Week 5: May 4-8

Learning Goal:

• I can analyze the key elements of fiction literature: drama.
• I can infer and interpret direct and indirect characterization from a text.
• I can connect to a text: self, text, world, and media.
• I can recognize and identify verbs: action, linking, and helping in context.
• I can quote evidence to support ideas.

Estimated Time for The Week: 150 minutes or 2.5 hours

Learn & Practice:

1. Be curious and learn about the history of dramas (try this out if you missed it last week)
   • Click HERE.
2. Reread the drama, “Twelve Angry Men” by Reginald Rose
   • Use this AUDIO LINK to listen while you follow along.
3. Dig deeper into the understanding of two new characters from “Twelve Angry men.”
   • Find out more about the direct and indirect characterization of the characters you chose, click HERE.
4. Make connections to the setting, events, and characters in the drama.
   • Click HERE!
5. Be creative! Complete a character sketch from the short story “Twelve Angry Men.”
   • Click HERE for directions.
6. Expand your understanding of Verbs.
   • Identify action, linking, and helping. Click HERE!

Extension:

1. Continue to create your own short drama from a book you have read or a short story you have written. Use the video below to help you out.
   • Click HERE

PreAP Challenge:

• Continue reading “The Bear” by William Faulkner.
• Each week (Use this PDF), read the selection of pages given and complete a dialectical journal (use the Example and directions given on the PDF to help)

Learning Goal:

I can construct an argument supported by evidence for how increases in human population and per capita consumption of natural resources impact Earth's System.

Estimated Time for The Week: 1.5 hours (90 minutes total)

Learn & Practice:

1. Engage:
   • The link below is connected to a google doc. You can “Make a Copy” & save it to your drive, print a copy, or copy it in your notebook. Watch the video that is linked in the google doc and then answer the questions.
   • The Majestic Bag
2. Explore:
   • Spend 90 second writing down as many questions as you can think of about the phenomena in #1. (Actually set a timer!)
   • Spend 15-20 minutes investigating, observing, and researching, as much as your can about the phenomena from #1.
3. Learn & Explain: Use the content below to learn some key information. Take notes as you learn:
   • If you have not already, answer the questions on the sheet containing the video link. Rewatch the video if you need any help answering questions.
4. Elaborate: Use the resources below to go deeper and apply the learning to new levels.
   • Watch a short video here
   • What is your choice of clothing material? Click on the next link and see if it changes your mind. Click here.
5. Do & Connect:
   • At meal time ask your parents what they look for when they pick out clothes. Does material matter? Do they prefer cotton or synthetic material clothes?
   • Next time you go to the grocery store, if they use plastic bags, is there a choice to use paper? Which would you choose?

Learning Goal:

I can discuss and analyze the key strategies used during the war, such as the Anaconda Plan, Total War, and the southern defense strategy.

Estimated Time for the Week:

2 hours, 120 minutes total

Learn & Practice:

For the Google Slides to click-through the below directions, click here!

Review

1. Using the scale shown here, evaluate yourself and how well you have learned the events leading up to the Civil War over these past few weeks. Share your scores with your teacher if you’d like.

Examine the Union army’s war strategy plans.

1. Examine the cartoon titled, “Scott’s Great Snake” and infer the meaning of it.
2. Read about the differences between the Union strategy and the Confederate strategy.
3. Read over the statements and match the term to the correct side, whether it be Union or Confederacy. You will not use all of the tiles. Click here to make your own copy so you can interact with the slides. Check your answers!
4. Analyze the cartoon and identify people, places, words, and objects that appear in the cartoon. Identify actions or activities in the cartoon. Then, explain the message of the cartoon.

Analyze the primary source about the Anaconda Plan.

1. Read this primary source excerpt and highlight any text that mentions a location and circle any words that are unfamiliar to you.
2. Using the highlighted words, draw a line on the map to indicate the area in the South that the Union hoped to contain using the Anaconda Plan. Use the different features that Google Drawings has to offer. Compare your map to the map that has been included on the following slide.
3. Reflect on the information you have learned about the Union army and their war strategy. On a piece of notebook paper, answer the questions about the strategy.

