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8th grade assignments

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.

F.9/23
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

Th.9/15
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 ]

T.9/6
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.)

Week of August 11 & 12

posted Aug 10, 2016, 7:52 PM by Ec Mary Givens

Th. 8/11
Show your parents/guardians the class website and ask them to sign your planner when the tour is completed. Due from F.8/12 to T.8/16

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