The Meadows Mirror: March/April Edition

March/April 2017

Volume 33, Issue 5

The

Meadows Mirror Social Sciences Edition

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What Makes Social Sciences at TMS Different?

by Gary Kaempfer, Social Science Department Chair

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ears ago there was an accepted belief in society that many teachers struggled with making subjects in the field of Social Studies – called Social Science at The Meadows – interesting. The prevailing belief was that many educators didn’t fully understand or even enjoy the subject they themselves were teaching. This ‘epidemic’ failed to reach us here at The Meadows. Teachers at this school, and in this department especially, have learned how to inspire passion in the social sciences and transfer that passion to their students. Students often believe that American History, European History, or, for that matter, any of the histories were always so boring. Memorizing a date or a list of dates can be a monotonous and brain-draining experience, especially if you do nothing with those dates other than memorize them. But it is different at The Meadows. Teachers in the Social Science Department excel in making those dates turn into experiences, ideas, and connections to the past that help to light an understanding of future events.

History, taught correctly, is all about the study of events that drove the passion of this country and the world, a passion so deep that people were willing to fight and die for what they believed.

History taught correctly will impassion students to think of these dates as milestones in the lives of our forefathers. Students, with proper teacher guidance, will be challenged every day in class with lessons that engage and inspire critical thinking.

I find it interesting when parents tell me that at home they are glued to the History Channel, addicted to the fascinating programing, but admit to me that their least favorite subject in school was history. Was history taught differently when they were in school? Was it truly boring because the teacher was bored? Over the years, we have learned new lessons about the art of teaching history, and we have perfected teaching methods that engage students better than ever before. The way social science is taught now, especially at The Meadows, has created a new brand of young learner who find many of the histories to be their most enjoyable subjects. The success that we experience here is reflected in the variation that we offer our students. Not only does the social science staff cover the basic history and government courses, and we do that well, but we offer so many varied elective courses that a student would be hard-

pressed not to find a social science niche. Interested in international relations, psychology, cultural anthropology, or cities and buildings of the world? We have it. Want to study more about witches in European art, the history of piracy, economics, and the politics of terrorism or social injustice? We have our students covered. I do not believe that any student, when engaged properly, will ever find a subject in this department boring. Will every student that we teach in this department turn into a “history expert?” I doubt it. But they will be history enthusiasts. If nothing else, by the time they leave The Meadows, they will have realized that a date in history is just not a date, but it is an event that has an inner meaning to the many interconnecting events still in motion in the world today.

Teachers at The Meadows, in all departments, are passionate about their subjects and convey that passion to their students.

Students are amazed at how the teachers strive to give them an extraordinary experience. It is not uncommon for a member of the social science department to dress the role of the time period, culture, or character reflective in his or her lesson. We will even stand on a desk to demonstrate a lesson on the growing debt or the arms race to keep the students involved. We demonstrate a psychology experiment that has the students laughing, crying, or questioning their own personalities. We will engage students in world problems and then have them solve their issues in front of the World Court.

We will dance the Charleston and the Swing to enlighten them on the era of the 20’s. These are just some of the everyday activities that make a passionate teacher passionate about his or her subject.

Even those die-hard math and science students may soon find themselves connecting as a history enthusiast, especially when we forge into that one time period that they remember watching on the History Channel. It will inspire them to read on, read more, and finally realize that those dates discussed in their class today are indeed connected to the bigger picture, and now it all begins to make sense. History will live forever at The Meadows.

“I’m not satisfied until my students fall in love with history.

The key is to set up things so they discover history.”

-David McCullough, Historian and Professor at Cornell University

Social Sciences in the Middle School

by Tracy Neblina, Middle School History Teacher

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he Middle School years are a period of tremendous growth for students, physically, emotionally, and intellectually. Those who teach this age group understand that there is a process by which students learn to expand their abilities past the lower levels of thinking presented in Blooms Taxonomy, which requires practice and repeated exposure to a variety of skills. This is especially true of eighth grade students who have begun to realize that their ideas matter and that they have the ability to support their arguments using information in a reasonable and rational way. This is an exciting age to teach, and this realization lends itself to utilizing texts which help foster the development of such skills. For this reason, and many others, eighth grade history students read and analyze a non-traditional history text, Frontiers: A Short History of the American West, by Robert V. Hine and John Mack Faragher throughout the year.

