~~ Periods 2, 3, 5, 6 ~ US History
Declaration of Independence –
* 8.1.2. Analyze the
philosophy of government expressed in the Declaration of Independence, with an
emphasis on government as a means of securing individual rights (e.g., key
phrases such as "all men are created equal, that they are endowed by their
Creator with certain unalienable Rights").
The United States
Declaration of Independence
July 4,
1776
(For more free printables,
visit www.flandersfamily…info)
When
in the course of human events, it becomes necessary for one people to dissolve
the political bands which have connected them with another, and to assume among
the
powers
of the earth, the separate and equal station to which the laws of nature and of
nature's God entitle them, a decent respect to the opinions of mankind requires
that they should declare the causes which impel them to the separation. We hold these truths to be self-evident: that
all men are created equal; that they are endowed by their Creator with certain
unalienable rights; that among these are life, liberty, and the pursuit of
happiness; that, to secure these rights, governments are instituted among men,
deriving their just powers from the consent of the governed; that whenever any
form of government becomes destructive of these ends, it is the right of the
people to alter or to abolish it, and to institute new government, laying its
foundation on such principles, and organizing its powers in such form, as to
them shall seem most likely to effect their safety and happiness. Prudence,
indeed, will dictate that governments long established should not be changed
for light and transient causes; and accordingly all experience hath shown that
mankind are more disposed to suffer, while evils are sufferable than to right
themselves by abolishing the forms to which they are accustomed. But when a
long
train
of abuses and usurpations, pursuing invariably the same object, evinces a
design to reduce them under absolute despotism, it is their right, it is their
duty, to throw off such government, and to provide new guards for their future
security. Such has been the patient sufferance of these colonies; and such is
now the necessity which constrains them to alter their former systems of
government….
The
United States
Power Point on the Declaration of Independence
Essential
Questions:
(in groups choose
a question from each group to answer – Claim, Evidence from the Declaration of
Independence or other reading (site the author and where you got the information)
– give a conclusion
Group
A
What are the roles
and responsibilities of government?
When are differing
beliefs beneficial?
Who in society has
the ability to force change?
What is the
relationship between the need for change and the need for stability?
How do growth and
conflict influence a nation’s political development?
Group
B
How can a change
in a system of government affect personal freedom?
Who has the power
to determine equality?
When does
philosophy become revolutionary?
How can government
make men free?
Group
C
When are differing
beliefs beneficial?
Who determines how
much freedom another has?
How is the meaning
of freedom determined?
Over this year ~ you will be Studying about our
country. The Life and Lives, the
Geography and Climate ~ Growth and Conflict
US HIsotry Framework: The eighth grade course of study begins
with an intensive review of the major ideas, issues, and events that shaped the
founding of the nation. In their study of this era, students will view American
history through the lens of a people who were trying—and are still trying—to
fulfill the promise of the Declaration of Independence and the Constitution.
Throughout their eighth grade United States history and geography course,
students will confront the themes of freedom, equality, and liberty and their
changing definitions over time. This course will also explore the geography of
place, movement, and region, starting with the Atlantic Seaboard and then
exploring American westward expansion and economic development, the Civil War
and Reconstruction, and finally, industrialization. Covering parts of three centuries, the
historical content outlined in this chapter is both substantial and
substantive, which poses a significant challenge for teachers, with limited
time for in-depth study. In order to address this challenge, this chapter is
organized into five large sections that incorporate relevant questions that can
help students understand how individual events and people comprise a larger
narrative explanation of our past.
As students learn American history from the late 1700s
through the end of the nineteenth century, they will develop reading, writing,
speaking, and listening skills that will enhance their understanding of the
content. As in earlier grades, students should be taught that history is an
investigative discipline, one that is continually reshaped based on
primary-source research and on new perspectives that can be uncovered. Students
should be encouraged to read multiple primary and secondary documents; to
understand multiple perspectives; to learn about how some things change over
time and others tend not to; and they should appreciate that each historical
era has its own context and it is up to the student of history to make sense of
the past on these terms and by asking questions about it.
