Cultural Studies

Civil War Prompts 1 - 5

2009-05-17T15:34:00.000-07:00

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.

CW Research/Presentation 4/20 - 24

2009-04-21T08:49:00.000-07:00

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.

Ongoing U.S. Geography

2009-03-30T10:34:00.000-07:00

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)

2009-03-30T08:56:00.000-07:00

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

Outline of Slavery 1619 - 1800, Monday's Class

2009-03-16T13:24:00.000-07:00

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

Outline of Slavery Events 1800- 1875: Topics for Individual Research/Presentation

2009-03-16T13:20:00.000-07:00

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 ________________

Individual Research and Presentation on Key Events and Topics in US Slavery 1800 - 1875

2009-03-16T13:18:00.000-07:00

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.

Paragraph Journaling on Perspectives that Record and Interpret History

2009-03-10T13:29:00.000-07:00

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.

1800's Immigration in the U.S. timeline homework

2009-03-09T13:43:00.000-07:00

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.

CS Spring Conference Prep Form - due Wed 3/4

2009-03-03T13:38:00.001-08:00

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:

Spring Conference Prep for CS

2009-03-03T11:05:00.000-08:00

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.

Immigration 1800's Photo Gallery and Journal

2009-03-02T10:35:00.000-08:00

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.

Presentation on U.S. Geographical Region Overview

2009-02-24T15:58:00.001-08:00

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.

Preparation for Air Quality in Berkeley Forum this Friday

2009-02-03T14:53:00.000-08:00

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.

Air Quality Community Forum Planning and Homework

2009-01-25T13:33:00.000-08:00

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.

3 Writing Topic Choices

2009-01-20T10:34:00.000-08:00

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.

Independent Research on PSC Air Quality

2009-01-14T13:28:00.000-08:00

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.

Brainstorm PSC Questions

2009-01-12T09:20:00.000-08:00

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.

ESSAY on BILL OF RIGHTS

2009-01-05T14:29:00.000-08:00

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!

Amendments 5 - 9 Team Presentations

2008-12-03T09:16:00.000-08:00

Be prepared to teach class the terminology, purpose(s), and overview of your team's amendment for class Friday, 12/5.

If you miss class Friday, it's important to get notes from a friend to review in a month after winter break.

Constitution-Bill of Rights Brainstorm

2008-12-01T10:01:00.000-08:00

What does our study of the Constitution and the first four amendments mean for you and others in your life, environment, and culture? Feel free to use list, cluster, or web format (not necessary to write in sentence/journal form yet). You are encouraged to describe these rights in terms of your future as well as currently. This is an open-ended brainstorm (no wrong answers).

Amendment 1 Sheet

2008-11-19T09:26:00.000-08:00

Complete both sides of the sheet on this First Amendment that was passed out in class today. Side 1 is terminology of the Constitution, specifically the Bill of Rights, and side 2 requires you to re-write the First Amendment in your own words. Bring it Friday.

RIGHTS Journal Entry

2008-11-18T06:52:00.001-08:00

Spend about 5 - 10 minutes answering each of the following 4 questions.

1) What is a "right?"

2) What is a "responsibility?"

3) Can there be rights without responsibilities?

4) Which "rights" might you add to the Bill of Rights if you could?

JOURNAL ENTRY ABOUT KRISHNAMMAL JAGANNATHAN'S LIFE AND WORK

2008-11-11T06:40:00.000-08:00

How have the activities and learning about Krishnammal’s presentation, group work and your presentations changed your thinking about these issues (any or all #1-4 below)?

1) Farming
2) Aquaculture
3) Land Ownership
4) Social Equity

Breakdown of prompt: What did you think before more learning in your group, other students’ presentations of their learning, and Krishnammal’s presentation?

What are you thinking about one or more of these 4 issues now?

What changed (or deepened/broadened) your thinking?

** Please, note that we are not asking if it changed your opinion or values, but instead, how did it deepen or broaden your thinking about these 4 issues.

Challenge Level Prompt (you may choose to answer only the question-s below OR add it to your response to the prompt above).

How did the Facing History and Ourselves cycle approach deepen (depth of understanding) or broaden (more connections or applications to other aspects of issues) your understanding of the issues especially pertinent to this study (India and caste system)?

and/or, conversely:

How did this mini-unit on Krishnammal’s life and work deepen or broaden your understanding of the Facing History and Ourselves point of view and cycle approach to studying history and civics.

How does this impact your own upstander values, approach, or activism for the future?

CHANGE IN CANDIDATES' IDENTITY PARAGRAPH HOMEWORK

2008-10-29T14:35:00.000-07:00

I apologize but disregard the Friday due date for the candidates' identity paragraphs. The Word version we used on the new laptops isn't conveniently converting so we will finish them in class Friday with the same computers and then share. This will mean that the c.s. self-evaluation will need to be completed over the weekend and turned in Monday because we need to focus on the electoral college and election next week.

Final Paragraphs on Candidates' Identity

2008-10-28T10:07:00.000-07:00

Continue to finish your paragraphs that you emailed to yourself in class today. Be sure to include all the paragraph elements (use your checklist): topic sentences, minimum 3 - 5 reasons, examples, details in the middle/body, linkers - transitions in each paragraph, conclusion sentences.

