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__**Mr. Grabowski's GT American Government Page **__

Welcome to Mr. Grabowski’s wiki page (MrGrabowskiRm116.wikispaces.com). The purpose of this wiki is to discuss the changing of our classrooms in schools today to meet the needs of our digital native students. More and more students today are coming into schools with a tremendous understanding of technology, most of which fit the Web 2.0 spectrum, and with this understanding, a need to be able to use and refine those skills in school classrooms. Some educators find themselves to fit more of the digital immigrant mold, and find it a struggle to adapt their teaching styles and level of comfort in the classroom for the 21st Century style needed to meet the needs and skills of our students.

Many of today’s students are skilled in Web 2.0 Technology, which is not just limited to using computers, but also other devices like cellphones, iPads, and tablets etc. All of these devices can be used in ways to guide student learning and creation in our classrooms today. With smartphones and iPads, students can have instantaneous access to a digital classroom environment that has not been seen before in any education classroom. It is important that as teachers we realize that today's students are different than we were when we were in their shoes. They are very capable of learning at a high level, but for most students, simply sitting in their chair at their desk and listenting to what is being told to them is not going to bring about the highest level of student synthesis and success. In order to get today's students to achieve at the highest levels possible for them we need to give them the opportunity to be more involved in the classroom. Today's students need to be able to work collaboratively with their peers. Today's students need to be able to not just be asked to listen, but be asked to create something on their own for the class. Having students working in an environment where they are not just the student but also at times the teacher themselves will bring about the highest levels of student engagement and success.

Use the links below to navigate through my wiki to find more information about these topics:


 * @More Information
 * @Synthesis of Findings
 * @Suggestions

The main focus of this page will be my Gifted and Talented American Government curriculum. Use the link below to view the overview of the curriculum and the course, as well as some of the units of study and handouts provided by BCPS for the curriculum.

@GT American Government Curriculum

For a detailed description of the State of Maryland's Standards and Indicators, visit the website provided below: []

To go along with the page's focus on the GT American Government Curriculum, this page will also focus on the 21st century skills in curriculum-based content that we teachers are being asked to integrate into our classrooms. For more detailed information on the 21st Century Skills use the link to the webpage for Route 21 ([]). From the site, the 21st Century Skills are defined below:
 * **__Life and Career Skills__:** Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills. Skills include in this area are listed as: Flexibility & Adaptability; Initiative & Self-Direction; Social & Cross-Cultural Skills; Productivity & Accountability; Leadership & Responsibility
 * **__Learning and Innovation Skills__:** Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
 * **__Information, Media and Technology Skills__:** People in the 21st century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.
 * **__Core Subjects and 21st Century Themes__:** Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include:English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics. In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themesinto core subjects (Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy;Civic Literacy; Health Literacy; Environmental Literacy)

<span style="font-family: Georgia,serif;">*information borrowed from [] ||
 * **<span style="color: #ff0000; font-family: Georgia,serif; font-size: 150%;">21st Century Skills ** || **<span style="color: #ff0000; font-family: Georgia,serif; font-size: 150%;">__Maryland State Standards__: American Government ** ||
 * <span style="color: #0000ff; font-family: Georgia,serif; font-size: 110%;">Life and Career Skills || * <span style="font-family: Georgia,serif;">The student will evaluate how the principles of government assist or impede the functioning of government (1.1.2).
 * <span style="font-family: Georgia,serif;">The student will analyze the impact of landmark Supreme Court decisions on governmental powers, rights, and responsibilities of citizens in our changing society (1.2.1).
 * <span style="font-family: Georgia,serif;">The student will evaluate the principle of due process (1.2.4).
 * <span style="font-family: Georgia,serif;">The student will utilize the principles of economic costs and benefits and opportunity cost to analyze the effectiveness of government policy in achieving socio-economic goals (4.1.1).
 * <span style="font-family: Georgia,serif;">The student will evaluate how governments affect the answers to the basic economic questions of what to produce, how to produce, and for whom to produce (4.1.1). ||
 * <span style="color: #0000ff; font-family: Georgia,serif; font-size: 110%;">Learning and Innovation Skills || * <span style="font-family: Georgia,serif;">The student will analyze historic documents to determine the basic principles of United States government and apply them to real-world situations (1.1.1).
 * <span style="font-family: Georgia,serif;">The student will analyze elements, proceedings, and decisions related to criminal and civil law (1.2.5).
 * <span style="font-family: Georgia,serif;">The student will evaluate the effectiveness of international alliances and organizations from the perspective of the United States (2.1.2).
 * <span style="font-family: Georgia,serif;">The student will analyze the roles and relationships of regions on the formation and implementation of government policy (3.1.3).
 * <span style="font-family: Georgia,serif;">The student will evaluate the effectiveness of current monetary and fiscal policy on promoting full employment, price stability, and economic performance (4.1.4). ||
 * <span style="color: #0000ff; font-family: Georgia,serif; font-size: 110%;">Information, Media and Technology Skills || * <span style="font-family: Georgia,serif;">The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions (1.1.4).
 * <span style="font-family: Georgia,serif;">The student will analyze legislation designed to protect the rights of individuals and groups and to promote equity in American society (1.2.2).
 * <span style="font-family: Georgia,serif;">The student will evaluate demographic factors related to political participation, public policy and government policies (3.1.1).
 * <span style="font-family: Georgia,serif;">The student will examine regulatory agencies and their social, economic, and political impact on the country, a region, or on/within a state (4.1.3). ||
 * <span style="color: #0000ff; font-family: Georgia,serif; font-size: 110%;">Core Subjects and 21st Century Themes || * <span style="font-family: Georgia,serif;">The student will evaluate roles and policies the government has assumed regarding public issues (1.1.3).
 * <span style="font-family: Georgia,serif;">The student will evaluate the impact of governmental decisions and actions that have affected the rights of individuals and groups in American society and/or have affected maintaining order and/or safety (1.2.3).
 * <span style="font-family: Georgia,serif;">The student will analyze advantages and disadvantages of various types of governments throughout the world (2.2.1).
 * <span style="font-family: Georgia,serif;">The student will analyze economic, political, social issues and their effect on foreign policies of the United States (2.1.1)
 * <span style="font-family: Georgia,serif;">Analyze geographic issues and problems using geographic concepts.
 * <span style="font-family: Georgia,serif;">The student will evaluate the role of government in addressing land use and other environmental issues (3.1.2).