The edition of Frontiers students use has been edited for popular consumption and provides a different perspective on American history than can be found in a traditional text. To begin with, Frontiers is written as a narrative of American history, often from the bottom up, providing real-life examples of how policy, movement, and interaction of diverse peoples have shaped the development of the United States. Groups that are often mentioned only in passing in a traditional text are presented as integral components of the making of America. In addition, the manner in which the authors have written this text lends itself to analysis on many levels. Students

read a paragraph in Frontiers, extract the main point the authors wish to make, evaluate the paragraph for support of that point, and evaluate the validity of the arguments made by the authors. This process occurs repeatedly as students read each chapter, providing them with practice of a higher order skill that they can master by the end of the year. Of equal importance is exposure to the idea that even though history is based on facts, dates, events, and important people, interpretation of those facts can vary. Once students are introduced to this idea, they are then able to apply analytical skills, interpret, and synthesize on their own. Practicing this all year helps promote critical thinking skills and builds self-confidence when students present their own arguments.

Reading Frontiers is a challenge at the start of the year, but as students mature, practice reading difficult material, and develop their analytical skills, the process becomes easier for them. Thus, students are pushed outside their comfort zone early in the year, expanding it and making difficult tasks less so as the year progresses.

Furthermore, students are exposed to a different perspective on American history than they get in either fifth grade or tenth grade, providing them with a richer, deeper, far-reaching view of American history as they complete their academic journey. By the end of eighth grade, most students are very proud of their work with Frontiers, their understanding of what history is, and what it takes to be a historian.

Taxation Without Representation

by Robert B. ’24, Ryan H. ’24, Ms. Brennan, Fifth Grade Teacher

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elcome to our Kingdom,” was the class greeting to visitors recently in Ms. Brennan’s 5th grade domain. Lower School students (American colonists) experienced reality history first hand as they paid unfair taxes and struggled to avoid debtors’ prison.

Students began the “taxation without representation” unit with twenty “Brennan bucks.” Payment of a $1 tax was required each time a teacher (visiting dignitary) walked into the classroom, or upon receipt of any stamped document including tests and assignments.

Students also exchanged their bright green bucks for merchandise such as markers, thus providing wealth for a few ambitious student merchants.

Students who were unable to pay taxes were sent to debtor’s prison, figuratively. Payments received for doing chores at home or picking up trash at school could be spent to erase debt. The Queen’s advisors (our parents) were requested to provide helpful tasks and opportunities to earn Brennan bucks.

“Real world” lessons began the first day of taxation when a few students were left penniless due to poor budgeting. Some classmates were smart with their money and never went into debt.

Others joined alliances to help each other.

“Taxation is the worst,” Reza N. concluded. Brandon Y. felt that this unit, “Makes me feel like an adult.” Some students dedicated their recess to picking up trash to get ahead; however, another student, “cheated the system” by tearing the collected trash into smaller pieces to earn more money. By the end of our history lesson

Cole K. was able to describe our lesson, “The taxes were annoying, but I feel that it gives fifth graders a chance to experience something not many kids do.”

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Exciting Explorations

by Cheryl Collins and Dr. Dawn Maharaj, Fourth Grade Teachers

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he fourth graders embarked on a unique adventure through time, when they visited the Clark County Museum in Boulder City, Nevada. The field trip transported the students to different eras of Nevada history, beginning with prehistoric times and ending with modern day artifacts.

The students had an opportunity to visit the museum’s main structure, housing exhibits showcasing Nevada’s timeline. Students were spellbound as they learned about Nevada’s history including where the beginnings of the state’s focus on mining, farming, and gaming originated.

