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Junior Achievement at ACS!

by Paul Breitbach, Alumni Grandparent

Junior Achievement is a privately funded program that provides materials to schools to incorporate into their curriculum.  The programs goal is to help students understand and appreciate the importance of free enterprise.  ACS has included Junior Achievement for grades K-8 since 1998 utilizing parent and other volunteer presenters.

My participation in the program at ACS started more than a decade ago and I currently teach the program in grades 7 and 8.  I enjoy the interface with the students and welcome the opportunity to share personal experiences and those of my six children as they have gone on to different careers and family lives of their own.  These actual experiences and the mistakes we all make at one time or another make for great teaching/learning opportunities. 

There are a number of options available for the these grades with our current course selections being “America Works” for grade 7 and “Economics for Success” for grade 8.  Over the years there has been a consolidation of these course offerings so each now consists of six lesson plans.  Utilizing supplemental materials and activities from earlier course offerings that I have retained along with options for additional activities our Junior Achievement course studies span fifteen weeks or more.

The “America Works” program in grade 7 focuses on life in America in the 1800’s on topics including immigration, entrepreneurship, transportation, agriculture, communication, and industrialization during that period.  Geography of the U.S. as a part of that time in history and some of the decisions families faced are a part of our studies.

The “Economics for Success” program in grade 8 discusses individual values, interests, and skills as they relate to the students making career choices. Budgeting, shopping for goods and services, and discussions on topics like insurance, Medicare, and social security, credit and credit cards, the stock market, and other methods of investing and saving are all a part of what we do.

Items that I have retained and continue to use in the classes are things like check writing and balancing a checkbook, life maps, and some more detailed budgeting exercises if the students demonstrate both an interest and capacity to do the work.

Both classes learn thru participation in class and completion of assignments. At the end of the year we hold an auction with numerous items so the students can see the benefits of their labor.

Love God

From Dr. Jeffrey L. Myers, in his recent book, Cultivate

Parenting coach Cathy Adams says that when she asks parents this kind of question, most say, “I just want my kids to be happy.” Fair enough. Few people would say the opposite.

But what is the biblical answer to the question? If we desire to faithfully apply what we know to be true of God’s nature and character and live out His mission for us as revealed in scripture, then the answer is clear: to love God, to properly steward one’s gifts, to be wise, and to be a blessing to all nations of the earth. Let’s look at the first one …

Love God. In Deuteronomy, Moses relayed the following command from God:

Hear, O Israel: The Lord our God, the Lord is one. Love the Lord your God with all your heart and with all your soul and with all your might. And these words that I command you today shall be on your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise. You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes. You shall write them on the doorposts of your house and on your gates (Deuteronomy 6:4-9).

It was crucial for the Israelites to love God with their hearts, souls, and might. Jesus reiterated the importance of this principle in his earthly ministry when the Pharisees asked him what was the most important command (see Mark 12:28-30).

Stewardship

From Dr. Jeffrey L. Myers, in his recent book, Cultivate

Parenting coach Cathy Adams says that when she asks parents this kind of question, most say, “I just want my kids to be happy.” Fair enough. Few people would say the opposite.

But what is the biblical answer to the question? If we desire to faithfully apply what we know to be true of God’s nature and character and live out His mission for us as revealed in scripture, then the answer is clear: to love God, to properly steward one’s gifts, to be wise, and to be a blessing to all nations of the earth. Let’s look at the second one …

Steward One’s Gifts.  In Genesis 1, God instructs Adam to fill the earth and subdue it and to rule over the animals. In Genesis 2, God made provision for this command by giving the man a garden that would serve as an illustration of what he was to do throughout the earth. Adam was instructed by God to name the animals. The Hebrew word for name, “sem,” implies both identifying the characteristics of something and taking responsibility for it.

Among ancient Israelites, moreover, there was a strong understanding that God’s image rested individually on each person.

As the Psalmist wrote in Psalm 139:13-14,

“For you formed my inward parts; you knitted me together in my mother’s womb. I praise you, for I am fearfully and wonderfully made.”

Breath

An ancient Rabbinical saying teaches,

“The world is poised on the breath of schoolchildren.”

But it’s not just kids’ breath, it’s parents’ breath too. Parents have aspirations for their children, and to “ad-spire” literally means to breath toward – to blow in a certain direction.

