Please, respond in approximately a paragraph for each prompt. Bring to class ready to share tomorrow morning. You will be getting several of these prompts an evening as preparation for your final main learning reflection of the semester and year.
1) Describe the major trends in the U.S. in the 1800's (besides slavery) that culminated in how the nation was taking shape. Include the ways in which these trends influenced the Civil War.
2) Discuss the history of slavery in the U.S. that ultimately resulted in the Civil War.
(#3 - 4 will be assigned in class to complete by Friday, 5/22).
THIS MEANS #1 - 4 ARE DUE THIS FRIDAY!
3) Describe what youi learned about the actual Civil War from your research and presentation, others PowerPoint presentations, the Burns' video, lessons and discussions.
4) Which lessons and/or insights may be gained from the Civil War for current times or the future?
#5 (to be completed in class Friday, 5/22) Im which ways has studying about the Civil War and this period in history changed, deepened or broadened your own identity about being an American? about being a historian?
These will be used to compile into a rough draft over the weekend (using excellent paragraph structure: topic sentence, minimum 4 sentences main body beginning with linker/transitions or other phrases like WABISUBAWUDA that show relationships in your thinking and opinions.
Sunday, May 17, 2009
Tuesday, April 21, 2009
CW Research/Presentation 4/20 - 24
Monday in class a packet was passed out for this week and the one following trip week for Civil War mini-research topics.
The first week we will be creating PowerPoints to share with each other about one of two topics: battles or historic figures and the significance of these to the Civil War and how they may be meaningful to the U.S. currently and in the future.
The body of the PowerPoint should contain slides of illustrations, art, cartoons, photos with clear interesting captions, and an introductory and conclusion paragraph should either be included in a slide each or read aloud before and after the presentation.
These must be given in class Friday, 4/24! There is very little makeup time now with the trips and end of the year approaching.
The week following trips we will be doing a parallel type mini-unit on one of two topics: inventions of the Civil War or citizen points of view, e.g. women in the War, African American soldier, and much more.
Again, this week class time will be given for locating illustrations and research but instead of PowerPoint we will be creating a program in Inspiration to share and teach.
The first week we will be creating PowerPoints to share with each other about one of two topics: battles or historic figures and the significance of these to the Civil War and how they may be meaningful to the U.S. currently and in the future.
The body of the PowerPoint should contain slides of illustrations, art, cartoons, photos with clear interesting captions, and an introductory and conclusion paragraph should either be included in a slide each or read aloud before and after the presentation.
These must be given in class Friday, 4/24! There is very little makeup time now with the trips and end of the year approaching.
The week following trips we will be doing a parallel type mini-unit on one of two topics: inventions of the Civil War or citizen points of view, e.g. women in the War, African American soldier, and much more.
Again, this week class time will be given for locating illustrations and research but instead of PowerPoint we will be creating a program in Inspiration to share and teach.
Monday, March 30, 2009
Ongoing U.S. Geography
You need to know the location of all 50 states by the end of May. You should be working on this several times a week or a state or two per day depending upon your former knowledge.
Summary of all March Work (Completion Checklist)
The following listed assignments must be completed thoroughly and with good quality by Fri, 4/3, the last day of school before break. Completion of this checklist also counts as an assignment.
Please, complete the following checklist for finished work and turn it in with any work that hasn't been turned in (or emailed) yet.
I. ASSIGNMENT 1 - 3 History Questions:
8th Grade - 3 paragraphs total, one per prompt
7th Grade - 1 paragraph total on all 3 questions
Prompt 1: Who tells or records history? Can we ever entirely know the truth?
Prompt 2: How can we be responsible and intentional with learning, interpreting, analyzing history?
Prompt 3: Given your responses to 1 and 2 above, what are some important perspectives and ideas that we should keep in mind about the history of slavery and the Civil War?
