8th grade assignments
M.12/5Today classes remembered the economics structures and vocab from past years as a prep for the Personal Finance unit. No homework.
Annotate your group docs with information about who worked on what and how - even if people worked together. Also bring paper copies of resources for the DCA tomorrow.
This week we are debating the use of nuclear weapons. DCA during class on Thursday.W. 11/30
What did your group decide you needed to research. We start debates on Monday.
Reminder...you can revise (independently) section 1 & 4 of your geography project.
Part 3: Prison Camps: http://www.pbs.org/wgbh/amex/macarthur/sfeature/bataan_prison.html
Part 2: Capture and Death March: http://www.pbs.org/wgbh/amex/macarthur/sfeature/bataan_capture.html
Part 1: Siege of Bataan:http://www.pbs.org/wgbh/amex/macarthur/sfeature/bataan_siege.html
M.11/141. Read the short overview of the events in Bataan and take look at the map (attached below).
2. Go to the following links and take notes on the ways Japan may have acted like war criminals. And any ways you see that they didn't. Due W. 11/16
If you want to get started early on your homework (due Thursday), see article attached below in Word & PDF
M.11/7Students turned in war & economic goals paragraphs today. Students should finish the "Rules of War" non-linguistics for tomorrow if they didn't finish during class.
Directions: Read and answer the questions for each section. The questions are your notes…there may be an open note quiz on Thursday, so bring a hard copy of your responses to class.
Here is the link. The note guide is posted below in Word and PDF. Due Th. 11/3
Due Tues. 11/1
(3) Describe two criticisms of Just War Theory
(2) Make note of defining characteristics (these may be inferred based on how the author references the author makes)
M. 10/31Finish annotating the excerpt on "Just war theory" called "Arguing about War".
(1) Identify key vocabulary
Write a concise, focused - yet fully developed - paragraph...
Both models (Total War Ancient and Limited War) have economic goals. Explain how these sets of goals differ (one way, well developed)
Due M. 11/7
M.10/24The 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)
F. 10/21we'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.
4. Choose a disaster to study and resolve...
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?
2. Mouse over the red balloons and make some observations about trends in disaster across the globe.
1. Go to : http://reliefweb.int/disasters
The last slide in the PPT ("Putting it all together") is due M. 10/10.
Use the PPT attached below to review the geographic conditions that can be used to identify leverage points for change in societies.
Business day...checked grades in class. Gave students time to work on revisions and missing work.
M. 10/3Grades are updated. All missing work due on F. 10/7 DURING YOUR CLASS!
The Amendments you can use are 1, 4, 5, 6, & 10.
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)
M. 9/26We started working on "Bill of Rights" performance pieces in class today.
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.
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.
T. 9/20W. 9/21
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.
3+...make a connection between the philosophers' ideas and American society.
Bill of Rights lesson online: http://floridastudents.org/PreviewResource/StudentResource/119020
Start with the "First Amendment" using the menu list on the right side.