A d d i t i o n a l l y, we walked through a ghost town recalling the days of booming mining towns. Later, we explored Heritage Street, which allowed us to reminisce about businesses, homes, and a chapel from the early days of Las Vegas and nearby towns. These interactive buildings, with retrospective scenes within authentic structures, provided ample opportunity for

Exploring Social Sciences

by Francesca Means, Beginning School Teacher

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he Beginning School Explorers class is designed to help children learn to navigate the social and emotional aspects of life through interactive learning, center time, and group activities in an academic context. During the week we discuss the theme of the week, complete related art and writing assignments, and science experiments. The Explorers provides Beginning School students with a full-day experience by integrating academically themed units with activities during class time opposite their academic classes.

Some of these weekly units focus on social studies. For instance, in early March we explored the Great Barrier Reef during our oceans unit. The children learned where the reef is located off the coast of Australia. They also learned about the reef itself and the diverse life there. In honor of St. Patrick’s Day we taught the children about the rich history of Ireland and St. Patrick’s Day. The children especially enjoyed learning about our tricky little friend, the leprechaun.

Many of our themed units focus on aspects of the social sciences. These have included community helpers, friendship, Australia, and holidays around the world. The Explorers enjoy applying the skills they have learned to studying new topics each week.

exploration and reflection. We closed out our journey as we “choo chooed” our way to the train depot. This last stop provided us a tour of what early Nevadans experienced as they traveled to and from the state.

Fun and learning were had by all, when the fourth graders enhanced their studies of Nevada history as these experiences brought their textbook to life.

Nevada Speech and Debate Education Day

Students Compete at the Nevada State Thespian Competition

by Tim Alderete, Speech and Debate Teacher

by Jessica Gaylor, Theatre Teacher

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n Friday, March 3, two members of the Meadows debate team, along with coach Malcolm Gordon, were invited to the Nevada State Senate to recognize Nevada Speech and Debate Education Day. Coordinated by the National Speech and Debate Associations, many state legislatures used March 3 to recognize the importance of speech and debate in their states. Devon Reese, an Assembly candidate from Reno and coach at McQueen High School, wrote to us in his invitation, “As all of you know, speech and debate transform lives. We have all benefited from it personally and I suspect there are others in the Legislature who have benefited from participating in speech and debate.”

State Senator Nicole Cannizzaro, (Senate District 6, The Meadows’ District) met with seniors Abdus N. and Clara B.and Coach Gordon and showed them the State Capitol in Carson City. They toured the building, watched the Assembly in session, and spoke to lawmakers. Senator Cannizzaro wrote, “Thank you for sharing your talented students with us here in Carson City!”

Senator Cannizzaro was a long-time speech and debate participant at Chaparral High School. State Senator Yvanna Cancela, who competed in policy debate at The Carrolton School of the Sacred Heart in high school and at Northwestern University in college, also met with the students. She wrote, “Congratulations on a superstar season. It’s awesome to know they are representing Nevada across the country. Good luck at the TOC!” On the Assembly floor, Senator Cannizzaro read a Proclamation lauding the benefits of speech and debate and declaring March 3 to be Nevada Speech and Debate day. Individually, Clara, A. and senior Edward R. received proclamations that recognized the time and passion that they have put into debate. It reads in part, “Be it proclaimed, that Clara B., Abdus N., and Edward R. are commended for their hard work and dedication to the time-honored tradition of debate; and be it further proclaimed, that the members of The Meadows School debate team are recognized for their excellence in oratory skills and dignified representation of the State of Nevada.”

It is very gratifying to see our students recognized for their hard work and success, and to see that our state supports speech and debate as much as our school has for all these years.

arch 8-11 The Meadows School Theatre Department participated in the State Thespian Competition at Liberty High School. Thirty students participated from the Middle and Upper School in individual events including solo musical, duet musical, monologues, duet scenes, and group scenes. Our students scored highly among the 800+ participants, many qualifying for the International Thespian Conference with a Superior rating.