__________Assignment Completed
_________Your assessment of the effort and quality put forth on this assignment.
ASSIGNMENT II - 8th Grade only (7th grade was in dynamics week)
Individual Research on a key piece of the history of slavery timeline/outline:
________NOTES/RESEARCH
________PRESENTATION OF RESEARCH TO CLASS
_______Assignment Completed
_______Your assessment of the quality and effort put into this assignment.
ASSIGNMENT III - Poster, chart, writing, creative mini-project -
Your ideal format to show and explain what you learned about the causes of the Civil War
__________COMPLETED/PRESENTED
_________Your assessment of the quality and effort put forth into this assignment.
ASSIGNMENT IV:
I SEE, I THINK, I WONDER (about photos and music of 1800's)
__________COMPLETED
__________QUALITY, EFFORT
ASSIGNMENT V: UPSTANDERS THROUGHOUT THE HISTORY OF SLAVERY
Notes, Comparison-Contrast of Frederick Douglass and Sojourner Truth
__________COMPLETED
__________QUALITY, EFFORT
Please, complete the following checklist for finished work and turn it in with any work that hasn't been turned in (or emailed) yet.
I. ASSIGNMENT 1 - 3 History Questions:
8th Grade - 3 paragraphs total, one per prompt
7th Grade - 1 paragraph total on all 3 questions
Prompt 1: Who tells or records history? Can we ever entirely know the truth?
Prompt 2: How can we be responsible and intentional with learning, interpreting, analyzing history?
Prompt 3: Given your responses to 1 and 2 above, what are some important perspectives and ideas that we should keep in mind about the history of slavery and the Civil War?
__________Assignment Completed
_________Your assessment of the effort and quality put forth on this assignment.
ASSIGNMENT II - 8th Grade only (7th grade was in dynamics week)
Individual Research on a key piece of the history of slavery timeline/outline:
________NOTES/RESEARCH
________PRESENTATION OF RESEARCH TO CLASS
_______Assignment Completed
_______Your assessment of the quality and effort put into this assignment.
ASSIGNMENT III - Poster, chart, writing, creative mini-project -
Your ideal format to show and explain what you learned about the causes of the Civil War
__________COMPLETED/PRESENTED
_________Your assessment of the quality and effort put forth into this assignment.
ASSIGNMENT IV:
I SEE, I THINK, I WONDER (about photos and music of 1800's)
__________COMPLETED
__________QUALITY, EFFORT
ASSIGNMENT V: UPSTANDERS THROUGHOUT THE HISTORY OF SLAVERY
Notes, Comparison-Contrast of Frederick Douglass and Sojourner Truth
__________COMPLETED
__________QUALITY, EFFORT
Monday, March 16, 2009
Outline of Slavery 1619 - 1800, Monday's Class
The following outline corresponds to the big puzzle box lid of US history 1800's with an emphasis on slavery at the time. The top of the timeline highlights the major historic events and topics that we've studied earlier: colonies, Declaration of Independence, Revolutionary War, The Constitution, and the combo unit on connections in the 1800's between: physical geography, immigration, industrialization, Manifest Destiny, Western Expansion... and now we're adding the slavery piece.
Monday, 3/16, Lesson
Introduction: slavery in ancient and pre-American history – Asia 3500 BC, Greece 400 BC, Mid-East, China, India, Native Americans, Africa-west and east: Moslem, African Empires-Mumbara, Dubian, King Solomon, Zimbabwe, interior of continent outward, African slave trade to 1619 – England, Netherlands, France.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I. Slavery 1619 – 1800 List brief notes as you look at your timeline and listen to lesson: A) Jamestown, 1619
B) Slave Trade, 1619 – 1785, p. 169 – 173 (blue) America Will Be, text
C) Geography of Slave Trade, a “triangle” of locations, geography, resources,
Access and trade routes, economy, movement
D) 1785, Congress Makes Slavery Illegal in NW Territory (see map p. 293, blue)
E) 1793, Whitney, Cotton Gin, Drives up more Slave Trade
F) 1793, Fugitive Slave Law
G) 1800, Gabriel Prosser – Conspiracy, Revolt, Hangings
Monday, 3/16, Lesson
Introduction: slavery in ancient and pre-American history – Asia 3500 BC, Greece 400 BC, Mid-East, China, India, Native Americans, Africa-west and east: Moslem, African Empires-Mumbara, Dubian, King Solomon, Zimbabwe, interior of continent outward, African slave trade to 1619 – England, Netherlands, France.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I. Slavery 1619 – 1800 List brief notes as you look at your timeline and listen to lesson: A) Jamestown, 1619
B) Slave Trade, 1619 – 1785, p. 169 – 173 (blue) America Will Be, text
C) Geography of Slave Trade, a “triangle” of locations, geography, resources,
Access and trade routes, economy, movement
D) 1785, Congress Makes Slavery Illegal in NW Territory (see map p. 293, blue)
E) 1793, Whitney, Cotton Gin, Drives up more Slave Trade
F) 1793, Fugitive Slave Law
G) 1800, Gabriel Prosser – Conspiracy, Revolt, Hangings
Outline of Slavery Events 1800- 1875: Topics for Individual Research/Presentation
This brings us to Tuesday’s individual assignments for research and presentation for class about remaining key events for slavery, 1808 – 1865. Some work will need to be completed at home in preparation for your presentation to class on the event and its significance.
