Hi everyone
I'm Ms NazarianCarroll - I have been at Curtiss from September of 2002. I am a 8th grade US History and all grades Geography Teacher.
Here are some things your students need to remember.
Wednesday, August 25, 2021
Friday, March 13, 2020
March 16th – April 2nd
Spring Semester 2020 ~ March 16th – April 2nd
Periods 1,3, 4, 5 ~ US History
Class & Homework
Assignments for this Chapter 9 Lesson 2 – MOVING WEST
The lesson asks students to use their texts to:
discuss how the geography influenced the roadways to the West plus how they developed.
identify how rivers and canals transported people and goods.
explain how people in the new Western settlements lived.
Know and wonder the lesson
Complete the 6 questions on page 341 (Yes write the question out)
Assignments for this Chapter 9 Lesson 3 – UNITY & SECTIONALISM
The lesson asks students to use their texts to: discuss sectionalism in the early 1800s; identify causes of protective tariffs of 1816, 1818; and 1824, analyze the purpose of the Missouri Compromise.
Know and wonder the lesson
Complete the 6 questions on page 351 (Yes write the question out)
The Last of the Mohicans – story pages 352-355 – Know and wonder the story and answer the question on 355 (yes write out the questions)
The Chapter 9 assessment – Pages 358-359 (yes write each question out)
All the questions
Chapter 10 Jackson Era
Know and Wonder lessons 1, 2, & 3,
Review Question for lessons 1 page 370, 2 page 378 -3 page 385 (Yes write the question out)
Workbook pages for Lessons 1, 2, & 3
Complete the assessment for Chapter 10 388-390 (Yes write the question out)
Trail of Tears DBQ
Read the articles and
Know and Wonder each article
Answer the questions.
Answer DBQ question (claim) and Complete the DBQ ( using claim, evidence and reasoning) for Trail of tears –– fill out the graphic organizer for the essay.
Manifest Destiny
Look at the picture
GOVERNMENT DOCUMENT President Monroe’s Statement to Congress: The Monroe Doctrine Strategy
Encourage students to study both sources on a common theme (how geography can lead to changes in government policies). Discuss how both excerpts demonstrate the significant influence of geography on the development of policy. Ask students to think about how considerations of geography led to a desire for change in policy as was evident in Connecticut’s lobby against the admission of Missouri as a slave state and in the Monroe Doctrine. Encourage students to think about how where they live might influence the kinds of policies that are enacted. Have them discuss in small groups the kinds of policies, ideas, and practices their communities might need to consider because of the geographical elements of their community.
Spring Semester 2020 ~ March 16th – April 2nd
Period 2 ~ Multicultural Studies/College Ed ~ Art & Poetry
Pick of Woman in America
1. Write a biography on any woman you look up to. Fill in the Graphic Organizer.
Foldables – Elements of Art and Principles of Art – March 20th
Create your own foldable for each
2. the Elements of Art and
3. Principles of Art
– You will need – Your own word definition, a sample of each item and label each item
< Art Teaching Art Skills
Friday, November 1, 2019
Monday, October 28, 2019
fall October 28 - November 1, 2019 Weekly Agenda
Monday, October 21, 2019
Fall, October 21-25, 2019 ~~ Spring, 2020 –
Periods 1,3, 4, 5 ~ US History
Chapter 2 – Lesson 5 ~ workbook is Due on Monday
Due: Monday,
October 21, 2019 at 2:59 pm
Follow the instructions and complete
Colonial
areas comparison chart and map
Due: Monday,
October 21, 2019 at 2:59 pm
by going over the power point - fill in the comparison chart
color the map
Chapter 2 - 13 colonies EVERYTHING
due TUESDAY
Colonial Group Project - Foundational
Graphic Organizer (2 pages)
G.R.A.P.E.S. - the colony (geography, Religion,
Art/ Achievements, Politics/Government, Economics/Trade/Goods, social Structure4 Comparison questions (answer after Friday)
Draw: Typical House, Clothing, and Food
The students will go through the Chapter 3- The Spirit of
Independence
Essential Question: Why does conflict develop? What motivates people to act?