Union Strategies: Total War & Understanding Southern Defense

1. Watch the video about the total war strategy used by General William T. Sherman. Identify three ways of how he and his soldiers used total war on their March to the Sea.
2. Read the primary source written by a Georgia woman who witnessed General Sherman’s total war destruction firsthand, and answer the questions related to the document.
3. Watch the second video included about the Southern defense strategy. Answer the four questions included on a sheet of notebook paper.
4. After you’ve watched the video, write a 20 word GIST summary. Use exactly twenty words and write in complete sentences.
5. Compare and contrast the Union and Confederate strategy plans on the chart. Refer back to previous slides if you need to refresh your memory.

Review

Read Chapter 15 Section 1 in your online textbook (pages 512-517) if you would like additional information. Look over the primary sources and activities you’ve completed this week. Test your knowledge using Quizizz to see how you do!

*Note: Click here for the Gateway to Tech course (different from the STEM learning below).

Learning Goal: Explore the career of a Water Quality Specialist.

I can explain what a Water Quality Specialist does.

Estimated Time for The Week:

2 hours (120 minutes) total

Materials:

• Device with Internet access
• Paper and pencil/pen (optional)
• Example/Optional around-the-house items for your filter:
  • Plastic water bottle or cylinder (water filter built on/in it)
  • Napkins
  • Coffee filters
  • Gravel
  • Clean rocks
  • Fine play sand
  • Cotton balls
  • Uncooked noodles
  • Cheesecloth
  • Rubber bands
  • Aluminum Foil
  • Copy paper
  • Vinegar
  • Charcoal
  • Plastic spoons

Learn & Practice:

1. Make sure you're logged into Discovery Education with your school account.
2. Click here for your DE Studio Board: Water Quality Specialist on the career of a Water Quality Specialist.
3. The Studio Board will guide you as you learn about the requirements to become a Water Quality Specialist and their salary.
4. Background: Once a water quality specialist has tested a water source, they must analyze pollution levels and determine water quality using the Water Quality Index (WQI). On occasion, they are required to create/improvise a solution to a water quality issue. Solutions always are required to be safe for residents/consumers and have low environmental impacts.
5. Challenge: Your task is to take on the role of a water quality specialist and create an “on-the fly” solution to a severe water quality issue. While at home, you discover your sink is outputting polluted water. Though you will need to immediately investigate how pollution is getting into your local water source, in the mean time you must design a low-cost and efficient method of treatment to share with neighbors until the water quality issue is corrected.
6. Construct:
   • Research water filtration and how water filters work naturally and artificially. Water Filters - http://bit.ly/ExplainFilters LifeStraw - http://bit.ly/LifestrawHSW
   • Using any objects in the room and the ones provided in your water quality emergency kit (materials listed above), design and construct an efficient water filter. Every object used must have a purpose, as it may introduce new contaminants.
   • Water quality will be tested for PH levels and Turbidity (clarity).
7. Test:
   • Pour a cup of polluted water into your filter. Record your observations. What did the water look like before filtration? How long did it take to filter? How does water look after filtration? What is the PH of the filtered water?
8. Share:
   • Present your filter and results to your family your friends, or send it to any of your teachers!
   • If someone shares their design with you, did their filters have better results? What materials provided the best filtration?
9. Extend your learning:
   • Take an interactive tour of a water treatment plant: http://bit.ly/2rtyVIM
   • Complete this interactive water filtration activity: http://bit.ly/EPAH20
   • Watch this video on an alternative to water quality testing methods: http://bit.ly/2qIXhNG
   • Watch this STEM Career Close-up on a Water Quality Specialist: http://bit.ly/2snnF0A Access to additional STEM resources at DiscoveryEducation.com/STEM