8th Grade Assignments
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...
HOMEWORK: You should each read/take notes on at least one resource over the weekend. We will have 2 in-class work days to complete this analysis.
3. After putting the resources in chronological order, look back over the events in the resources and create a "Behavior over time graph" line to show a trend of this phase of the African-American Civil Rights Movement. This can have several different foci. If I were going to make it, I would track the degree America was moving toward absolute equality, but there are many trends you and your group might decide to use.
2. Make note of any groups, people, entities mentioned in the resource; what actions they are taking, and what the results/predicted results of those actions might be (I wrote, "were actions effective" on the board today.)
In your teams, read the resources. For each one:
Civil Rights Timeline resources can be found here: Civil Rights Timeline Resources
M. 1/26Students have Monday and Tuesday to finalize their commercials/scenes. We will be performing on Wednesday. Please review your direction sheet often! Make sure your script represents the relationship between anxiety & conformity AND matches the 1950's era videos we watched in class.
_____Did you read the directions & rubric one last time to make sure ALL requirements have been met?
_____Do you have all props/set-up decided on and designed so you can get started with a little time between your performance and the group that performs before you?
_____Do you have a 3x5, "fit in your palm" version of your script if you need it...NO FULL SIZE SCRIPTS ALLOWED ON STAGE!
_____Did you rehearse the entire script at least 5 times?
1. Summarize the event or focus of the resource and the time the resource is from.
Attached is the direction sheet for the 1950's anxiety & conformity dramatic performance. Performance will be Wednesday. Please work diligently. Thanks!
We also designed a fun and engaging mini-assessment for our 1950's content. See directions & rubric attached. Those commercials/scenes will be performed on Wednesday, 1/28
Today we had a quick write. Students who missed class need to come in during lunch Thursday/Friday or after school Thursday to make it up.
Finish the independent study with the "Civil Rights" slides. The check mark question refers to a show called "Leave it to Beaver" which we didn't watch, but you do have other resources to draw from.
T. 1/20Read, take notes, and answer the check mark question on the next set 1950's slides, "Prosperity & Credit Card Culture" (Slides are attached under last week's post)
By next Tuesday, you should have taken notes and answered "check mark" questions for "Pressure to Conform" and "Science Runs Amok"
For TONIGHT...Add the "additional Cold War notes" to your comp books, then read and finish the notes/check mark questions on the "Pressure to Conform" slides.
Just clarification...the processing questions for "Atomic Age" slide are meant to get you thinking abut what kinds of things might happen back home in the U.S. after the war is over but all the horror and trauma of the war may not be as easily resolved. The article lists some of the things we would have been worried about. What might we have done as a society to move on from the war? What kinds of things would human societies do after any conflict is over?
Today we began the overview of the 1950's (era, not decade)
M. 1/12Finishing history content review. Due W. 1/14.
Attached below is the additional resources with guiding questions for notes and processing questions to turn in. For tonight, complete the first section, "Atomic Age".
Directions for content review activity are posted below.
No video, but I found a short article. Comb through and write down examples of the factors that might affect (positively or negatively) political will to act on the issue described: http://www.denverpost.com/news/ci_25541808/new-mexico-report-calls-police-reforms
For HW: Finish reading your assigned article. The two articles are attached below in case you lost yours. Note that only the first 3 pages of the domestic focused article were handed out.
Students finished research/reasoning reflection thingy. We started exploring the concept of political will - specifically factors that build political will. Students were assigned one of two articles - both complex, but including some text structures that should help them. One article focused on building political will to address a domestic problem of corruption and the other focused on building political will to join international coalitions to address genocide and other international crises. Students should be using these cases as a way to identify many factors that must be in place to build political will to act on any problem.
M. 1/5Students created a flow-chart of their research/reasoning process during the econ policy project. This is in class work and we'll have about 10 minutes to finish it up tomorrow in class.
T. 12/16Students are doing a great job on their economic policy papers. We've moved the due date to Friday. I've given feedback to many students on their drafts...keep submitting them!
So this is it! Don't take the survey if you are a member of our class. Post this link or the QRcode EVERYWHERE! Especially get your dad's and your dad's friends to take it.
M. 12/8Today we started class looking at an additional resources of choice attached below. Also see the direction sheet for the economic policy proposal attached below.
Today in class: Students continued researching. When you have a general understanding of your dilemma, use the "web" from a few days ago to help you connect the content to your dilemma...remember the Tucson Airport article?
So, remember the strategy we talked about in class...describe how you would like your issue to look or be, then choose a few of the characteristics of goodness that are in your description and think about how they can be achieved...through changes to budget spending, tax reform, regulations, trade restrictions, leveraging demand (factors of demand) or decreasing production costs, or additional training, or infrastructure development, or...Use the directions, your notes, and your current research to achieve your goals...Got holes in your understanding? Now you know what they are and can research those specific things you need to complete your policy proposal.
So we did some quick conversations with graphic organizers to model how to start forming answers to sections 2 & 3 today during class. Several students used the time to research.
Clarification on directions:
Includes a summary of your issue (3-5 sentences)
Defines you dilemma - can be though of as a goal statement (1 sentence)
Summarizes the min points of your proposal (about 3 sentences)
I have fixed the directions. They are posted below. Remember that we also decided that you needed 5-6 recommendations to achieve your plan, but that they could be spread out across the four sections as you chose. Also remember that a recommendation can be for the government to STOP doing something or remove a regulation/tax.