Proofread for run-on and fragment sentences, capitalization for ALL names, punctuation, and both proof for spelling yourself and spell check. Bring this second draft into class Friday or email it to yourself to access in class.

If you did not get most of the paragraphs typed in class today, you will need to budget time daily to finish by Friday.

Comparison/Contrast Paragraphs: Presidential Candidates' Identities

2008-10-27T14:09:00.000-07:00

In class today we reviewed the big Venn diagram from Friday's class in which we charted similarities and differences of the evolution of McCain's and Obama's identities. Second, we reviewed and charted requirements of excellent "sandwich" paragraphs. The last half of class was spent rough drafting three paragraphs. One paragraph should clearly show similarities of the candidates' identities while the other two should highlight each candidate's uniqueness. You are encouraged to add and/or delete ideas from the whole class big Venn diagram to select the details and support you want to emphasize.

HOMEWORK TONIGHT is to complete all three rough paragraphs and double-check that you have all required paragraph elements:

1) TOPIC SENTENCE: introduces main idea of paragraph, has "pizazz" (opinion, hook, lead) or importance. A page of words and phrases for "pizazz" and importance was passed out.
2) Minimum 3 R-E-D's (reasons, examples, details) for the body (middle) of each paragraph.
3) LINKERS/Transition Words/Phrases: another chart of these was passed out.
4) CONCLUSION Sentence: re-states the topic sentence, importance, opinion, summary or echo the topic sentence in a new way (find a synonym for topic sentence's pizazz word/phrase).
Minimum: 5 SENTENCES PER PARAGRAPH

Don't worry about proofreading, revising, or final drafting yet. We will work on this in class tomorrow.

Presidential Candidates' Identity Profiles and Charts

2008-10-21T13:57:00.000-07:00

In class the last two days we have examined the evolution of the two presidential candidates’ identities. Today we read sections of both candidate’s life stages to share in class with each other Friday. In order to focus in on their identities, complete the sheet with a list of “bystander and upstander” examples on one side and the Venn diagram on the other side.
After you complete the list on the worksheet by using your notes from class reading today, fill in the Venn chart with one side being McCain’s upstander/bystander/identity and Obama’s on the other, and of course any common ground in the middle. For instance, both candidates may exhibit heroic qualities (middle) but have much different types of heroism on either side. This is very important step in beginning discussion and pre-writing for Friday’s class. Please come with it to class prepared to share.

Please email me with questions or see me during office hours or lunch.

dhammons@bmsonline.org

CONSTITUTION HOMEWORK NIGHTLY 10/14 - 10/16

2008-10-12T14:43:00.000-07:00

Below is a copy of the homework passed out in class today with 9 pages of reading; 3 pages of reading and 2 - 3 questions answered in your journal each evening.

___________________name
IN ORDER TO FORM A MORE PERFECT UNION…
Introduction to the Constitution of the United States
The following reading contains 9 pages (more like 6 if you discount the space that’s been removed of pictures that didn’t copy well).

You should therefore read 3 pages each evening – Tue, Wed, and Thu. Hopefully, 3 pages of reading and answering 2 questions an evening should average around a half hour. We need to get this background in order to understand how the government is set up and elections are run to get to the Obama – McCain election soon.

Use all of your study skills for reading comprehension, including:

List new words and important terms, then look them up in the text or a dictionary and write the definition in YOUR OWN WORDS near the section where you found the word.

Highlight main points, interesting and important phrases. Try to look for topic sentences in the text.

NOTICE THE TITLES, SUB-HEADINGS TO UNDERSTAND HOW IT IS ORGANIZED ACCORDING TO MAIN POINTS AND THEMES. YOU SHOULD HAVE SPACE ON THE PAGES TO LIST BRIEF, CLEAR NOTES. ANSWER 1 – 7 IN YOUR JOURNAL AND BRING IT AND THE READING TO CLASS FRIDAY MORNING, 10/17.

1) How is the Constitution organized? What are the main parts of the Constitution in your own words:

2) WHAT ARE THE 3 MAIN BRANCHES OF THE U.S. FEDERAL GOVERNMENT? What is each of the three branches responsible for?

3) What are “checks and balances?”

4) Why are checks and balances important?

5) What powers do states have?

6) What powers does the federal government have?

7) Which powers do the state and federal government share?

8) What are your ideas to structure state and or federal government to guarantee a “balance of power” and avoid corruption or unbalanced power?

FRIDAY 10/10 CLASS OVERVIEW

2008-10-09T11:04:00.000-07:00

Because of the St. Mary's field trip for many 8th graders, we changed the A,B, C rotation today. 8th met first hour in CS, then 7th will have CS after snack. For both groups we shared out reflective journals on Declaration of Independence prompts and discussed them.
The second part of class was spent in team activities around a Constitution Convention for brainstorming ways to set up a just, balanced system for a national government from the ground up in the way the "founding fathers" had to think. We will share these next week when everyone is back in class.
We will feature our visiting teacher from Switzerland and her two 8th grade sons next Tuesday in CS and highlights about identity of both presidential candidates on Friday with MaryBeth.
Finally, enjoy your three day weekend and return rested.

