*Remember to click on the post for the week to download the documents attached there.
8th grade assignments
M. 11/23Open note quiz tomorrow.
T. 11/16Students will make connections between the Cold War events and the five patterns of Cold War interactions for bell work tomorrow. We also begin the Cold War murder party processing activity tomorrow.
Use the following link to create a timeline summary of the conflict in Syria in your notes. The summary should be in your own words and you should have an entry for each phase of the conflict presented on the website.
Philosophy of War graffiti requirements are posted on Week of 10/5-9
Attached is the Early Cold War ppt we are taking notes off of.
M. 11/9Students are working on taking notes from the textbook resources. Attached is the note-taking guide. Students can check out the textbook from the library; but the second textbook isn't available to check out. Students will need to finish taking those notes in Ms. Givens' classroom at lunch or after school. Students will have an open-note test on Thursday AND should turn in the connections for section F.
We finished notes and are processing by writing a puppet show to compare Marxism and Capitalism as we have talked about each. The puppet show is blatant propaganda using the "Good vs. Evil" frame of the 1950's. Students are free to make either ideology the hero or villain. The directions and rubric are attached below.
Finished econ review and started Marxism-Leninism-Communism notes. Most students got copies in class; but here are the skeletal notes posted below.
M. 11/2Economics basic review...yay!
Research tonight. Debate rounds start Wednesday, 10/28
Here is the annotated works cited format:
Directions: Create an annotated works cited using three of your research sources. For each source include an MLA citation, the search term or pathway to the resource, a summary of the information found that relates to your argument (you may not need to summarize the whole article if only one section relates, 1-4 sentences), and the context of the information in relation to your position on the topic.
Citation: "Russia Offers to Coordinate with Rebels and US in Syria." - Al Jazeera English. Al Jazeera, 25 Oct. 2015. Web. 26 Oct. 2015.
Search words/pathway: U.S. Russia Syria
Summary: The Russians have offered to coordinate attacks with the Free Syrian Army (FSA) after talks with Sec. Kerry last week; but the FSA has rejected the partnership since Russia is still openly supporting Bashar al-Assad and keeps bombing the FSA. Before agreeing to give Russia coordinates and names of FSA leaders, the FSA wants Russia to stop sending out airstrikes against them.
Context: The Russians announced that their airstrikes were
first and foremost directed at the FSA in an NPR interview two weeks ago. This
switch in their rhetoric right after meeting with the US seems hinky. Since I
am arguing that Russian public statements cannot be trusted and do not
represent what the leadership’s policies actually are, this information can
help establish a precedent for how the Russian leadership changes it’s public
statements, but that other nations shouldn’t assume that public statements
match the actual policy. Part of this picture may be related to the fact that
the press in Russia is not free and is frequently targeted by the government.
Annotated work cited due Friday, 10/30
Model of formal argument:
Claim: The pattern of imperial aggression demonstrated by the Japanese in the months leading to December 7, 1941 should have been a clear sign to the Defense Department that our military resources needed to be increased in the region. We failed to provide the basic necessaries for a fighting force to be successful.
Evidence: The Philippine troops didn't have shoes or guns. The military didn't have enough food, not even in Bataan, which was the official fall back position and was supposed to be provisioned for a possible retreat situation.
Reasoning/context: The U.S. army commanders, like MacArthur, might have believed that the Japanese Offensive would happen later in 1945, but they knew it was coming. Transport of supplies is one of the most necessary functions of a military system and it should have been top priority for the Defense Department. Instead of provisioning for success, our military leaders relied, much like the French in WWI, on our "fighting spirit" and the loyalty of our Philippine troops to triumph over the evil Japanese. The result of the military's failure to properly provision our troops was the suffering and horror of Bataan.
The Prison camps: http://www.pbs.org/wgbh/amex/macarthur/sfeature/bataan_prison.html
PERIOD 1: During class, you got two partners and decided who would read each article. Please take clear notes so that your partners will have a full set of information.
PERIOD 7: I gave you a number. Read the article that matches your number and bring your notes to class.
ALL CLASSES: You can print the pdf of your assigned article attached below and annotate it using the purpose of the reading to guide you if it is easier. ALSO I attached the War in the Pacific notes we took today in class.
Purpose: Find evidence to justify the use of nuclear weapons in Japan AND evidence to show that the use of this weapon wasn't justified.
ABSENT? Choose one to read and come prepared to join a group.The Siege at Bataan: http://www.pbs.org/wgbh/amex/macarthur/sfeature/bataan_siege.html
Bataan death march: http://www.pbs.org/wgbh/amex/macarthur/sfeature/bataan_capture.html
Read the article excerpts and answer the group A questions for your notes. You can annotate the answers on the article itself if you wish. Be sure to mark what question the highlighted section answers. Please write complete answers to the B1-2 questions to turn in to me tomorrow Th. 10/22. Lose the article? It is attached below in WORD and PDF format. Thanks for following through on your responsibilities!
