8th Grade Assignments
3. Here is the link to the "Local Legends" website Jeremy talked about: https://sites.google.com/site/espererofllresearch2014/
2. Period 1: watch the video on the Cuban Missile Crisis and take notes in "plot diagram" format...events that escalate the crisis, tipping point, events that de-escalate the crisis.
1. Finished the Marxist Puppet Theatre skits...YAY!
Period 1: AIMS science today...
M. 4/13Period 1: Finished Marxism-Leninism-Stalinism notes.
Period 7: Finish Marxism-Leninism-Stalinism notes. Start script for Marxist puppet theatre.
M. 4/6Nuclear Bomb paragraphs are due Thursday. The topic sentence is your proposal regarding using nuclear weapons on Japan. Choose 3 fully developed arguments for the body of the paragraph. Finsh with a closing idea that doesn't just restate the topic sentence.
PIV is updated (NOTE: work turned in to day not graded or entered yet). All missing work and revisions are due Friday.
Both periods have started the Cold War Murder Party!
Band kids: Have a great festival day. Have all notes finished by Thursday.
Attached is the PPT on early Cold War. For tonight, add info to the map through the Korean War (slide 13). We will work on the rest of the notes in class tomorrow. I want to give you some context for the CIA actions.
So...no paragraph...attached is the diplomacy web from the past as well as a copy of the political will web. In the attached version of the PW web, "Available resources" is the same as "capacity". Remember that "American economic system" is optional. You need 8 justifications total. You are building support for your decision by using these chunks of content:
M.3/23Classes did well in the debate/discussion today. Tomorrow in class you will be writing what you would have decided regarding the use of atomic weapons to end WWII and justifying the decision. You will need to justify your recommendation on at least 3 grounds. For example: explain how your solution is morally correct given our understanding, will help us win the war (strategically sound), and will make the economy strong. These are just examples. There are many reasons you can focus on from will of the people, to definitions of a" just war" to factors that would create an imperative to act to limit collateral damage and stop unsustainable losses...what else have we talked about?
This will be a formal paragraph writing, so planning out your response in advance may be a good strategy for your success. You can write one paragraph, but I suspect one paragraph for each reason might be more appropriate if you have much to say.
Attached below are the 3 articles with the 3 possible choices for using nuclear weapons on Japan. Print and annotate so that you are familiar with content and can find arguments quickly for the discussion on Monday.
Today we started watching a documentary that shows the evolution of American bombing policy in Europe during WWII.
Are you having trouble getting started? Begin by choosing the content you plan to include. Then create symbols for that content. Finally, order the symbolized content on the page in a what that shows me evolution over time.
Tuesday is in-class work day as soon as notes are finished. Final due Thursday, 3/18 (Wednesday isn't a work day)
____ Can be drawn or electronic
M. 3/16Here are the requirements for the Philosophy of war evolution graffiti piece:
____ Evolution of definitions of total and limited war over time
____Justification for total war/limited war thru time
___ Non-linguistic rep, it may include words drawn in symbolic "graffiti" style
____ Color, thanks.
M. 3/9Students should print and annotate lightly (rephrase/summarize/define) the ppt notes on the evolution of the philosophy of war for WEDNESDAY, 3/11.
Today and tomorrow students will be doing a review of WWII content. The direction sheet is attached below.
Conformity & Anxiety in the 1950's
We started our Civil Rights Perspectives assignment. We will work for Tuesday and Wednesday. Final project due on Monday, 3/9.
All work due by Wednesday in hard copy form. No late work will be accepted after Wednesday and only hard copy assignments will be graded.
M. 3/2CHECK PIV! All assignments turned in today in hardcopy have been added. Remember that "0" in a PSR grade doesn't affect your final grade. When I actually grade those assignments and add the weighted grades, your final grade for this quarter will plummet!
In other words…Conformity is a coping strategy – sometimes positive, sometimes negative – societies use to deal with fear/anxiety. How does this look during the 1950’s and how did it work out?
M. 1/23Here are the things I'm grading over Rodeo...must turn in by Wednesday:
Just wanted to make sure you had accurate info. Have a good weekend!
Want to know more about the whole scheme to close public schools? http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=737
So, I started to question my memory of the scope of school closure in Arkansas...really? the whole state? This is what I found out: Gov. Faubus closed all four high schools in Little Rock for the '58-'59 school year. With Arkansas' limited, gradual plan to integrate, Little Rock high schools were the only schools that were being desegregated. Faubus had a District judge from Arkansas back his decision and he made it legal by using 2 new laws passed by the Arkansas Legislature in August 1958 that allowed the closure of any school "threatened by desegregation". So he didn't need to close all schools throughout the state because none of them were scheduled to be desegregated. Even though the Supreme Court ordered the schools to be reopened and for Arkansas to continue implementing its desegregation plan, Faubus ignored the order...no enforcement power!
Attached are the Civil Rights Divide slides that you should take notes on tonight. Tomorrow we'll watch some video from the events on the slides. You can print them and annotate as an alternative.
M. 2/16Students started their "Quick-ish" civil rights BOGT timeline writing in class today. We will also use class time tomorrow. The finished piece is due Wednesday, no exceptions. Prompt was posted last week.
M. 2/9 AND T. 2/10Follow directions on "2014 social survey pdfs" in 8th grade project resources.
2014 Social Survey PDFs
Here is the link to the Domestic Conflict Resource Bank: https://sites.google.com/a/cfsd16.org/domestic-conflict-resource-bank/
Use this link to share your found resources with your classmates. FIRST, find the Question the resource belongs to in the menu to the left. SECOND, create a post on the page with the topic of your resource and copy/paste your resource entry into the body of the post. FINISH by adding your last name to the post.
Today we are watching "Eyes on the Prize" video segments. Here is a list of what you should have completed FOR MONDAY:
On Monday...we will do our BOTG quick-ish write. First layer...Explain your BOTG using specifics from the timeline resources. Second layer...based on the information in the resources, how are the shifts in your BOTG happening? What forces are driving those changes over time. You have to make connections between resources, use your understanding of structures in our government, remember your history of the struggle for African-American civil rights and the structures of racism from Reconstruction unit...maybe use the iceberg to help you articulate what is happening.
Be sure to have a BOTG that you understand and your timeline notes with you in class. Remember that googledocs has been glitchy and we are writing on Monday whether you have access to notes or not. Be prepared for anything! Your timeline resource summaries - if they are content summaries - and your notes about who is involved and what they are thinking/doing will help you with this.
Falcon Fly-in for period 7: Timeline work day Wednesday. Timeline resource analysis due Thursday
Work day for period 1: Timeline resource analysis DUE WEDNESDAY (10 minutes on Wednesday to work)
M. 2/2Work day for Civil Rights timeline
Civil Rights Timeline: Further analysis
1. Look at your list of groups/people and divide them into people fighting for greater equality and those pushing back against greater equality.
2. For each, describe how the actions they used to try to achieve their goals increased or decreased political will to take action to ensure greater equality. Use your Political Will web to do this. You will have to actually interpret the information. Saying "public support" isn't enough. How were they trying to raise public support? For what?
Extension: Go back into the resources...what language did each group use? Include analysis of HOW the language evolved across time and the resources. How do you explain the changes in the language? Again...interpretation is going on here...