Be Wise

From Dr. Jeffrey L. Myers, in his recent book, Cultivate 

Parenting coach Cathy Adams says that when she asks parents this kind of question, most say, “I just want my kids to be happy.” Fair enough. Few people would say the opposite.

But what is the biblical answer to the question? If we desire to faithfully apply what we know to be true of God’s nature and character and live out His mission for us as revealed in scripture, then the answer is clear: to love God, to properly steward one’s gifts, to be wise, and to be a blessing to all nations of the earth. Let’s look at #3 …

 Be Wise. Proverbs 22:6 says,

“Train a child in the way he should go, and when he is old he will not turn from it.”

The Hebrew word for train is “chanak,” the root word of which means “palate” or “jaws.” Some commentators believe the imagery here refers to the Ancient Near Eastern tradition of preparing a date paste to rub on the gums of newborns in order to stimulate their appetite. Furthermore, the word for way is “derek,” which refers to the action of moving, and of a moral course of action. To train up a child in the way he should go, then, means to give a child an appetite for pursuing a productive, godly path in life. This is affirmed throughout the wisdom literature of the Old Testament.

 As Proverbs makes clear, what satiates this appetite is wisdom. Wisdom is the most important thing, and it should be acquired even if it costs everything a person has (Proverbs 4:7). In the Old Testament the Hebrew word “hokma” is the most-often used word for wisdom. It means “practical skill in living.” A person is wise who knows how to be a good steward, to create real value, to make difficult decisions, and to avoid temptation.

 The extent to which Hebrews valued the long-term discipline of walking in wisdom, even across generations, is seen in Jeremiah 35 when the prophet Jeremiah is told by God to gather together a family called the Rechabites and offer them wine. When Jeremiah does this, the Rechabites refuse, explaining that their father Jonadab had instructed them to never drink wine, and that they had obeyed this command. What’s astounding is that the biblical record indicates that Jonadab lived 240 years before this incident was recorded. Clearly the Rechabites had learned to “walk in the way” and to train their children to do likewise.

Parent Mentoring

Dr. Jeffrey L. Myers, in his recent book, Cultivate, says that the biblical model for parenting teaches that parents are responsible for the spiritual nurture of their children. Continuing, he says … In our search for an answer to those questions, we examined the biblical record, Hebrew culture and education, the nature of rabbinical discipleship, and church catechism traditions. We concluded that most parents are asking the wrong questions. They’re asking “how” and “who” questions – “How should I parent? Which method is best?” and “Whose job is it?” when they’d do better to first ask, “To what end are my children being raised?” Until we answer the “to what end” question, trying to figure out the hows and whys invariably leads to a wild goose chase for more “effective” methodologies.

Bible teacher Warren Wiersbe is fond of saying, “Methods are many – principles are few. Methods always change – principles never do.” So, then, we must start with the question: what do we want our children to be and do?

Here’s a working statement of parenting from a biblical perspective:

Children are to be raised to love God, to steward their gifts, to be wise, and to be a blessing. The primary responsibility belongs to the parents, and yet wise parents draw significantly on godly individuals to nurture their children spiritually and also vocationally.

It’s All About the Benefits

What are the key benefits or privileges ACS offers to their students?

1. A Solid Biblical Foundation of Truth.  There is no better source for the whole Truth than God’s holy word.  ACS is very blessed to have leaders, teachers, and support staff who are exceptional role models for what is means to learn, know, and live the truth, especially during tough times.  I recently returned from Rwanda where over 1,000,000 people were killed in genocide in 1994.  A pastor had lived with painful memories of how his wife and four children were murdered in, of all places, a church.  Tens of thousands of people suffered the same fate in that church.  What they didn’t realize is that God doesn’t live in a building; He lives in us.  While our school family encountered different trials this year than those of Pastor Victor, we still have the same hope in a God that lives within us. This is a paramount Truth taught at our school.

2.  Excellent Academic Instruction.  Our teachers have a passion for the Lord, teaching, and their students.  Their commitment to excellence in the classroom is clearly evident by the high scores earned by ACS students on standard test scores.  Moreover, our students are well prepared to take on the most rigorous high school curriculum from the preparation of ACS.

