that we shift our focus from memorization of concepts to the acquisition of critical thinking and cognitive skills that transfers them into lifelong learners

11. Why Reflections? Reflecting on their learning experiences helps them make sense of what they are learning and connect it to their real world. Reflecting on their learning experiences helps them make sense of what they are learning and connect it to their real world.

12. Grading Policy The Quarter grade is divided into: The Quarter grade is divided into: 50% Process Portfolio 50% Process Portfolio 50% Test and Quizzes 50% Test and Quizzes

13. Process Portfolio A collection of all the learning products of the student which shows the development and growth that took place in his/her learning. A collection of all the learning products of the student which shows the development and growth that took place in his/her learning.

14. 50% Process Portfolio Grade Is divided into: Is divided into: 15% Attendance, Note Making, Behavior, Being on Task and Bringing all required materials to class. 15% Attendance, Note Making, Behavior, Being on Task and Bringing all required materials to class. 35% All products such as homework, projects, oral presentations, debates, discussions, role-playing….which count for our formative assessments 35% All products such as homework, projects, oral presentations, debates, discussions, role-playing….which count for our formative assessments