Those who qualify are invited to attend the International Thespian Conference from June 19th-23rd in Lincoln, Nebraska.

At the conference there were 24 perfect scores and five of those were from The Meadows School: • Grace R.’21, Solo • Tanner R. ’19 and Sana K. ’17, Duet Scene • Adam C. ’18, Solo • Samantha S. ’18, Monologues • Zoe L. ’18, Stage Management Out of our thirty student participants, there were seven Superiors and ten Excellents in Middle School; in Upper School there were six Superiors and four Excellents awarded.

Middle School State Thespian Participants • Solo Musical: Maddie H. ’23, Claire T. ’21 , Sophia J. ’21, Isabella M. ’21, Devin H. ’21, Cesira C. ’21, Grace R. ’21, Amelia H. ’21, Araf K. ’22, Julia G. ’22, Raees K. ’21 • Duet Musical: Nishelle P. ’22 & Jacqueline R. ’22 • Duet Scene: Sophia L. ’22 and Sabrinna I. ’22, Julia W. ’21 and Veena K. ’22 • Monologues: Jackie B. ’22, Luke Y. ’22, Devin H. ’21 Upper School State Thespian Participants • Solo Musical: Mandy R. ’17, Ilana C. ’20, Adam C. ’18, Samantha S. ’18, Peyton B. ’20, Giselle K. ’20 • Contrasting Monologues: Momina S. ’18, Samantha S.’18, Bruce B. ’19 • Duo Scene: Sana K. ’17 and Tanner R. ’19

Middle School students learning Hairspray choreography during a workshop with a New York-based choreographer

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Middle School Third Quarter Honor Roll - Honors Class of 2023 • Faris A. • Aashman B. • Kyra Leigh B. • Jasmine C. • Iris C. • Emily E. • Madeline H. • Andrew K. • Phillippe K. • Cody L. • Sophie M. • Dagny M. • Sierra N.

• Alberto P. • Zack R. • Riley S. • Phoebe S. • Bree S. • Ray T. • Simel Z. Class of 2022 • Elizabeth B. • Alexander C. • Roman C. • Kade D. • Lauren E.

• Julia G. • Raffi H. • Alexander M. • Jacqueline R. • Robert S. • Styles S. • Emma T. • Justin V. Class of 2021 • Lars C. • Jerry E. • Gavin E. • Caroline G.

• Aidan H. • Devin H. • Sophia J. • Ella M. • Brooklyn N. • Benden P. • Nebiyu S. • Nana S. • Adam S. • Taylor T. • Avery T. • Angel-Anne V.

Middle School Third Quarter Honor Roll - High Honors Class of 2023 • Shazray A. • Joseph B. • Brinley B. • David C. • Amy C. • Manat C. • Peter D. • Sanjana D. • Elizabeth D. • Chloe G. • Sean G. • Ashley H. • Sabrinna I. • Mandalay L. • Caroline L. • Sam L. • Leighton L. • Julianna L. • Noor N. • Campbell N. • Karissa N. • Dominic P. • Sydney S.

• Edwina S. • Elle T. • Lynsey T. • Lauren W. Class of 2022 • Amanda A. • Jacqueline B. • Corey B. • Ainsley F. • Alex F. • Justin H. • Sofia K. • Veena K. • Patrick K. • Marcus L. • Sophia L. • Anna M. • Jonathan M. • Rahul M. • Kristine N. • Tai N. • Jenna O. • Nishelle P.

National Merit Finalists Congratulations to our 2017 National Merit Finalists Natalie B. Robert H. Sana K. Kyla P. Steve S. Urael X. 6

• Nashrah Q. • Niccolo R. • Rachel R. • Melanie R. • Hailey S. • Mathew S. • Lyla W. • Madelyn W. • Luke Y. • Erica Y. • Lauren Z. Class of 2021 • Claire A. • Sydney A. • Calista B. • Bianca C. • Tyler C. • Blake C. • Izzac C. • Michael C. • Karthik G. • Amelia H. • Lindsey H.