3.  Social Skills Development.  ACS has adopted the TRIBES program what helps build social competencies.  Our students meet in small groups on a regular basis to learn how to communicate effectively, problem solve, and resolve conflicts with their peers.  TRIBES also helps the students learn healthy thinking patterns and how to cope with strong negative emotions.

4.  The Joy of Play.  If you ever wonder if ACS students learn about having fun, then I would invite you to visit the gym or playground during recess.  It is amazing to see the spontaneous joy the kids have playing with their peers.  It is not surprising to me that our students look very healthy because they burn a lot of calories while having fun, too.

Ultimately, ACS exists for God’s glory.  However, ACS helps to remove the barriers so that we can equip about 125 runners (students) in the race set before them, because they are influencing many witnesses of God’s power and handiwork today.  And hopefully for eternity. ~ Frank Cummings, ACS Board Chairman

The Dramatic Arts @ ACS

by Richelle Kowalczyk, Drama Teacher

I have often joked about how I never stayed at any job for longer than two years because I would get bored.  This was true until about 13 years ago.  That is when I was hired to teach at Appleton Christian School.  I am still not bored and see no sign of that happening in the future.  I am blessed to be the Drama and Speech teacher for our middle school and I love what I do.  Every year God has blessed me with wonderful students willing and wanting to learn, grow, and improve in their public speaking and performance skills.  Every year it is still fresh and new to me and I never tire of teaching these skills to our students.

Did you know that public speaking is the number one fear of Americans, over spiders, heights, and even death?  One of the things I tell my speech students every year is that unless you take a vow of silence, you will always need effective public skills no matter what career path you choose.  When you are able to speak clearly, effectively, with volume and confidence, making eye contact with your audience, you will be successful.  These are just a few things that we learn in Speech class.  This class is a safe environment for those students who are afraid to speak in front of others.  It is a group of their peers, often close friends, and they are graded on their own self-improvement, not how they measure up against someone else in the class.  Students are strongly encouraged to reach their own personal best, not that of someone else.  We start off with some fun getting to know you exercises, such as interviewing a friend and making a collage all about them, and before they know it, they are speaking in public.  From there we work on volume, eye contact, rate, and expression.  These students are able to end the year with intelligent, well-delivered speeches about current events of our time.  It has given me such pleasure over all of these years to see these kids come out of their shells, conquer their fears, and deliver these speeches with confidence and pride!  What a blessing.

I also get to teach what is, in my humble opinion, the most fun class there is, and that is Drama.  This, to me, is not work!  I have been involved in theatre myself for about 30 years, participating in over 60 shows as actor, director, props person, costumer, and so on.  It is a passion of mine, to say the least.  To be able to share this at ACS with these students over the last several years is an honor.  I was never able to really find my niche in sports or other extra curricula’s at my school, but oh, when I stepped on stage for the first time!  I was bitten!  I am so thrilled to be able to offer this at our school.  Depending on the year,  we learn everything from improvisation to how to give a successful audition, to what goes into putting on a production. We also have a unit every year on the history of movies and television.  It is important to stress to the students where the standards of these industries started and how the lack of standards today is not a necessary part of entertainment.  It is possible to create, act, and entertain while maintaining a Christian walk.  The students are also told to leave their logical brains at the door and use their imaginations.   It is surprising how hard this is for some students, but it is needed. 

We do two productions each school year, in the fall/winter and in spring, honestly working with very little.  We are not like the public schools where there are budgets for elaborate sets or costumes.  What we do have is wonderful parents who are willing to costume hunt, donate, and run lines with their kids (as well as running them to rehearsal), and we have an endless amount of talent in our kids. 

We have done shows like Our Town, It’s a Wonderful Life, Once an Angel, The Best Christmas Pageant Ever, and Treasure Island.  This spring we are presenting Alice’s Adventures in Wonderland.  It is so inspiring to watch the students free their minds and their creativity both in class and on the stage!  After all, God is the creator of this creativity within our students!  And to see some of these students find their niche for the first time is indescribable.  My own son has been one of those students.  He is just one of many who have gone on to do more above and beyond ACS, having been cast in a movie this last summer. Two of our students from the class of 2010 just finished a production at Little Chute High School of The Pink Panther Strikes Again and many have been accepted into the Renaissance School of the Arts.  One student in particular stands out in my mind.  One year I was doing a production of Thornton Wilder’s, Our Town, and I grabbed a young girl to play the part of the little sister.  She, too, was bitten by the theatre bug and continued to act in several productions for me and then on into high school.  She is now studying out at AMDA in New York City, acting, singing, dancing and auditioning, and soaking in Broadway.   I wouldn’t be surprised to see her at the Oscar’s someday! 