II. Slavery, 1808 – 1849
A student for each A, B, C group has been assigned to each event below for II and III.
A) 1808, Congress-Ban on African Slave Importation _______________
B) 1820. Missouri Compromise __________________
C) 1822, Denmark Vessey ____________________
D), 1831 Nat Turner ___________________
E) 1831, Wm. Lloyd Garrison ________________
F) 1846, Wilmot Proviso ___________________
G) 1849, Harriet Tubman ____________________
III. Slavery, 1850 – 1865
A) 1850, Mexican War and Compromise of 1850 – California _____________
Stricter fugitive slave laws
B) 1852, Harriet Beecher Stowe, Uncle Tom’s Cabin ________________
C) 1854, Congress and Kansas, Nebraska,
Repeal of Missouri Compromise ____________________
D) 1857, Dred Scott Decision _________________
E) 1859, John Brown, federal arsenal in W. VA, revolt ________________
F) 1861, Confederacy established, South secedes, starts Civil War_______
G) 1863, Lincoln, Emancipation Proclamation ________________
H) 1865, Lincoln assassinated, war ends, 13th Amendment ________________
II. Slavery, 1808 – 1849
A student for each A, B, C group has been assigned to each event below for II and III.
A) 1808, Congress-Ban on African Slave Importation _______________
B) 1820. Missouri Compromise __________________
C) 1822, Denmark Vessey ____________________
D), 1831 Nat Turner ___________________
E) 1831, Wm. Lloyd Garrison ________________
F) 1846, Wilmot Proviso ___________________
G) 1849, Harriet Tubman ____________________
III. Slavery, 1850 – 1865
A) 1850, Mexican War and Compromise of 1850 – California _____________
Stricter fugitive slave laws
B) 1852, Harriet Beecher Stowe, Uncle Tom’s Cabin ________________
C) 1854, Congress and Kansas, Nebraska,
Repeal of Missouri Compromise ____________________
D) 1857, Dred Scott Decision _________________
E) 1859, John Brown, federal arsenal in W. VA, revolt ________________
F) 1861, Confederacy established, South secedes, starts Civil War_______
G) 1863, Lincoln, Emancipation Proclamation ________________
H) 1865, Lincoln assassinated, war ends, 13th Amendment ________________
Individual Research and Presentation on Key Events and Topics in US Slavery 1800 - 1875
Individual 8th Grade Assignments for Slavery in the 1800’s
At some point during your presentation of research on a key piece of our timeline for American slavery in the 19th Century, you should address the following questions. You may decide to present these in a different order, but each question should be answered completely and clearly. You are required to write at a minimum excellent paragraph each on 1 – 5 and another for 6 – 9. These will be used in your presentation of your research and evaluation of the event for which you’ve been assigned.
*You are strongly encouraged to use these questions below as subtopics for your research note sheet. Of course, you may not be able to answer them in this order and you may need to locate other sources to answer them fully. The computers will be reserved for you as well as two texts and many books in the room.
1) Who was involved?
2) When did it occur?
3) Where did it happen?
4) Why did it happen? If it is more complex than one cause, please, describe which various factors contributed to the event?
