~~
Periods 2, 3, 5, 6 ~ US History
Over this year ~ you will be Studying about our country. The Life and Lives, the Geography and Climate
~ Growth and Conflict
* Historian Anthropologist, Archeologists and
Geographer (The Scientist that study the Past) ~ Take notes (to add to your
assignment ~ to power points) - This is
to increase Academic Accountability and Language with the students.
* Studying tips - Learning Pyramid – Growth
Mindset academic Language
* Culture – what is culture and how we study it
** Compare and contrast how historian think and
approach learning history GRAPES< Social Studies
* Questions to ask as you are
learning (based on GRAPES
* Geography ~ Using the 5
themes in Geography and Questions to ask when entering a new area. https://geography.mrdonn.org/5themes-definitions.html
* Geography websites to
visit
* John McCain listen to his speech when he came back to the
Senate https://6abc.com/politics/watch-mccain-returns-to-congress-delivers-speech-to-senate/2249406/ , and His last word to the nations read by
his friend. https://www.washingtonpost.com/news/opinions/wp/2018/08/27/mccains-last-words-are-hopeful/?noredirect=on&utm_term=.9bdb8e3f22c5
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three centuries, the historical content outlined in this chapter is both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
CCS History/Social Studies =
Standards:
RH.6-8.1
= Students can cite specific textual evidence to support analysis of
primary and secondary sources.
RH.6-8.2
= Students can determine the central ideas or information of a primary
or secondary source: provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3
= Students can identify key steps in a text’s description of a process
related to history/social studies (e.g., how a bill becomes law, how interest
rates are raise or lowered).
RH.6-8.4
= Students can determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains related to
history/social studies.
RH.6-8.5
= Students can describe how a text presents information (e.g.,
sequentially, comparatively, causally).
RH.6-8.6
= Students can identify aspects of a text that reveal an author’s point
of view or purpose (e.g., loaded language, inclusion or avoidance of particular
facts).
RH.6-8.7
= Students can integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
RH.6-8.8
= Students can distinguish among fact, opinion, and reasoned judgment in
a text.
RH.6-8.9
= Students can analyze the relationship between a primary and secondary
source on the same topic.
RH.6-8.10
= By the end of grade 8, students can read and comprehend history/Social
studies texts in the grades 6-8 text complexity band independently and
proficiently.
~~ Period 4 ~
Multicultural Studies/College Ed
ABC’s
of Art
During class time we are learning about Art
Elements and Principles
Create 3 Foldables ~
¨
Elements of Art
¨
Principles of Art
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.
Mandalla’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.
Elements of Poetry
Shil Silverstein Poem - Read the Poem at least 3 times;
Figure out the meaning, any symbolism of the poem; write your own poem in this
style and Create/Draw a picture to go with the poem.
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
~~ ❈ Both classes Quote & Journal write –
– (put it on – the quote stays up for 10-15 minutes
–
CLASS EXPECTATIONS ~~
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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