So many of our students have carried the skills and confidence they have learned with them long after they leave Drama and Speech class, and Appleton Christian School, making them more confident, expressive, successful and outgoing adults.  I am constantly amazed at the kids that God has sent me year after year and the talent and commitment that I am blessed to work with.   I believe that this program is a definite strong point at Appleton Christian School and to God goes all the glory!  It has been my honor to serve Him in this capacity and I hope to do so for many more years to come!

Timeline of Curricular Changes in American Education

by Clint Holden 
(
reprinted with permission from SchoolRIGHT.com – original publish date October 2009)

This article attempts to timeline some significant curricular changes in the history of American education from the 17th century to present.

It was in the early 1600′s Puritan families were concerned with the thoughts that someday their trained and learned leaders would be no more. This caused them to put their first major stress on secondary and higher learning. This stress caused the establishment of the first Latin Grammar School, established in Boston, in 1635. The study of Latin and Greek and their literatures was blended with the religious denominationalism coming from the heritage of the Protestant Reformation. The schools taught reading, writing, and arithmetic. The purpose of these Grammar Schools was to prepare the boys for the entrance test for Harvard College. Thus, there was great concern placed upon the ability to read and speak Greek and Latin. The Bible stimulated many a day in school.

The New England Primer followed with a tradition of combining the study of the alphabet with Bible reading. It introduced each alphabet letter in a religious phrase and then illustrated the phrase with a woodcut. The primer also contained a catechism of religious questions and answers. Emphasis was placed on fear of sin, God’s punishment, and the fact that all people would have to face death.

During colonial times, schooling was left up to each of the colonies individually. The Middle Colonies policies were that of parochial education. Schools were primarily for educating the children with powerful minds to become ministers, priests, or hold good offices.

In an effort to consolidate schools and make education mandatory, Congress enacted the Land Ordinance of 1785. This ordinance set aside that every township in the new Western Territory should maintain a system of public schools. Public schools were organized to corral the best minds for training for public leadership.

Two years later came the Northwest Ordinance of 1787. The main point of this document stated that education was necessary to become a good citizen and to have a strong government. Children were encouraged to go to school; however religion was not specifically to be part of the curriculum. Schools began teaching more that just religion, reading, and spelling. Sciences were part of the new curriculum. Thus, the federal government was able to create a public school system furnished to all children, especially in the new and ever growing West.

In the early 1800′s, the foundation of education was considered as reading, writing, arithmetic, and Bible study. These subjects were the main focus of the curriculum. During this time period, schools began testing their students in a uniform way using oral exams. The New York State college exam system began. The new system guaranteed access to college-prep curriculum for all students.

In 1874, Samuel King, Portland, Maine’s Superintendent of schools, created a uniform curriculum for the schools. He wrote a test to measure student achievement in learning the curriculum and pedagogical progressives were prominent in curriculum studies. Their ideals favored more informal, student centered, active learning with a more human character (1883). In the last decade of the 1800’s, many curriculum thinkers pressed for universal schooling. Horace Mann and Henry Barnard were some of the most prominent thinkers in the field of curriculum studies. Jean Piaget, a prominent thinker in educational psychology, introduced the use of schemas, experience, and play in education. His focus was decidedly bent toward active learning rather than passive.

1900′s to Present
Perhaps some of the most exciting events concerning curriculum happened during the 1900’s. There was advancement in standardized testing, as in the SAT, and ITBS, as well as an increased emphasis in mathematics and science studies. Curriculum theorists became widely recognized in educational circles. Theories such as Bloom’s Taxonomy were developed.

In 1910, the New York State Department of Education issued a 256-page syllabus for elementary education. This was the first time that the curriculum was standardized throughout the state. Likewise, in 1915, eight states enacted physical education laws due to concerns that were raised from World War I. The U.S. wanted to ensure that all men were prepared for battle. 1931 saw Virginia implement a new statewide curriculum that included a more modern approach to teaching. It was collaborative amongst administrators, teachers and scholars. In 1934, however, they revised their course of study, organizing it around the purposes of schooling. This move (seen as a great improvement) increased awareness regarding protection of life, consumption of goods, extension of freedom, and expression of religious impulses.

