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8th grade assignments

week of 10/24-28

posted Oct 24, 2016, 5:34 PM by Ec Mary Givens

The policy directions and rubric are attached. The Decision making process is listed below:

Decision Matrix Procedure
1. Brainstorm the evaluation criteria appropriate to the situation. Phrase criteria in the "positive" and superlative
 2. Discuss and refine the list of criteria. Identify any criteria that must be included (Use direction sheet). Reduce the list of criteria to those that the team believes are most important.
3. Assign a relative weight to each criterion, based on how important that criterion is to the situation. (One way to do this is by ranking the criteria or distributing 10 points among your criteria.)
4. Draw an L-shaped matrix. Write the criteria and their weights as labels along one edge and the list of options along the other edge. Usually, whichever group has fewer items occupies the vertical edge.
5. Evaluate each choice against the criteria.  Establish a rating scale for each criterion. Some options are:
1, 2, 3 (1 = slight extent, 2 = some extent, 3 = great extent)
1, 2, 3 (1 = low, 2 = medium, 3 = high)
1, 2, 3, 4 (1 = little to 4 = great)
1, 4, 9 (1 = low, 4 = moderate, 9 = high)
6. Multiply each option’s rating by the weight. Add the points for each option. The option with the highest score will not necessarily be the one to choose, but the relative scores can generate meaningful discussion and lead the team toward consensus.
This process also gives you something specific to say about why this is the most effective choice versus the other options (see rubric)

Week of 10/17-21

posted Oct 21, 2016, 3:53 PM by Ec Mary Givens   [ updated Oct 21, 2016, 3:56 PM ]

F. 10/21
we've been working on our geographic investigations. Attached find map resources and below is the model for the "observations and relationships" connections we did in class today. On mOnday, we'll start writing the recommendation.

ALSO, I found a great site that creates distribution maps. Check it out...It even shows factors over time!!!! I'm totally geeking out over it.

*(2 geographic conditions) Countries with very arid, hot climates also tend to have higher poverty rates.  One reason might be because arid, hot climates make it very difficult to grow food, and countries must spend money buying food. Another possible reason may be that living in a climate where producing adequate food is more difficult, the people are sickly and using their energy just to survive, not develop the nation and grow in wealth.

* (3 conditions) While most countries with arid, hot climates also have high poverty rates, countries with stable, democratic republics have lower poverty rates than countries without stable democratically based governments. One reason for this might be because stable governments allow a nation to invest in infrastructure over time, so that even a poorer nation can slowly develop ways to overcome the challenges of a difficult climate and improve it's wealth, even if it is slow. Another reason might be that, with a stable democratic government, other democracies may feel confident investing money and bringing business to that country, helping decrease the poverty levels over time.

Week of 10/3-7

posted Oct 5, 2016, 8:40 AM by Ec Mary Givens   [ updated Oct 7, 2016, 6:46 AM ]

M. 10/3
Grades are updated. All missing work due on F. 10/7 DURING YOUR CLASS!

T. 10/4
Business day...checked grades in class. Gave students time to work on revisions and missing work.

W. 10/5
Use the PPT attached below to review the geographic conditions that can be used to identify leverage points for change in societies.

Th. 10/6
The last slide in the PPT ("Putting it all together") is due M. 10/10.

F. 10/7
1. Go to : http://reliefweb.int/disasters
2. Mouse over the red balloons and make some observations about trends in disaster across the globe.
3. Choose a few disasters to look at more closely. As you read the descriptions, think about the following...What geographic conditions contributed to the disaster? What geographic conditions may be getting in the way of a solution? What geographic conditions may be mitigating the disaster?
4. Choose a disaster to study and resolve...

Week of 9/26-30

posted Sep 26, 2016, 2:13 PM by Ec Mary Givens   [ updated Sep 30, 2016, 4:37 PM ]

M. 9/26
We started working on "Bill of Rights" performance pieces in class today.

F. 9/30
Attached are the rubric and response models. You can print THE RUBRIC and bring it in to use as a reference during the assessment. (NOTE: This is a change from what I said first period)
The Amendments you can use are 1, 4, 5, 6, & 10.

Week of 9/19-23

posted Sep 20, 2016, 1:59 PM by Ec Mary Givens   [ updated Sep 23, 2016, 12:51 PM ]

T. 9/20
Go back to Monty and compare with Locke & Paine…there could be a quiz using the “compare” and “connect” questions in the note guides. Period 7 - we'll finish Paine tomorrow, so just look for sims/diffs between Monty & Locke tonight.