Causes for writing the
Declaration of Independence – Why did the colonist believe they had the rights
they demand be granted to them? What the
prior documents that they based this demand from and why they gave them the
impudence to demand independence?
13 colonies
Standards
SOC.8.8.US.2.1.A · Compare the political and social differences
between 13 separate colonies and one independent nation.
SOC.8.1.4 · Locate and identify the
first 13 colonies, and describe how their location and natural environment
influenced their development.
SOC.8.10 · Locate and identify the first 13 colonies,
and describe how their location and geographic features influenced their
development.
SOC.8.2.B · compare political,
economic, religious, and social reasons for the establishment of the 13 English
colonies.
SOC.8.1.2.B · compare political,
economic, religious, and social reasons for the establishment of the 13
colonies.
Standards: Spirit of Independence
History-Social Science
Content Standards for California
8.1 Students
understand the major events preceding the founding of the nation and relate their
significance to the development of American constitutional democracy.
1. Describe the relationship
between the moral and political ideas of the Great Awakening and the development
of revolutionary fervor.
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”).
3. Analyze how the American
Revolution affected other nations, especially France.
4. Describe the nation’s blend of civic republicanism,
classical liberal principles, and English parliamentary traditions.
Historical and Social Sciences Analysis Skills Chronological and
Spatial Thinking
1. Students construct various
time lines of key events, people, and periods of the historical era they are studying.
2. Students use a variety of maps and documents to identify
physical and cultural features of neighborhoods, cities, states, and countries and
to explain the historical migration of people, expansion, and disintegration of
empires, and the growth of economic systems.
Research, Evidence, and Point of View
1. Students frame questions
that can be answered by historical study and research.
2. Students distinguish relevant
from irrelevant information, essential from incidental information, and verifiable
from unverifiable information in historical narratives and stories.
3. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
3. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
4. Students detect the different historical points of
view on historical events and determine the context in which the historical statements
were made (the questions asked, sources used, author’s perspectives).
Historical Interpretation
1. Students explain the central
issues and problems from the past, placing people and events in a matrix of time,
and place.
2. Students understand and distinguish cause, effect,
sequence, and correlation in historical events, including the long- and short-term
causal relations.
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 2
~ Multicultural Studies/College Ed ~ Art and Poetry
Poetry with
the LMU Students
The Six Pillars of
Character®
CHARACTER COUNTS!
(https://charactercounts.org) (https://charactercounts.org/program-overview/)
The Six Pillars of
Character® are the core ethical values of CHARACTER COUNTS!® articulated in the
Aspen Declaration (http://charactercounts.org/wp-content/uploads/2019/02/Website-The-Aspen-Declaration-Final2.26.2019.pdf),
these values were indented by a nonpartisan, nonsectarian (secular) group of
youth development experts in 1992 as “core ethical values that transcend
cultural, religious and socio-economic differences”.
The Six Pillars of
Character® are: Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship.
CHARACTER COUNTS!® recommends always using these pillars in this special order
and using the acronym “T.R.R.F.C.C.” (Terric) to help in this endeavor.
Each student will create
their own tower of Character and explore each Pillar in what it means and how
it relates to them.
Each Pillar is
consistently identified with a color:
Trustworthiness
– Blue,
Respect –
Gold/Yellow,
Responsibility
– Green,
Fairness –
Orange,
Caring – Red,
Citizenship –
Purple.
< Art
Teaching
Art Skills
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.
D
Poetry -
Limerick due Tuesday
English Language Arts Standards » Reading:
Literature » Grade 1 » 10
With
prompting and support, read prose and poetry of appropriate complexity for
grade 8
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
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 (color
pencils)
* “Own Words”
* Diagrams – labels and details
* Lined paper (no tear outs from notebooks)
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