Junior Wins National Travel Award from the National Spanish Examinations

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Spanish Literature student, Gina R. ’18, has won the 2017 Junior Travel Award for her achievement on the National Spanish Examination and for her excellent skills in the Spanish language. In July, Gina will be traveling to Peru with the other 23 winners.

This national award, valued at over $3,500, is given each year to twenty-four students from across the United States who become eligible by earning a high score on the National Spanish Examination and then submitting samples of their written and oral work in Spanish to a selection committee.

• Lia J. • Chelsea J. • Arianna J. • Raees K. • Chiara L. • Michelle L. • Jake M. • Ethan M. • Adam M. • Isabella M. • Ethan N. • Evan O. • Anthony P. • Michael R. • Ty R. • Grace R. • Sneha S. • Kambree T. • Claire T. • Lauren T. • Alexander W. • Alexander W. • Alexis Y. • Brian Y.

Alumni to Attend Summer Business Courses in France

by Ginnae Stamanis, French Teacher

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lexandra R. ’15, currently a student at Georgetown, will be spending her summer in France.

A four-year French student at The Meadows School, Alex continues her studies at Georgetown and plans to finish with a minor in French.

This summer, she will take business courses in Paris for four weeks and will then move on to the city of Tours for two weeks. Participants sign a contract promising to speak only French during the whole six-week program.

Amazing Accomplishments at the First Lego League Championship

by Marc Micek, Computer Science Teacher; Michalle Santo Pietro, Fourth Grade Teacher

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he First Lego League championship tournament was held in January. We had an amazing season; both of our teams did very well. The 4th and 5th grade girls team took home the trophy for Best Innovative Solution in Research and had the 9th highest score for Robot Performance. Our boys team of 4th, 5th, and 6th graders took home two trophies, one for the Best Strategy and Innovation within robot design and one for Best Robot Performance with a total score of 228 points. They all did a wonderful job, and we are very proud of them.

Success in the WordMaster Challenge Exam

by Shana Marek, Lower School Director

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ongratulations to fourth grade students in Lower School, Nathan K., Meghna P., and Ali W.. Each earned a perfect score on their recent WordMaster Challenge Exam. The WordMaster Challenge is an analogy exam designed to improve vocabulary and thinking skills. Only 116 students nationally achieved this top score.

Shelby F. and Coleman P. earned near-perfect results. In fifth grade, Jake E. and Ryan N. achieved the highest scores in Lower School.

Victory at the Science Bowl

by Karen Bleifuss, Science Teacher

On February 4, the Science Bowl Team won 5th place at the Nevada Regional Science Bowl competition. They came home with a $500.00 check. The team consists of Steve S. ’17, Robert H. ’17, Malini N. ’19, Abhay N. ’19, and Joshua O. ’18

Congratulations to the Middle School MathCounts team for placing 3rd at the Regional MathCounts Competition. The team, as well as the students who competed individually, will now move onto the state competition.

l-r: Ms. Kodweis, Karthik G. ’21 (IE), Jake M. ’21 (IE), Alexander W. ’21 (Team), Mathew S. ’22 (Team), Ty R. ’21 (Team), Michelle L. ’21 (Team), and Marcus L. ’22 (IE)

Good Citizens Award Recipients This award is given to students who go above and beyond to show compassion and be productive members of the increasingly global society of the 21st century.