5) What is the significance of the event happening in the history of slavery in the 1800’s or U.S. history beyond this period?
6) Is there any connection between your event and “the individual and society” or “identity and spheres of obligation (universe of values)?
7) Is there any connection between your event and “identity, race, and belonging?
8) Is there any connection between the event and inclusion/exclusion (“us and them”)?
9) Is there any connection between your event and the larger historic case study of our bigger study of U.S. history in the 1800’s? (are there connections between your event and Manifest Destiny and U.S. Expansion, immigration, industrialization, physical geography)? Feel free to draw a chart if that makes the complexity easier than words only.
At some point during your presentation of research on a key piece of our timeline for American slavery in the 19th Century, you should address the following questions. You may decide to present these in a different order, but each question should be answered completely and clearly. You are required to write at a minimum excellent paragraph each on 1 – 5 and another for 6 – 9. These will be used in your presentation of your research and evaluation of the event for which you’ve been assigned.
*You are strongly encouraged to use these questions below as subtopics for your research note sheet. Of course, you may not be able to answer them in this order and you may need to locate other sources to answer them fully. The computers will be reserved for you as well as two texts and many books in the room.
1) Who was involved?
2) When did it occur?
3) Where did it happen?
4) Why did it happen? If it is more complex than one cause, please, describe which various factors contributed to the event?
5) What is the significance of the event happening in the history of slavery in the 1800’s or U.S. history beyond this period?
6) Is there any connection between your event and “the individual and society” or “identity and spheres of obligation (universe of values)?
7) Is there any connection between your event and “identity, race, and belonging?
8) Is there any connection between the event and inclusion/exclusion (“us and them”)?
9) Is there any connection between your event and the larger historic case study of our bigger study of U.S. history in the 1800’s? (are there connections between your event and Manifest Destiny and U.S. Expansion, immigration, industrialization, physical geography)? Feel free to draw a chart if that makes the complexity easier than words only.
Tuesday, March 10, 2009
Paragraph Journaling on Perspectives that Record and Interpret History
In class today we discussed these 3 ideas at length following our historic case study of immigration in the 1800's.
1) Who records and/or tells (oral) history? Can we ever be certain we hear all of the story or the "truth?"
2) How can we be responsible and intentional when we study or interpret history?
3) Which varying points of view will we need to consider when we learn about the Civil War?
HOMEWORK:
8th grade assignment: please, write a clearly structured paragraph in response to each question (topic sentence, minimum 4 main body sentences that each begin with a linker/transition, and conclusion sentence).
7th grade assignment: you may opt to do one larger paragraph that combines all three questions above with the same paragraph expectations.
Please, locate and use your handouts with "pizzaz, emphasis, importance words for topic and conclusion sentences and the linker/transition chart.
1) Who records and/or tells (oral) history? Can we ever be certain we hear all of the story or the "truth?"
2) How can we be responsible and intentional when we study or interpret history?
3) Which varying points of view will we need to consider when we learn about the Civil War?
HOMEWORK:
8th grade assignment: please, write a clearly structured paragraph in response to each question (topic sentence, minimum 4 main body sentences that each begin with a linker/transition, and conclusion sentence).
7th grade assignment: you may opt to do one larger paragraph that combines all three questions above with the same paragraph expectations.
Please, locate and use your handouts with "pizzaz, emphasis, importance words for topic and conclusion sentences and the linker/transition chart.
Monday, March 9, 2009
1800's Immigration in the U.S. timeline homework
1) Go to the following site for 1800's immigration. It has links, photos, and overviews of main events.
http://www.xtimeline.com/timeline/Immigration-in-the-1800-s-G
2) On the back of the larger immigration timeline you made in class today, copy the timeline on the main page of the website.
3) For each event (each link) observe photos and pictures, read the "blurbs" that explain the pictures, and list brief notes on the timeline you copied.
4) Bring to class tomorrow to discuss.
http://www.xtimeline.com/timeline/Immigration-in-the-1800-s-G
2) On the back of the larger immigration timeline you made in class today, copy the timeline on the main page of the website.
3) For each event (each link) observe photos and pictures, read the "blurbs" that explain the pictures, and list brief notes on the timeline you copied.