The mid 1900’s saw a move toward a child-centered type of education. This meant smaller class sizes and education centered on activities for children. This French style of education allowed only 25 students to a class and grades became sequential from kindergarten through the twelfth grade. During this time, science and math studies became a priority in curriculum development. As television was introduced in 1950, it was used in education. Many had hoped it would replace the classroom teacher. Obviously, that plan did not work.

In 1957, the launch of SPUTNIK I caused many educational concerns and forced American schools to reevaluate its curriculum. The National Defense Education Act (NDEA) called upon the National Science Foundation (NSF) to restructure curriculum in mathematics, science and foreign language.

The mid 1960′s saw a flurry of angry young educators writing about their experiences. They sought to revive education practices such as, project learning, narrative report cards, individual/small group instruction, student involvement in choosing activities, integrated curriculum, and open education.

In the latter part of the 20th century, the educational system began showing signs of overgrowth and confusion. A national summit took place where Governors and education leaders worked toward a set of goals for the nations schools. The goals included a want for U.S. students to be the top in math & science. These goals were later translated into standards and in 1990 curriculum became connected to the mandatory standardized testing called the SAT 9. Texas introduced the Texas Assessment of Academic Skills, known as the TAAS, which laid out consequences for everyone in schools, including students, teachers, administrators, and board members.

Finally, common day educators have experienced increased pressure to raise standardized tests scores in the midst of second language learners, and the absence of the nuclear family. One of the most significant and recent curricular developments is the initiative by President Bush known as, No Child Left Behind. Among many new requirements, this program calls for increased requirements for teacher preparation and credentialing as well as 100% passage of standardized tests.

The next decades will invariably bring additional change, opportunity and challenge. As we learn from our past, it will be important to not shy away from our future.

Destination ImagiNation® at ACS

by Jaime Lingnofski, Teacher

Destination ImagiNation® is an experience-based activity like no other.  Over the course of this season, students will choose and then work to solve one of many Team Challenges and any number of Instant Challenges.  By solving Challenges, students gain valuable experience in problem solving.  This is a powerful process based on more than 50 years of research that can transform the way children approach challenges for the rest of their lives.  Teams are tested to think on their feet, work together and devise original solutions that satisfy the requirements of the Challenges.  Participants gain more than just basic knowledge and skills.  They learn to unleash their imaginations and take unique approaches toward working as a team to solve a variety of problems. 

With Destination ImagiNation®, the process is more important than any tangible item the team may create.  The journey is more important than the end result.  Teams will experience moments of laughter, struggle, brilliance, failure and success.  The sum of these moments are the character building blocks for the future.

The following is an example of a 2010-2011 Team Challenge to solve and present at this seasons tournament. 

Unidentified Moving Object

Technical

  • Design and build Equipment to move various Materials to and from towering heights
  • Start and end the Presentation with the Equipment contained in a Storage Box
  • Create and Present a Sales Promotion highlighting the Features of the Equipment
  • Complete all of the above with no AC electrical power

A team consists of anywhere from two to seven students.  Each team is required to have one Team Manager.  The job of the Team Manager is to make sure the participants experience the program in their own way.  By stepping aside and refraining from “interference”, the Team Manager gives the team members the opportunity to take ownership of their Challenge solutions.  That ownership is a vital element of the Destination ImagiNation® journey.  It allows participants to learn lifelong lessons through experience, which will affect each participant in an individual, memorable and meaningful way. 

Much of the team progress actually occurs when the team works on their own.  If the team is capable of doing so, they are encouraged to meet on their own as soon as they are comfortable.  By encouraging autonomy early on, the team  soon understands that the project does not depend on the Team Manager. 

This is the first year for Destination ImagiNation® at Appleton Christian School.  We have a wonderful combined team of 7th and 8th graders that meet on Tuesday and Thursday’s during 5th Period.  It has been my honor to get this program “kicked off” at ACS and I look forward to next year having  many more teams.  Because each team of 7 students needs 1 Team Manager, Mrs. Tofte and I are looking for volunteers for next year.  If we don’t get volunteers, many students who want to be a part of this program may lose that chance to grow.  So, please call the office today at 687-2700 and help change the lives of God’s children.