Read the first page (front and back) and use the black italic questions to take notes in your comp book or as an annotation guide. Remember that you aren't limited to the guiding questions, so keep your eyes open for possible stealth arguments:)
Due: F. 10/23
Nuclear bomb debate resolutions:
Historical 1: Dropping the nuclear bomb will be the best way to end the war with Japan.
Historical 2: Dropping the nuclear bomb will be the best way to ensure a more stable world in the future
Modern: Using nuclear weapons on Hiroshima & Nagasaki was justified.
Students were assigned to their teams and brainstormed possible arguments. Each team member was assigned a line of argument to research over the weekend. If doing internet research, make sure to pay attention to your search terms AND cite the source where you found your information. Complete 30 minutes of research using internet or class resources.
A level 3 included defining characteristics of each phase (ancient total, limited, & modern total) AND the reasons (rationale) why those structures existed.
Philosophy of war graffiti directions posted below.
No homework tonight
M. 10/5Attached is the "Philosophy of war" PPT note outline.
____ Includes characteristics defining ancient total war, limited war, and modern total war
____Includes justification for each type of total war/limited war
___ Non-linguistic representation, it may include words drawn in symbolic "graffiti" style and captions are okay,too.
____ Color, thanks.
Review your Bill of Rights and role of court/Supreme Court cases notes for the in-class assessment tomorrow. No notes during the test.
Note: The "Apply the bill of rights practice" is posted twice in 2 different formats. it is the same resource.
Read the overviews of the two cases posted below and read the Supreme Court decisions for each. Make notes about how the Court determined whether anyone's rights had been denied or abridged. Be sure to pay attention to the criteria the Court used to make their decision in each case.
Performed rap and reviewed structures and purpose of courts.
Worked on Rap
M.9/21Students finished learning about the Amendments 1-2, 4-6, &8. They began their rap. Due Wednesday
Role of courts:
1. Apply laws to specific cases
2. To keep legal process/procedures "pure" (free from the taint of corruption)
3. To be unbiased arbiter of justice between citizens and between citizens & government institutions
4. To keep government accountable to the Constitution by publicly proclaiming the need to change some laws/policies/procedures or affirming others that have been questioned
5. To work to balance the rights of individuals and the common welfare
We start our Bill of Rights study today using an interactive electronic resource. Our focus will be Amendments 1-6 & 8 (we will deal with 9 & 10 later)
Tuesday and Wednesday were work days!
(I also attached a "cheat sheet" of all the notes. These don't include the stuff we sid in class, but it does include Monty)
M. 9/14Attached are the directions with rubric. Please review and come with questions AND start generating ideas...maybe by deciding what info you really want to include.
Section 8: Powers of Congress
Section 7: Law-making process clause #1 & 2
Section 3: the 17th Amendment AND clause #3 & 4
Article I:Legislative Branch
T.9/8Constitution crawl. Tonight review the structures and powers of the Legislative Branch:
Preamble: what is the purpose of the government?
Section 2: House of Representatives, clause #1-3
Section 9: Powers Denied to Congress Clause #2,3,6,7
Much of this should be review.
Attention ALL students: You will have a quiz on Article I (Legislative Branch) tomorrow at the beginning of class. The quiz is weighted and there won't be re-takes available
Constitution crawl continues...
Article I, Section 10 What powers are denied to the states
Article II: Executive branch
Section 1: President and Vice-President, clause 1, 5, 6, & 8
Section 2: Powers of the President, clause 1&2
Section 3: Duties of the President
Section 4: Impeachment
Article III: Judicial branch
Section 1: Courts, Terms of Office
Section 2: Jurisdiction, clauses 1-3
Section 3: Treason
Finish taking notes, then study for quiz on the Executive and Judicial branches on Thursday. The quiz is weighted and there won't be re-takes available
Here's the study guide for the Executive/Judicial branch quiz tomorrow:
Executive branch Study guide
1. What are the Constitutional powers of the Executive branch?
2. What is the “State of the Union”? Why have one?
3. Upon what grounds can Presidents be impeached?
1. Which branch creates courts lower than the Supreme Court?
2. How does the Constitution ensure an “independent judiciary” (Monty would approve)
3. In Clause 3 of “Jurisdiction”, which types of cases must be trial by jury?
4. What is the rule about where the trial relating to the breaking of a federal law must be held?
5. How does the answer to number 4 ensure the “spirit” of a trial by jury? (Our Founding Fathers were a suspicious bunch!)
6. How does the Constitution define a treasonous act?
Read/annotate/understand the"Liberty" section in the Montesquieu article. Due F. 9/11