4) Bring to class tomorrow to discuss.
Tuesday, March 3, 2009
CS Spring Conference Prep Form - due Wed 3/4
Please, write in complete sentences with specific examples and description. I encourage you to use your report card for both strengths and growth areas as I tried very hard to describe these individually for each student.
You will need to make yourself more space for each topic below after downloading or cutting and pasting onto your computer or notebook paper.
1) STRENGTH (2 examples) Academic, not behavioral:
2) GROWTH (2 examples of "before / after" semester I in CS:
3) CHALLENGE AREA-S (2 examples of what you worked on hard but still need to target; also describe any strategy you tried already:
4) WEAKNESS - an area which you only recently became aware of, perhaps via your report card that you intend to work on semester 2:
You will need to make yourself more space for each topic below after downloading or cutting and pasting onto your computer or notebook paper.
1) STRENGTH (2 examples) Academic, not behavioral:
2) GROWTH (2 examples of "before / after" semester I in CS:
3) CHALLENGE AREA-S (2 examples of what you worked on hard but still need to target; also describe any strategy you tried already:
4) WEAKNESS - an area which you only recently became aware of, perhaps via your report card that you intend to work on semester 2:
Spring Conference Prep for CS
Part of today's class was provided to begin the following 4 areas for conferences 3/12 and 3/13.
The form below that was passed out in class is lavendar. If you are one of many home ill or continuing to complete this at home, you're welcome to copy it onto your desktop, fill it out, and email it if you cannot print at home.
It is important this is turned in tomorrow, Wed, even though there is not CS class.
If you don't see Dee, put it on her desk please, or email it by 3:00.
We watched the first half hour of Destination America, a PBS series about immigration. This first episode highlights the 1800's, the period we are currently studying and European immigration, and we will continue the film the second half of class Friday.
To all of you at home, please rest and get well as soon as you can. We miss you.
The form below that was passed out in class is lavendar. If you are one of many home ill or continuing to complete this at home, you're welcome to copy it onto your desktop, fill it out, and email it if you cannot print at home.
It is important this is turned in tomorrow, Wed, even though there is not CS class.
If you don't see Dee, put it on her desk please, or email it by 3:00.
We watched the first half hour of Destination America, a PBS series about immigration. This first episode highlights the 1800's, the period we are currently studying and European immigration, and we will continue the film the second half of class Friday.
To all of you at home, please rest and get well as soon as you can. We miss you.
Monday, March 2, 2009
Immigration 1800's Photo Gallery and Journal
Please, go to the following website and list the following for each picture in your journal:
I see...
I think...
I wonder...
http://library.thinkquest.org/26786/en/media/view.php3?meKey=7&toKey=58&torKey=0&tolKey=10
Bring into class tomorrow, Tuesday, 3/3, prepared to share your notes, comments, and questions.
I see...
I think...
I wonder...
http://library.thinkquest.org/26786/en/media/view.php3?meKey=7&toKey=58&torKey=0&tolKey=10
Bring into class tomorrow, Tuesday, 3/3, prepared to share your notes, comments, and questions.
Tuesday, February 24, 2009
Presentation on U.S. Geographical Region Overview
In class we have reviewed geography terms and illustrations. Today we had a short quiz on the 8 geographical regions. Two students were assigned to briefly research each of the 8 regions.
7th grade only will have part of study skills class Thursday to work on this.
Each partner is responsible to share the following with class this Friday:
Partner 1:
Topography-landscape, major land features and water bodies.
Climate- annually
Challenges- to access and transportation, survival, manufacturing/goods production.
Parter 2:
Longitude and latitude ranges of boundaries of region in all directions.
Picture, drawing, or precise verbal description (so that we can picture it mentally).
Positive points and features: for access/transportation, survival, production of goods / crops.
7th grade only will have part of study skills class Thursday to work on this.
Each partner is responsible to share the following with class this Friday:
Partner 1:
Topography-landscape, major land features and water bodies.
Climate- annually
Challenges- to access and transportation, survival, manufacturing/goods production.
Parter 2:
Longitude and latitude ranges of boundaries of region in all directions.
