Week of December 3rd

An African Collage Example

Dear Parents,

We have officially begun our South America study and are off to a wonderful start! The first day we brainstormed all that we, as a class, already know. Several students commented, "Wow it seems like there is so much more to know and learn." Yes! And I must say, I am pleased with the overall fervor for learning and delving right in. We've begun mapping and students have a broad grasp of some of the noteworthy physical features in each country (rivers, mountains, lakes, etc.).

After such a large test on North America a few weeks back, the Social Studies final will be more relaxed. It will consist of two components. The first, is to draw a map of South America, including country borders and labeling each country (of course spelling the names correctly too!). This week we practiced with this and students all have maps, which they can use to begin preparing for the final with. I anticipate this to be a rather quick and successful task. Following this, on the day of the final, classes will finish up South America Collage Posters. Next week we will speak more about this in depth (organizing ourselves and our time). The project is important but how groups interact and share the responsibility is also very important. Both the final poster and group work will be assessed.

Most of next week we will research and students will be encouraged to continue their research at home. The poster can wait, as we first need to learn more about each country in South America. Basic information to be investigated will include but not be limited to answering the following questions:

--Who lives there?

--How do they live?
--How is the land? How does the land “shape” the people and their culture?
--How is the climate? How does the climate “shape” the culture?
--How do the people look?
--How much diversity is there? (Why? What’s the history?)
--How many people live there? (Where?)

--What languages do people speak?
--What work do the people do there?
--What resources are there?
--Is the country wealthy? Why? Why not?
--What is the history of the country?
--What do they do for fun?
--What are the people’s traditions, religion, etc.?
--What big cities are there?
--What symbols represent the country? (monuments, animals, sports, etc.)

--When was it formally a country? What’s the story?

After thoroughly researching, students will decide upon icons/images that best represent each country. These will be cut out, printed out, and also illustrated on their collage poster maps of South America. The country names should also be easy to read. Maps will be “full” but hopefully also pleasing to the eye. This will require communication, planning, and cooperation on the part of each group. I will expect that whatever goes on the poster, students are able to talk about. To be able to talk about it is to be able to “defend” why it should be on the poster. This is more than, “we put a toucan because there are toucans in the jungle there.” I'll be asking students to PLEASE THINK A LOT ABOUT THE IMAGES INCLUDED AND ALSO BE CREATIVE!!! “What images best represent each country?”

In class next week we will take time to discuss rubrics on both group work and the project. You might ask your son/daughter to see these.

Additionally, journals continue to be an on-going project and several students are beginning to come to class sharing what more they are learning in relation to our class. One student came in today excited to show me the map his mother drew of South America. And another student was eager to show me beautiful pictures she had glued in her journal of indigenous people of Bolivia, alongside information she had written about the significance of the name of South America's largest and highest lake. Keep it up!

Thanks for taking the time to read this. I hope it is helpful in keeping you connected to your child's education. Of course, I welcome any questions or clarifications you may have and I am continually grateful for your support!


With Warmth,
Matt Piercy
7th Grade Social Studies