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Periods 2, 3, 5, 6 ~ US History
* Chapter 4 - due October 2
Great Awakening – read, create a question and 2 important facts
for each section.
The workbook due October 3 (pages 24-27)
* 8.1.1 Describe the relationship between the
moral and political ideas of the Great Awakening and the development of
revolutionary fervor.
* Chapter 5 - due October 8
Create a list of the causes/ reasons the English
Colonist met to separate from England.
The workbook due October 5 (pages 30-32)
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").
TEST NEXT WEEK ON CHAPTERS 4, 5, AND 6
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historical content outlined in this chapter is both substantial and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.
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.
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
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.
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.
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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