Picture, drawing, or precise verbal description (so that we can picture it mentally).
Positive points and features: for access/transportation, survival, production of goods / crops.
Tuesday, February 3, 2009
Preparation for Air Quality in Berkeley Forum this Friday
During the last several days in class we have written strong paragraph statements of your role-playing point of view about the air qualitly/PSC issues.
Besides being confident in reading your statement, you also need to briefly list notes about any questions, criticisms, and comments from other teams with differing points of view.
You should also briefly list your responses to the questions and objections you believe other teams may have to your perspective (statement).
Forum will occur in the usual A,B,C classes Friday morning. Parents and friends are invited, and it will be videotaped. This is a forum (a unique cross between town hall and panel style) followed by discussion (question and answer), not a debate.
Besides being confident in reading your statement, you also need to briefly list notes about any questions, criticisms, and comments from other teams with differing points of view.
You should also briefly list your responses to the questions and objections you believe other teams may have to your perspective (statement).
Forum will occur in the usual A,B,C classes Friday morning. Parents and friends are invited, and it will be videotaped. This is a forum (a unique cross between town hall and panel style) followed by discussion (question and answer), not a debate.
Sunday, January 25, 2009
Air Quality Community Forum Planning and Homework
This was distributed in class today and roles appointed for each class. There are organizational planning tips and sites/resources for you to begin using but you should also continue to build your website bibliography. Please, be critical when evaluating validity of information and sites. We want to be sure we represent these groups as accurately as possible.
LOCAL AIR QUALITY COMMUNITY FORUM PLANNING
NAME: _________________ ROLE IN FORUM: ________________________
Several people will be assigned to the following roles to research, represent, and present in the forum:
1) City Council: ____________________ Mayor:_______________________
2) Bay Area Air Quality District (BAAQD): ____________ (work with Mayor)
3) PSC - Employee:_________________ Board Member/CEO: _____________
4) Environmental Protection Agency (Fed Gov/EPA): _____________________
_____________________
5) Neighbor/Parent: _________________ (works with Healthy Air Committee)
6) Healthy Air Committee: __________________________
7) Experts/Scientists/Researchers: __________ ____________ ___________
8) Schools - Student:______________ Task Force Parent: ______________
9) Global Community Monitor: _______________ __________________
10) Reporters/Media- Press-Trib, Berkeley Citizen, Chronicle: _______________
USA Today Investigative Journalist: ______________________
Sites and sources to help you get started:
Team 1: Council woman Linda Miao said she’ll come to talk with us soon, she represents the district in which PSC operates. Look into demographics (groups of folks living in the area, socio economic issues, political issues, jobs in area, how would you balance all this? Do about it? Also you might get a response from her assistant, Nicole at:
LMaio@ci.berkeley.ca.us
The mayor, Tom Bates, is also going to be head of BAAQD (below). For his role, you will need to both represent Berkeley as mayor and being head of BAAQD so you’ll need to work back and forth with this team and team 2. First, locate his email or contact www.ci.berkley.ca.us (if it isn’t TBates@ci.berkeley.ca.us like Linda’s above)
Team 2: www.baaqmd.gov/ explore and become familiar with this site and work with Mayor Bates (see above) because soon you’ll be the head of this agency and you’ve been on it several years so try to locate any info on his input to this group.
Team 3: http://www.pacificsteel.com / inquiries@pacificsteel.com - try to arrange a speaker/rep from their company to come present to us and answer questions. You should also try to research online and if at all possible talk with their PR person there to share the history of PSC at the Forum.
Team 4: http://www.epa.gov/sw-846/pdfs/6020.pdf or just www.epa.gov and search PSC.
Team 5: find peeps who live in area to email/interview, project how you’d feel living here. Also check w/Kaya and her mom Erika.
Team 6: pearmichaels@gmail.com (Pear is head of this neighbor/parent committee and has sent me many emails of the group’s work that I can forward to you.
http://www.epa.gov/oecaagct/lcra.html (community rights - healthy environment)
Team 7: http://www.mindfully.org/Air/2007/PSC-Community-Samples31jul07.htm , http://www.berkeleycitizen.org/monitoring/monitor24.html ,
Team 8: Represent your own perspective, survey other students (create one) and email Laura (lgorjance@bmsonline.org) to find out which parents besides Dan Jackson are on the task force for our school.