The standards for the History classes:
History Focus in the Standards
CA HSS Analysis Skills (6-8 grades) research, evidence and
Point of View
CA CC SS for ELA/Literacy – RH 6-8.1, 2, 6, 8, 9, SL 8.4,
L.8.6
CA ELD Standard ELD.P.8.1, 6a, 6b, 7, 9, 11, ELD.P11.8.a
~~ Period 4 ~
Multicultural Studies/College Ed
Elements of Poetry
Walrus and the Carpenter Poem
- Read the Poem at least 3 times; Figure out the meaning, any
symbolism of the poem;
- Read the Information about the author and poem; Annotate
and CUBS the information and write down what you found interesting and explain
why it is interesting to you
- write your own poem in this style and Create/Draw a
picture to go with the poem. (Due October
5th )
- Complete the Worksheet on the Poem (due today)
Corrections
due on (due September 25th)
English
Language Arts Standards » Standard 10: Range, Quality, & Complexity » Range
of Text Types for 6-12
Students
in grades 6-12 apply the Reading standards to the following range of text
types, with texts selected from a broad range of cultures and periods.
Literature
|
Informational Text
|
||
Stories
|
Dramas
|
Poetry
|
Literary Nonfiction and Historical,
Scientific, and Technical Texts
|
Includes the subgenres of adventure
stories, historical fiction, mysteries, myths, science fiction, realistic
fiction, allegories, parodies, satire, and graphic novels
|
Includes one-act and multi-act plays,
both in written form and on film
|
Includes the subgenres of narrative
poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics
|
Includes the subgenres of exposition,
argument, and functional text in the form of personal essays, speeches,
opinion pieces, essays about art or literature, biographies, memoirs,
journalism, and historical, scientific, technical, or economic accounts
(including digital sources) written for a broad audience
|
English
Language Arts Standards » Reading: Literature » Grade 1 » 10
With prompting and support,
read prose and poetry of appropriate complexity for grade 8
If the students get the
Walrus and the Carpenter completed
they may work on their person Mandala - it is to be the whole page and very
detailed and colored with colored pencils – they may outline in small marker or
ink pen,
Mandala’s
Create a Cultural Mandela (Find a pattern (very
detailed) for each of the cultures we will looked at this year. Hispanic, African American, Armenian, China,
Native American … any other you want – look up the patterns for each culture
and put them all together with lots of patterns and details in the design.
ABC’s of Art
During
class time we are learning about Art Elements and Principles
Create 3 Foldables ~
¨ Elements of Art – due
Tuesday October 2
¨ Principles of Art- due
Friday October 9
Include: The definition
of each item (remember to use quote marks and cite where
you got this definition),
Your Words Definition and a drawing representing the concept.
~~~~~~~~~~~~~~~~~~~~~~~~~~
Grade Eight
Visual and Performing Arts: Visual Arts Content Standards.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through
the Language and
Skills Unique to the Visual Arts - Students perceive and respond to
works of art, objects in
nature, events, and the environment. They also use the vocabulary of
the visual arts to
express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
• 1.1 Use artistic terms when describing the intent and
content of works of art.
Analyze Art Elements and Principles of Design
• 1.2 Analyze and justify how their artistic choices
contribute to the expressive
quality
of their own works of art.
CLASS
EXPECTRATIONS ~~ ALL CLASSES
√ Let us Be Kind, Be Gentle, Show Care with the
Love ~ all the time.
In our class: ~~ Our
Agreements:
~ Safe ~~
~ Respect
~ Fun ~~
~ Focus
~ Learn ~~
~ Participate
Class
NORMS
* NO PASSES (ESPECIALLY BATHROOM AND GOING TO
ANOTHER CLASS TO GET SOMETHING THEY LEFT
* This is a safe place to learn
* Respect and Cooperate
* Presuming Positive Intention
* Raise your hand and wait to be called on
* Be a listener ready to learn
* Work quietly
* Quality ~ Quality ~ Quality counts
* As you enter the
room
~
Come in Genteelly (walk, come & sit-down)
~ Be
ready to
Learn
* NO ELECTRONIC DEVICES other than the IPads
* LEAVE TEACHER ITEMS/MATERIALS (EVERYTHING
IS MY STUFF) because the students should use their own supplies
* As you leave the room
~ Pick-up and clean up
before you leave (push your chair in – 6TH PUT UP YOUR CHAIRS)
To
Get Credit
* Turn Work in On Time
* Proper heading
* Neat work
* Clean paper
* Follow instructions
* Cursive Writing
* Write Problem/Questions
* ‘Draw – 5
colors
* “Own Words”
* Diagrams – labels and details
* Lined paper (no tear outs from notebooks)
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