The following students were awarded the Good Citizen Award in February and March: • Andrew A. ’25 • Jacob G. ’25 • Jordan K. ’25 • Lauren M. ’27 • Jack P. ’27 • Alec K. ’27 • Arwen L. ’29 • Joseph F. ’29 • Jackson A. ’29 • Jake E. ’24 • Karolina D. ’24 • Hudson F. ’26 • Mujtaba S. ’26 • Elias S. ’26 • Marcus K. ’28 • Dax S. ’28 • Carson S. ’28 • Parker S. ’25 • Anthony T. ’25 • Coleman P. ’25 • Reagan G. ’27 • Julian T. ’24 • Naseam S. ’24 • Nina D. ’26 • Brooklyn B. ’26 • Brody B. ’28 • Ibraheem H. ’25 • Evan M. ’25 • Mia A. ’27 • Savera D. ’27 • Addison L. ’27 • Delphine B. ’29 • Caroline D. ’29 • Aria D. ’29 • Mizara N. ’24 • Naveerah Q. ’24 • Zaan T. ’24 • Mika Y. ’26 • Teddy Z. ’26 • Christian K. ’26 • Lilia A. ’28 • Wyatt F. ’28 • Sienna A. ’25 • Adelmo C. ’25 • Allyn Marie C. ’27 • Cooper G. ’27 • Chase M. ’24 • Alastair S. ’26 • Gigi S. ’28 • Drake S. ’25 • Sophia Z. ’25

• Robert A. ’25 • Luella G. ’27 • Harrison S. ’27 • Elija R. ’27 • Henry L. ’29 • Max C. ’29 • Daniel N. ’28 • Katherine C. ’24 • Cole K. ’24 • Joanna M. ’24 • Jahara E. ’26 • Mary M. ’26 • Roman D. ’26 • Karl K. ’28 • Teagan S. ’28 • Laila A. ’28 • Ira S. ’25 • Larissa S. ’27 • Suzie D. ’27 • Dylan H. ’27 • Lea M. ’24 • Juliet P. ’24 • Adam K. ’26 • Brianna L. ’26 • Olivia L. ’28 • Isabella S. ’28 • Tyler S. ’28 • Mykinzee S. ’25 • Shelby F. ’25 • Kade S. ’25 • Cameron P. ’27 • Nicholas M. ’27 • Bria H. ’29 • Luke M. ’29 • Evan B. ’24 • Nicolas M. ’24 • Athena H. ’24 • Skye D. ’24 • Chloe M. ’26 • Thomas S. ’26 • Grace G. ’26 • Jacob V. ’28 • Jaxon P. ’28 • Benett V. ’25 • Bradley W. ’27 • Franklin C. ’29 • Evan B. ’29 • Gabriel W. ’24 • Dilan J. ’26 • William T. ’28

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Sending Support to a Girl in Need

by Jilliene Jaeger ’09, Publications Coordinator

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n February, Mrs. Driehorst, Ms. Brennan, Mrs. Santo Pietro, Mrs. Collins, and Dr. Maharaj united their students to take part in an amazing project. The students worked together to fold numerous yellow origami cranes for a young girl named Abbie in Tucson, Arizona. Eleven-year-old Abbie is currently fighting Ewing’s Sarcoma, a rare form of cancer that commonly occurs in and around the bones.

According to an ancient Japanese legend, if a person folds a thousand origami cranes, he or she will be granted eternal good luck.

The practice was popularized by the story of Sadako Sasaki who developed leukemia as a toddler after being exposed to radiation during the bombing of Hiroshima.

Read Across America Day with Mayor Goodman

by Shana Marek, Lower School Director

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eadows second grade students gathered around Mayor Carolyn Goodman during her recent visit to TMS. In honor of Read Across America Day each year, Mayor Goodman, our Founder and Trustee Emeritus, brings interesting books to share.

A Summer’s Trade and How Do You Know?, both written by Deborah Trotter (Mrs. Abby Hilson’s sister) were enjoyed by all.

Mayor Goodman welcomed questions from our second grade students including the following: “Have you always wanted to be a mayor?” “No,” Mrs. Goodman replied. “While growing up in a Manhattan high rise I wanted to be a cowboy, then a doctor like my father.” Mayor Goodman also explained what a mayor does.

Celebrating Dr. Seuss in the Lower School

by Jilliene Jaeger ’09, Publications Coordinator

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his March, the kindergarten and fourth grade classes worked together on a special project to celebrate Dr. Seuss’s birthday.

The fourth grade students were each matched with a kindergarten book buddy. Each fourth grader read the buddy a Dr. Seuss book. In turn, the book buddy wrote about the story and created illustrations with the help of the fourth grader.

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