Dec 3 - 6 2018

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December 3-7, 2018  ~~  Periods  2, 3, 5, 6 ~ US History

*   8.2. Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government

8.2.6 - Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill Rights

8.2.7. Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.

*   8.3. Students understand the foundation of the American Political system and the ways in which citizens participate in it.

8.3. – Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of the two political parties (e.g. view of foreign policy, alien and Sedition Acts, economic policy, National Bank, funding and assumption of revolutionary debt.)

***  History

9.3, 9.4, 9.5 cornel notes - Finish up the Constitution (9.3, 9.4, 9.5) and through Wednesday and Thursday - The Bill of Rights (Chapter 10) 

–Jefferson vs Hamilton for the last week in December (this is the first grade for the Spring semester)

8.2.2. Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.

December 5^th  - Search and find (Images) ~ Compare and Contrast the Articles of Confederation vs the US Constitution (with the Bill of Rights) [Venn or Chart] (IN YOUR OWN WORDS) diagram/Comparison –

8.2.1. Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact.

December 10^th  - Unit Question ~ Answer and Explain

“What type of government was proposed in these documents:  Magna Carta, English Bill of Rights, Mayflower Compact, Declaration of Independence, US Constitution with the Bill of Rights?”  (use you notes for the last 2 months)

Over this year ~ you will be Studying about our country.  The Life and Lives, the Geography and Climate ~ Growth and Conflict 

US History 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

Poetry  - Art and Poetry

You are write and creating a drawing for each poem. Use the 25 types of poems as your guide

Due: Monday, December 10, 2018 at 11:59 pm

Poetry and Art Booklet – 

Title Page (30 points)

- include a Title, Your full Name, period 5

Table of Contents ~ the order of each poem (20 pts)

-  Page number and the Title & type of the poem

Poem and Draw for each of the 26 poems   (270 points) include

- the type of each poem include a Fingerprint poem

- title of the poem

- your created poem

- your representational drawing about the poem

Creativity (40 Points)

                    (TOTAL OF 350 POINTS)

Due wednesday

Mandala ~ a personal 5 colors, 10 small patterns and designs, full page (50 Points)
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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 – 6^TH 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   (color pencils)  

*  “Own Words”  

*  Diagrams – labels and details 

*  Lined paper (no tear outs from notebooks)