Ms Naz's Class: November 13-16, 2018

-->

~~ Periods 2, 3, 5, 6 ~ US History

The New Nation – Constitution

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

8.2.2 - Analyze the Articles of Confederation and the Constitution and success of each in implementing the ideals of the declaration of Independence

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

8.2.4 – Federalist and Anti-Federalist

*** History

this week is chapter 9 Preamble and the Constitution

November 26-28 - Search and find (Images) ~ Compare and Contrast the Articles of Confederation vs the US Constitution (with the Bill of Rights) [Venn son Chart] (IN YOUR OWN WORDS) diagram/Comparison – using your

November 30 - 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 Covering parts of three centuries, the historical content outlined in this chapter is both substantial and substantive, which poses a significant challenge for teachers, with limited time for in-depth study.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

Native American - Art and Poetry

Wednesday – Miss Natalie from Loyola Marymount Students work on Poetry

11/13/18 – N.A. Mandala due

Whole Page, 10 Small pattern details, 5 colors, use color pencil (marker/pen for outlines), 5 Mid-Size Symbols

11/14/18 – N.A. Poetry

Find 1 poem that you like, print it out/Write it out

Write your own poem in that style/Format

11/16/18 – N.A. Legend of the DreamCatcher

Find the three different Tribes legends – Pick one which you like the best (claim), Explain why (with many details) use the History Answer the Question format. Make a picture of each style

11/16/18 – N.A. Create am authentic DreamCatcher

The diameter is 6-10”

Use yarn, leather, or ribbon - string, beads, and feathers

* What the YouTube on creating a DreamCatcher (the string is looped in a particular way)

11/28/18 – Thanksgiving – Create a Poster on What you are Thankful for.

Use the whole page – put pictures – use your imagination on how to present your thankfulness – use 5 colors, use very few words, this is a visual challenge.

11/30/18 – What was the Native American’s role when the Pilgrims landed near Plymouth Rock: Who, What, When, Where, How, Why – Explain your answers.

Make a visual, diorama, or presentation to showcase your answers.

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.