W. 9/21

Make 3 sets of comparisons...A "set" is identifying a big idea (like role of government) and then finding one similarity between all 3 philosophers' opinions about the big idea and then how their opinions on the big idea are also different.

In addition...
3+...make a connection between the philosophers' ideas and American society.
3++...make inferences about how the philosophers would agree or disagree with each other based on other ideas they have expressed. For example, you know about Monty's ideas in greater detail. Could you infer what Locke would think about one of Monty's ideas? Use Locke's ideas to justify your inference.

Bill of Rights lesson online: http://floridastudents.org/PreviewResource/StudentResource/119020
Start with the "First Amendment" using the menu list on the right side.

Week of 9/12-15

posted Sep 15, 2016, 1:57 PM by Ec Mary Givens

T. 9/13
Be sure to turn in missing arguments or revisions.

W. 9/14
Montesquieu defines several government types...take notes using the note guide

Here are the things you needed to find out about the Declaration of Independence:
1. rationale (we went over that in class in 7th period.
2. list specific complaints
3. what do we (sovereign nations) get to do now that we don't belong to England any more?
(this was class work)

HW: Read the "Liberty" section in Monty, pt.2 and take notes using the note guide.

Week of 9/6-9

posted Sep 6, 2016, 2:25 PM by Ec Mary Givens   [ updated Sep 8, 2016, 4:18 PM ]

Here are some questions that could help shape our discussion tomorrow:
  • Is there a universal standard that defines wrong-doing that goes beyond place, time, culture or other circumstances?
  • What are the necessary conditions that could qualify an event as evil? What causes these conditions to manifest?
  • What are the necessary conditions that could qualify a person as evil? What causes these conditions to manifest?
  • What are some different types of "ignorance"? What are the ways ignorance can connect to the occurrence of evil? What types of ignorance might contribute directly? Indirectly? to evil events or people?
  • What are some different types of "want"? (Physical/survival needs, emotional needs, psychological wants/needs, power/control) What are the ways want can connect to the occurrence of evil? What types of want might contribute directly? Indirectly? to evil events or people?
  • What role does fear play in creating the conditions where evil might manifest?
  • What, if any, is the responsibility of "onlookers"? Example: If one society is creating harm to it's own citizens, is it the responsibility of other societies to stop that harm?

Note: If you don't believe in evil as a concept, then you can address these ideas in terms of degrees of wrong-doing. A completely relativistic position ("...truth and morality exist in relation to culture, society, or historical context, and are not absolute.")  is possible, but you will have to deal with the fact that cultures don't live in isolation from one another.

TH. 9/8 Quick-write tomorrow. Attached is the rubric in WORD and PDF.

Week of 8/29-9/2

posted Aug 30, 2016, 3:28 PM by Ec Mary Givens

T. 8/30
3 complete arguments from the Korematsu case due Thursday.

NOTE: Modest Proposal is also due Thursday since most of those arguments are already done. Two versions are posted...the condensed version and the original text. Annotate...what is the author proposing? What are some of the logical arguments in support of his proposal? What is his real message?

Week of 8/22-26

posted Aug 22, 2016, 2:29 PM by Ec Mary Givens   [ updated Aug 25, 2016, 1:52 PM ]

M. 8/22
Read through the basic outline for your side of the case tonight. Justices...read through both sides.

T. 8/23
Got docs today. Some teams brought docs home, some didn't. Do what you need to do.

Th. 8/25
Prep continues. We will have oral arguments on Monday.

Week of 8/15-19

posted Aug 16, 2016, 2:00 PM by Ec Mary Givens   [ updated Aug 19, 2016, 6:34 AM ]

M. 8/15
Finish reading the "Supreme Court Procedures" article. Prompts in the margin will help you know what to pay attention to. Due W. 8/17

W. 8/17
Here are the vocabulary words on the Supreme Court Procedures quiz tomorrow:
1. Plaintiff and defendant
2. Setting precedent
3. amicus brief
4. oral arguments
5. majority opinion
6. dissenting opinion
7. reverse vs. affirm lower court decision

F. 8/19
Today doing independent study of Japanese Internment Timeline of events (2nd exposure). Timeline document with hyperlinks attached below. You also have a hard copy in your binder.
(This timeline has been streamlined for class purposes. Full timeline found at http://www.momomedia.com/CLPEF/chrono.html.)

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