Fall, October 1-4, 2019 ~~ Spring, 2020

Periods  1,3, 4, 5 ~ US History

·      8^TH GRADE STANDARDS

The students will go through the Chapter 1 Lesson 2 Early Exploration:  Essential Question – Why do people trade?

_{Early Exploration Standards}

SOC.6-8.16.B.3d W · Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE.

SOC.7-12.USI.3.3.d · Explore the impact of the Europeans and the resulting destruction of American Indian cultures; e.g., the Spanish Conquistadors, disease brought by Europeans, European settlement.

SOC.7-8.1.1.1 · explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans

SOC.8.8.5.02.b · Explain the ways geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas.

SOC.8.8.5.02.d · List the characteristics of the Spanish and Portuguese exploration and conquest of the Americas.

SOC.8.8.5.04.c · List the early European explorers and their nations of origin.

The students will go through the Chapter 1 Lesson 5 Enlightenment:  Essential Question – How do new ideas change the way people live?  Why does philosophy become revolutionary?

The Enlightenment Standards

SOC.8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

SOC.8.1.1  Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.

SOC.8-12.WHI.34 · Describe the concept of Enlightenment in European history and describe the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau, and Voltaire.

SOC.8-12.WHI.35 · Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation.

The Great Awakening Worksheet

Historical Context

The English colonies in the New World multiplied rapidly. The success of Jamestown and Plymouth inspired a wave of colonies being established. The colonies of Virginia and Massachusetts eventually expanded in thirteen British (English) colonies. While the desire for riches motivated many to start new lives in the colonies, many colonists were inspired to move to the New World to enjoy religious freedom.

What was the Great Awakening? :

The Great Awakening was a period of great revivalism that spread throughout the colonies in the 1730s and 1740s. It put a greater importance on individuals and their spiritual experience and devalued the importance of church doctrine (a belief or set of beliefs held and taught by the leaders of a church).

Why did the Great Awakening Occur? :

The Great Awakening arose at a time when men in Europe and the American colonies were questioning the role of the individual in religion and society. It began at the same time as the Enlightenment which emphasized logic and reason and stressed the power of the individual to understand the universe based on scientific laws. Similarly, individuals grew to rely more on a personal approach to salvation than church doctrine.

Who was Jonathan Edwards? :

Jonathan Edwards was a key American revivalist during the Great Awakening who preached for close to ten years in New England. He emphasized a personal approach to religion. He also opposed the puritan tradition and called for unity amongst all Christians as opposed to intolerance. His most famous sermon was "Sinners in the Hands of an Angry God," delivered in 1741. In this sermon he explained that salvation was a direct result from God and could not be attained by human works as the Puritans preached.

Who was George Whitefield? :

A second important figure during the Great Awakening was George Whitefield. Unlike Edwards, Whitefield was a British minister who moved to colonial America. He was known as the "Great Itinerant" because he traveled and preached all around North American and Europe between 1740 and 1770. His revivals led to many conversions and the Great Awakening spread from North America to the European continent.

Why the Great Awakening was important? :

·                It promoted individual spiritual experiences and decreased the importance of church doctrine.

·                New denominations arose, like Methodists, Baptists, and Pentecostals, or grew in numbers as a result of the new focus on individual faith and salvation.

·                It unified the American colonies as it spread through numerous preachers and revivals.

1.  In your own words, explain what the Great Awakening was.

______________________________________________________________________________________________________________________________________________________________________________________________________

2.  How was John Edwards a tolerant and accepting man?  Explain.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.  What are three effects of the Great Awakening?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.  Explain how you would react to a huge religious movement if you were alive during this time… would you join it?  Ignore it?  Go against it?  Why?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5.  How do you think church leaders reacted to the Great Awakening? Why?

______________________________________________________________________________________________________________________________________________________________________________________________________

     

 6. Why do you think the Great Awakening was so popular in the American colonies?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ELA support ~ write a descriptive sentence.

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

Fall, October 1-4, 2019 ~~ Spring, 2020 -- Period  2 ~ Multicultural Studies/College Ed ~ Art and Poetry

Check in the Principles of Art

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. 

 Poetry  -

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 – 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)