Team 9: www.gcmonitor.org
Team 10: www.berkeleycitizen.org , http://www.sfgate.com/chronicle , http://www.insidebayarea.com/oaklandtribune ,
http://content.usatoday.com/news/nation/environment/smokestack/search/CA/~/~/Berkeley+Montessori+School/name/~/1/
(and/or go to usatoday.com and search Pacific Steel and Berkeley Montessori) Also, locate chief editor of article and investigators of this case on a site search on USA Today.
You will list your questions, notes and research, plus how it affects your point of view in terms of your PURPOSE and Sphere of Obligation around this PSC Healthy Air Issue. You should take notes in class whenever time is provided, during guest presenters, and an hour of independent research and notes as homework for Mon - Thu (due Fri 1/30). You may choose to divide the time over the four days or complete it all at once. Just DO IT, please! Our community forum is depending on you to do your part! You should also be as informed about your role as possible for Dan Jackson’s visit Friday to share the science about the situation.
LOCAL AIR QUALITY COMMUNITY FORUM PLANNING
NAME: _________________ ROLE IN FORUM: ________________________
Several people will be assigned to the following roles to research, represent, and present in the forum:
1) City Council: ____________________ Mayor:_______________________
2) Bay Area Air Quality District (BAAQD): ____________ (work with Mayor)
3) PSC - Employee:_________________ Board Member/CEO: _____________
4) Environmental Protection Agency (Fed Gov/EPA): _____________________
_____________________
5) Neighbor/Parent: _________________ (works with Healthy Air Committee)
6) Healthy Air Committee: __________________________
7) Experts/Scientists/Researchers: __________ ____________ ___________
8) Schools - Student:______________ Task Force Parent: ______________
9) Global Community Monitor: _______________ __________________
10) Reporters/Media- Press-Trib, Berkeley Citizen, Chronicle: _______________
USA Today Investigative Journalist: ______________________
Sites and sources to help you get started:
Team 1: Council woman Linda Miao said she’ll come to talk with us soon, she represents the district in which PSC operates. Look into demographics (groups of folks living in the area, socio economic issues, political issues, jobs in area, how would you balance all this? Do about it? Also you might get a response from her assistant, Nicole at:
LMaio@ci.berkeley.ca.us
The mayor, Tom Bates, is also going to be head of BAAQD (below). For his role, you will need to both represent Berkeley as mayor and being head of BAAQD so you’ll need to work back and forth with this team and team 2. First, locate his email or contact www.ci.berkley.ca.us (if it isn’t TBates@ci.berkeley.ca.us like Linda’s above)
Team 2: www.baaqmd.gov/ explore and become familiar with this site and work with Mayor Bates (see above) because soon you’ll be the head of this agency and you’ve been on it several years so try to locate any info on his input to this group.
Team 3: http://www.pacificsteel.com / inquiries@pacificsteel.com - try to arrange a speaker/rep from their company to come present to us and answer questions. You should also try to research online and if at all possible talk with their PR person there to share the history of PSC at the Forum.
Team 4: http://www.epa.gov/sw-846/pdfs/6020.pdf or just www.epa.gov and search PSC.
Team 5: find peeps who live in area to email/interview, project how you’d feel living here. Also check w/Kaya and her mom Erika.
Team 6: pearmichaels@gmail.com (Pear is head of this neighbor/parent committee and has sent me many emails of the group’s work that I can forward to you.
http://www.epa.gov/oecaagct/lcra.html (community rights - healthy environment)
Team 7: http://www.mindfully.org/Air/2007/PSC-Community-Samples31jul07.htm , http://www.berkeleycitizen.org/monitoring/monitor24.html ,
Team 8: Represent your own perspective, survey other students (create one) and email Laura (lgorjance@bmsonline.org) to find out which parents besides Dan Jackson are on the task force for our school.
