8th grade assignments
Spent Monday & Tuesday investigating the situation in Syria.
M. 4/17Read chapter 9 "Locke & Demosthenes" p. 120-153 for WEDNESDAY
Read ch. 10-11 in E.G. for Friday. we will have an actual quiz on this section:)
Put in request for Syria conflict topic on the Google Classroom Current events watch.
T. 4/11Read E.G. chapter 7-8 for Thursday.
ALARM! Many of you haven't turned in your Domestic Conflict project. As you all know, Friday, 3/31 is the LAST day to turn it in to me hard copy.
Performances start Friday!
Students started working on their propaganda puppet shows comparing capitalism & communism. Directions & rubric posted below.
ATTENTION: Domestic conflict project is due tomorrow; but I will accept it late. DO NOT stay up all night trying to get it completed tonight, please. I would rather the project be stronger and late than on time and a mess. Last day to turn in Domestic Conflict project is Friday, 3/31. After that scores will remain zeros.
Last day to bring donated items is MONDAY. Here is the list of stuff for the Refugee Focus drive:
manual wind-up alarm clocks
manual can openers
ALSO, for the iceberg compare (IIA)...Include 3 points of comparison for each layer (EX: 3 comparisons for S/P)
You should have completed your Domestic conflict icebergs, wrapped up the majority of your research and be working on the written analysis.
M. 3/13All week working on domestic conflict project. Lost your directions? Electronic copy is attached below.
Clarification on the "product" requirement. You do not have to fully develop a product BUT this means you should add additional description of some of the parts of your plan to push through reform or resolution. Below is a model of the level of detail I'd like to see for each part of your plan. Pushing towards reform should include how you will build political will using several aspects of our web. (Warning: i made this issue up. It is only to be used as a model for how much detail to include for each step of your plan)
Issue: Young people are being kept from positions of political power strictly because of their age. Their ideas aren't being heard or implemented, thus decreasing real democracy in our country.
The next part of my plan includes introducing laws in the five states that still have age restrictions for state legislators. These laws would lower the age that a person is able to run for office to 18. This would remove the structural barrier to getting younger people into office at the state level and promote the passage of laws that would reflect American youth's values of financial responsibility and upholding values of freedom and democracy in our communities. I would make appointments to meet with the youngest state legislators in those five states. Our organization (step 1 in the plan) would meet with the politicians and we would present our proposed law along with our petition (step 2) and work to convince the politicians to introduce the bills to their legislatures. We would likely have the easiest time convincing the younger politicians to agree since they are probably more aligned with our values and understand the contributions and the desire to participate that they had as they waited to run for office.
OR aren't sure if you have found out enough information...
Use the webs we've made as a guide. For example, you know you are going to have to look at the iceberg types of info...have you discovered the structures that are shaping your conflict? Are there laws currently? Is there a question over who has political jurisdiction? Is there a problem with law enforcement? What types of efforts at reform have already been tried? What about the attitudes of the people/groups involved in the conflict?
You can also use the political will web...which groups are involved? Are they allies? Do they share specific goals? Is the conflict urgent? What legal frameworks would allow reform to happen?
Similarly, you can use the policy web we made at the beginning of the year...
Finish 90% of domestic conflict research by Monday!
Here are the types of things to focus on for the beginnings of research:
Get a siggy from your parents about your domestic conflict research topic. Due: W.3/8
Choice #2: Identify a group that has OR has not come a long way toward achieving the equal opportunity in society promised to us in the Constitution. Describe the measures you are using to make your evaluation. Be sure to support your evaluation.
Choice #1: Given our discussion and what you know, identify one aspect of society that has almost reached our ideal of equal opportunity AND one aspect that still has far to go. (An example of an aspect of society could be education, housing, job opportunity, wages, etc.) Be sure to support your evaluation.
M. 3/6At home quick-write. 20 minutes. Each prompt asks you to evaluate the state of equal opportunity in the U.S. I expect to see that you understand how some factors impact other factors and can include information from multiple discussions, resources, etc. Choose ONE of the prompts to answer.
Summary of your current domestic conflict
a. Define the issue: Current action or inaction (events)
b. Describe stakeholders and their positions on the issue
c. History of the issue...how long has it been going on and a few key milestones in the battle.
7. List the later legislation that was passed after the Civil Rights Act.
5. Briefly outline the main arguments AGAINST the Civil Rights Act with enough summary information to understand the gist of the arguments (Section: The Case Against Civil Rights Act)
4. List the limits to the EEOC's power. ("The measure of top concern was Title VII..." 2 paragraphs)
3. What 2 methods did Southern Senators use to try to block this law? ("Historically, Southern legislators"...2 paragraphs for the basic info)
2. Describe the provisions designed to end discrimination in the private sector - Title II and VII. ("Two major sections of the bill...3 paragraphs)
1. List the key provisions of the Civil Rights Act of 1964 and underline the enforcement levers that were built in. (first paragraph)
Questions in order:
Th. 3/2 DUE M. 3/6 - yes, this is an extension!
M.2/27New current event assignment posted on CLASSROOM. Due W. 3/1. There will be a grade for completing it on time that cannot be changed as well as a grade evaluating the response.
6. Briefly outline the main arguments FOR the Civil Rights Act with enough summary information to understand the gist of the arguments (Section: The Case For Civil Rights Act)
We will continue taking notes on early Civil Rights Era events today and tomorrow. No homework.
M. 2/20 Due T. 2/21T. 2/21
Annotate the attached article:
1. What is MLK’s definition of nonviolent resistance?
2. What is his understanding of civil disobedience?
3. List and be able to explain the six key principles of nonviolent resistance.
W. 2/15Finish reading and annotating the articles on Political Will.
1-10 of 33