Greetings Everyone ~

I am Dorina Popa, 7-th grade Social Studies Teacher ... also going by the nickname "Popita".This is the educated gossip website, where students learn how to "gossip" responsibly about the Ancient, Medieval and Early Modern Times. It is a complex, yet fun process of study that challenges students to think critically - in a group set up and independently.

Experience has taught mankind that history repeats itself. One good reason we study past civilizations is because we need to understand their contributions, as well as their role in mankind's evolution... It is only a duty for the present and future generations to learn from their experiences, identify their flaws, applaud their accomplishments,..and move on.

The 7-th grade reporting cluster includes the following standard-based units:

1. LATE ANTIQUITY - Analyze the causes and effects of the vast expansion and ultimate desintegration of the ROMAN EMPIRE.

2. MIDDLE AGES - Analyze the geographic, political, economic, religious, and social structures of the following civilizations:

~ ISLAM... and the MIDDLE EAST ~ SUB-SAHARAN AFRICA ( the kingdoms of Ghana & Mali) ~ MESOAMERICA & the ANDEAN (Maya, Aztec, Inca) ~ ASIAN civilizations of CHINA & JAPAN ~ MEDIEVAL EUROPE (Dark Ages).

3. EARLY MODERN TIMES - Analyze the origins, historical development, accomplishments, geographic difusion, political and economic change, and the lasting effects on religious, political, and cultural institutions - of the following eras:

~ RENAISSANCE ~ REFORMATION ~ SCIENTIFIC REVOLUTION ~ AGE OF EXPLORATION ~ ENLIGHTENMENT ~ AGE OF REASON .

1. Supplies available in the classroom:

* materials for lessons and projects - textbooks, construction paper, felt, paints, colored tissue, crayons, colored pencils, glue, scissors, audiocassettes with unit lessons.

* equipment - overhead projector and screen, student laptops (two students to one machine ratio), TV, CD/cassette player.

2. Exams: a choice between unit essay (expository, persuasive /argumentative writing) and unit test (contructed response, vocabulary check, true/false, multiple choice, critical thinking).

3. Color-coded pocket folders are used for saving classwork; individual students portfolios are also in practice for back - to - school - night presentatios and student - led - conferences.

4. Resources - design internet-based activities, use self-created teaching materials; textbook in use - "Across the Centuries";

5. Teaching Practice - I facilitate concepts and facts in a varied context (historical, geographical, political, cultural, economic, social). I exercise my profession as an educator by drawing upon the following instructional strategies / methods:

@ unit introductory lecture and use of dress up/costumes (gives students a better understanding of the times) # classroom decoration (to get students in the mood of the era) @ socratic seminars / debates (to stimulate critical thinking) @ involve scholars in teacher lecture (to draw upon student prior knowledge) @ use of realia (miniature or life-size artifacts) @ use of primary documents (for the analytical approach of the unit) @ invite speakers (for cultural presentations * students encourage to present their own) @ provide examples of student work (to give young scholars leverage for exemplary or mediocre tasks) @ use of academic games, CD programs, visuals - maps, videos, posters (to enhance student learning) @ use of criteria charts (for lesson planning / unit assessments) and rubrics (for student evaluation - with student involvement in the making) @ era music (enhance time/period; as unit background while conducting class activities) @ incorporate core subjects (math, science, literature, arts) @ build on student strengths and talents # read-aloud stories, re-enactments, written scenarios (to engage students).

* Technology-oriented teaching @ standard-based unit projects that require research, editing, and oral presentations @ new computer-based techniques are taught and used (text-wrap, columns/newspaper style, taking snapshots from CDs).