Team 9: www.gcmonitor.org
Team 10: www.berkeleycitizen.org , http://www.sfgate.com/chronicle , http://www.insidebayarea.com/oaklandtribune ,
http://content.usatoday.com/news/nation/environment/smokestack/search/CA/~/~/Berkeley+Montessori+School/name/~/1/
(and/or go to usatoday.com and search Pacific Steel and Berkeley Montessori) Also, locate chief editor of article and investigators of this case on a site search on USA Today.
You will list your questions, notes and research, plus how it affects your point of view in terms of your PURPOSE and Sphere of Obligation around this PSC Healthy Air Issue. You should take notes in class whenever time is provided, during guest presenters, and an hour of independent research and notes as homework for Mon - Thu (due Fri 1/30). You may choose to divide the time over the four days or complete it all at once. Just DO IT, please! Our community forum is depending on you to do your part! You should also be as informed about your role as possible for Dan Jackson’s visit Friday to share the science about the situation.
Tuesday, January 20, 2009
3 Writing Topic Choices
Please, select one of the following topics to write about for 45 minutes minimum in the next three days. This should be exemplary of your best paragraph structure because your thoughts, opinions, feelings, and hopes deserve it! Use topic sentences, minimum 3 body sentences that begin with linker/transitions, and conclusion sentences for each paragraph.
1) Write this in the first person about your own vision for your future, our country's future, our world's future. "I have a dream that one day..."
2) Write a response or letter of response to Obama about this morning's Inaugural speech.
3) Write about the "road ahead" that we begin today towards the hard work we have ahead to support and help create the kind of communities and country for which we hope.
You should spend approximately 45 minutes, that's 15 minutes per evening average; this means some folks will write a paragraph and some should write 3 at the self-challenge level.
1) Write this in the first person about your own vision for your future, our country's future, our world's future. "I have a dream that one day..."
2) Write a response or letter of response to Obama about this morning's Inaugural speech.
3) Write about the "road ahead" that we begin today towards the hard work we have ahead to support and help create the kind of communities and country for which we hope.
You should spend approximately 45 minutes, that's 15 minutes per evening average; this means some folks will write a paragraph and some should write 3 at the self-challenge level.
Wednesday, January 14, 2009
Independent Research on PSC Air Quality
Spend at least half an hour researching one or two of the questions you formulated about the local air quality/PSC investigation by USA Today. Please, write down the websites you used to find more information and briefly but completely what you found out or wanted to learn and couldn't locate.
Be ready to share in class Friday.
Be ready to share in class Friday.
Monday, January 12, 2009
Brainstorm PSC Questions
Spend at least 20 minutes brainstorming and listing as many questions as you can think of about our beginning research into air pollution locally. You are NOT expected to try to start answering these questions, just thinking of them and listing to bring in to class tomorrow.
For example, you might list, "Who can we interview about this?" but you don't need to start writing ideas for whom to ask yet. We will begin working on that later this week.
Please, remember your Bill of Rights essay should be finished now.
For example, you might list, "Who can we interview about this?" but you don't need to start writing ideas for whom to ask yet. We will begin working on that later this week.
Please, remember your Bill of Rights essay should be finished now.
Monday, January 5, 2009
ESSAY on BILL OF RIGHTS
You just heard on the news that the Federal Government is considering abolishing the original Bill of Rights, Amendments 1 - 10. Explain WHY you think this is a good/bad idea. You are encouraged to cite reasons both pro and con on this issue, not make an absolute choice on way or the other.
You may also CHOOSE to make other suggestions to revise the Bill of Rights instead of just tossing it out and starting over.
Continue to review and study the first ten amendments, and how they are organized into four sections (see today's notes).
7th grade needs to bring in the rough draft to Thursday's study skills class to check for excellent paragraph structure. 8th graders, please, use your best paragraph structure (as always).
HAPPY 2009!
You may also CHOOSE to make other suggestions to revise the Bill of Rights instead of just tossing it out and starting over.
Continue to review and study the first ten amendments, and how they are organized into four sections (see today's notes).
7th grade needs to bring in the rough draft to Thursday's study skills class to check for excellent paragraph structure. 8th graders, please, use your best paragraph structure (as always).
HAPPY 2009!
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