• Our AIM Curriculum is "AIM"azing!

                                                                                            history

    We will build present understanding by analyzing the past.

    The William & Mary social studies units emphasize concept development, critical thinking, and primary source analysis within the context of high level

    content and reflect the focus of national standards in social studies on historical thinking and research and on the integration of major concepts across

    disciplines.

    William & Mary social studies units provide:

    • Advanced content through the use of primary source documents
    • Strategies that build critical thinking, conceptual thinking, and content learning skills
    • Ways to analyze events and situations from a variety of viewpoints

     

     Ancient Egypt (1st and 2nd grade)
    Gift of the Nile is designed around the idea that human civilizations develop and sustain themselves as a collection of interdependent systems. The civilization of ancient Egypt forms the central content of the unit, with exploration of systems of agriculture, economics, language, and leadership in this ancient culture. Students broaden their understanding by comparing the ancient Egyptian civilization with aspects of their own lives and communities.

     Ancient China (1st and 2nd grade)
    The concept of systems in the foundation for The Middle Kingdom, which explores ancient China to demonstrate the interdependent systems that develop and sustain a civilization. The unit explores systems of agriculture, language, leadership, and trade in ancient China, using models for reasoning and document analysis to support student understanding. This unit may be used in conjunction with Ancient Egypt.

    Ancient Greece (3rd and 4th grade) 

    This unit is designed around the idea that human civilizations develop and sustain themselves as a collection of interdependent systems. The civilization of ancient Greece forms the central content of the unit, with exploration of systems of agriculture, economics, language, and leadership in this ancient culture. The unit also provides opportunities for students to broaden their understanding by comparing the ancient civilization with aspects of their own lives and communities. 

    TEXAS PERFORMANCE STANDARDS PROJECT (3rd  and 4th grade)
    • Students participate and develop an Independent Research Model aligned with TEA (Texas Performance Standards Project). The fourth grade TPSP includes five performance tasks that teachers can use with students. The tasks, designed to generate excitement for learning, are open-ended, authentic, and student-centered. Each task consists of learning experiences that help students build their research skills and knowledge of the subject. Student projects are assessed in the areas of product, research process, and communication.

     A House Divided: Civil War (5th and 6th grade)

    The concept of cause and effect serves as a central organizing theme of A House Divided? This unit explores the events and perspectives leading to the American Civil War and the chronology and context of the war itself. Using primary source documents, students investigate the social, political, and economic influences that were significant in this period of history.

     

    1920’s (5th  and 6th grade)
    Centered on a variety of primary sources including music, advertisements, and traditional documents, the 1920s in America provides insight into the events, values, lifestyles, and experiences of the 1920s period. Students explore the concept of cause and effect and how it relates to the events of the time, and gain a level of appreciation and understanding as they look at the ways different aspects of the era interact with and influence one another.

     1930’s (5th  and 6th grade)
    The 1930s in America explores Depression-era America from the perspective of many different groups of people, utilizing a variety of primary sources to illustrate events and the social-political context. The unit emphasizes the interplay of changes in geography, government, the economy, and the influence of particular individuals and groups.

     

    science We will use problem-based learning to build scientific inquiry and reasoning skills

     

    The William & Mary science curriculum features ambiguous, problem-based learning scenarios. As active investigators, students must take on the role of scientists to solve problems through scientific inquiry. Advanced, in-depth content and a connection to an overarching concept, such as systems, are also emphasized.

    William & Mary SCIENCE units provide:

    • Understand the concept of systems or change
    • Apply the basic principles of experimental design and investigation

    Develop reasoning skills with real-world applications to science

    What a Find! (1st and 2nd grade - paired with Ancient Egypt)
    What an appropriate title for an exploration of the field of archaeology! Students are put in the role of junior archaeologists at a research museum and discover that construction work has been halted on a new school because historic artifacts were discovered. To determine whether or not the dig is important enough to halt building the school entirely, students learn to excavate and actually conduct the dig -- carefully seeded with “historic artifacts.”

    Where’s the Beach?(1st and 2nd grade- paired with Ancient China)
    Plans for building a children’s camp at the beach are on hold because the town council is worried about beach erosion. Since the camp received a large donation to develop nature-themed experiences, designed to teach children how to protect the environment, the camp manager wants to cooperate with the council.  The problem is that she must begin construction quickly to be ready for the summer season. Acting as members of the town council, the students must develop scientifically-based regulations that will satisfy the long-term needs of the town and the plans for the new camp.

    Electricity City (3rd and 4th grade-paired with Ancient Egypt)

    Electricity City provides a creative and interdisciplinary approach to introducing fourth through sixth grade students to electricity. In this simulated activity, a large recreational complex is being built in the middle of a city, and the students’ role is to plan the site’s electrical needs, as well as create additional backup plans. This “real world” problem requires students to analyze the situation, determine what type of research is needed, conduct experiments, and evaluate solutions.

     Something Fishy(5th and 6th grade- paired with Civil War)
    This unit poses an ill-structured problem that will lead students into an interdisciplinary study about several individual systems and their interactions. The content of the unit focuses on the various systems involved in the pollution of a local body of water: the aquatic ecosystem, chemical reaction systems, government systems, and economic systems. Students are challenged to grapple with real world concerns and develop recommendations through simulation activities based on the scientific process.

    No Quick Fix (5th and 6th grade - paired with 1920-30's)
    No Quick Fix uses systems as the fundamental concept to help students understand cell and tuberculosis biology.  In a series of widening concentric circles, students learn that the cells are elements in larger systems, such as the immune system and the even larger system of the human body. Students also interact with the human social systems: health care and public education. Students take on the role of physician and begin to search for the cause and resolution of the problem. While unraveling the interactions among various systems, students can appreciate the complexities of staying healthy in the modern world.