In the first quarter, we were assigned benchmark projects for every major class and in order to pass they had to be completed with an overall grade above a D or 60%. The benchmark for science was to find a scientist that we thought should have more recognition and receive the SLAward (A made up award that goes to the best presentation of the scientist). For the history benchmark in the first quarter, we had to gather a group of 5-6 classmates and research Ancient Egyptian people that were important to the Pharaoh and the Pharaoh himself and we later had to make a play out of a dinner with King Tut which included the Pharaoh, High Priest, Servant, Farmer, Noblemen, and Soldier.

The first benchmark in Ms. Thompson’s Algebra class challenged us to create the blueprints our “dream house” in groups of four.  How does this relate to mathematics, you might ask?  Well, it’s quite simple- we’re designing the blueprints for it, so we must measure out and scale down the objects we would have in the house.  We each had to have a minimum of five unique objects in our rooms of the house (meaning that there can only be one in that house), coming out to 20 total.  The project was very fun and educational at the same time.

The first benchmark in Mr. Best’s Science/Biochemistry class was titled, “The History of Science.”  Students were divided into pairs (with the exception of two groups, which had three students), and each pair researched a scientist, and was required to make a fact sheet about the scientist, a Keynote presentation about the scientist, an application to win the “SLAward” (the prize that goes to the “winner” of the project, which was unfortunately never decided, as nobody voted for the winner of the SLAward.), and an essay about the scientist, which is attached at the end of this post.

For our first official benchmark in English, we each had to write a 5 paragraph essay about The Odyssey. Our first paragraph had to include a thesis statement dealing with The Odyssey, relating it to "real life" and we had to tie it together. In our 3 body paragraphs we had to include a quote in each one and use examples in the story to prove our thesis statement.

Our first benchmark in Mr. Bey’s Spanish class required us to create a brochure (or booklet, which was seldom done) that showed what we learned in Spanish class so far.  It had to be entirely in Spanish, and also required visuals so it could be understood.  The effectiveness of the brochures was apparently tested later by showing them to people who do not understand Spanish.

Our first benchmark in Mr. Kay’s English class challenged us to write a five-paragraph essay with a thesis statement about “The Odyssey.”  Our thesis had to be very good- that is, it must be something that can be argued, and must be a creative thesis about the book.  The essay had to be exactly five paragraphs, no more, no less, and each paragraph had to be strong and backed up by quotes from the book, and then our analysis on said quotes.

The first benchmark in Mr. Baird's History class challenged us to plan, organize, and manage a harvest ceremony in the Ancient Egyptian town of Per-Wadjet during the summer solstice.  King Tutankhamen would be attending the ceremony, which is a full three days and two nights of celebration.  The benchmark was done in groups of three and four, and the many assignments required to complete the project were divided among the group.  At the end, each individual student was required to complete a separate assignment, a dialogue with the Pharaoh.