Declaration of Independence Journal

2008-10-07T15:38:00.000-07:00

In class today we viewed a short video of the history of the Declaration of Independence and read a "translation" of the original language into modern street corner English. Finally, we looked at the format of the main sections in the orginal full text.

Choose two of the following four prompts to complete by Friday, 10/10. (Most of you began one of these topics already in class).

You should write for another 20 minutes at least. As we reviewed, the point of the reflective journal is not to simply answer a question but to put your best critical thinking, questions, and feelings about the prompt as fully as possible with support and/ or examples from class learning and reading as possible.

1) How is the Declaration organized? Describe what the main sections are with your own phrasing. Why is it organized in this way? What did the authors wish to accomplish in this format?

2) Which parts or phrases of the DI that we read so far seem most important to you? Why are these the most important so far?

3) Which parts do you think should be changed or updated? Why should this/these be revised?

4)If you were to create your own DI, which main sections and points would you include? Would you describe certain "fundamental" basic truths or rights? If so, which ones and why would you declare these?

Think about.....

2008-10-06T14:12:00.000-07:00

In class today we shared journal entries about rising tensions and resentments in the colonies and finished historic background up to the Declaration of Independence. The class brainstormed which rights they believe to be important to young adults. Homework is to continue brainstorming ways you might state these in the Declaration of Independence for young adults and how you might go about ensuring these rights are upheld in preparation for study of the actual Declaration of Independence of the U. S. tomorrow.

Please, note: because the four journal topics assigned over the weekend were fully covered in class discussion today, we are moving on to this "thinking homework." You don't need to write anything down unless you think you have more ideas than you can remember to share w/class tomorrow.

JOURNAL HOMEWORK FOR WEEKEND AND MON, 10/6

2008-10-02T10:28:00.000-07:00

In class we are teaching each other summaries for pre-United States history in the colonies. Each student or team is responsible for learning and sharing a different section in the text. As students teach each other, the rest of class takes notes (review of basic note-taking skills covered Fri, 10/3, in preparation for addressing the prompts below.

Select one of the following questions on which to reflect in your journal over the weekend and another question to write about Monday. These two journals will be shared in class Tuesday morning. After Tuesday's class topic (to be described here next week), we will use on of the journal entries to review paragraph structure and its applications for cultural studies - history content and purposes.

AGAIN, SELECT ONE OF THESE TOPICS FOR EACH OF THE TWO ENTRIES, PLEASE:
1) What tensions are building in the colonies that other students taught you about today in class?

2) WHY are these tensions building in the colonies?

3) What do you predict will be the results of this rising tension?

4) Are the colonists justified in their growing resentment? Why do you believe that they are justified or not?

NO HOMEWORK (ROSH HASHANAH)

2008-09-30T12:55:00.001-07:00

Fo r those of you observing Rosh Hashanah today, we finished discussing 6th grade and Chinese American immigrant exclusion and formed hypotheses for why people get into an "us and them" or inclusion and exclusion state of mind. We will fill you in on these Friday.

Most of class was spent in individual research of small chunks of early American (colonies of France, England, Spain, Netherlands) history. Each student was assigned a small part of a chapter to summarize and prepare to teach class this episode in U.S. history. Instead of memorizing a lot of dates and facts, the emphasis is on the way tensions and conflicts built to the point of Revolution, Independence, and a need for one unifying government and set of fair laws.

THESE ARE THE BUILDING BLOCKS OF OUR GOVERNMENT'S STRUCTURE AND THE U.S. CONSTITUTION.

Inclusion-Exclusion Comparison of 6th Grade and Chinese American Immigrants

2008-09-30T12:47:00.001-07:00

In class we have analyzed inclusion and exclusion in the film The Chinese American Experience. Friday we had an intensive discussion about inclusion/exclusion of 6th grade in middle school now. At the end of today's class we brainstormed ways that these two exclusionary phenomena are similar and unique.

Homework: write a 20 minute journal entry on this prompt: Is exclusion of Chinese American immigrants like 6th grade exclusion? Why or why not. Please, note that you may site ways for both types of exclusion being alike in some ways and different in others.

"US and THEM" in the Middle School

2008-09-26T11:35:00.000-07:00

In class today we discussed "inclusion and exclusion" and reviewed our "universes of obligation" and the following middle school norms (agreed upon by all at the year's beginning): health, authentic respect, support, consideration, confidence, and kindness.
Class time was given to respond to the following prompts and some people requested spending additional time over the weekend on the following prompts:
1) List examples of times you felt excluded (not just school).
2) How did you feel as a sixth grader?
3) Who made the decision to change middle school to include 6th grade in some ways? Why did they make this decision?
4) What is going on in 6th grade classes? How could we find that out?
5) Make of "t-chart" of pro's and con's of having sixth included in some aspects of middle school.

We will continue to discuss this briefly at the beginning of class Monday and then return to the historical framework.

Reflective Journal: What does it mean to be a historian?

2008-09-23T16:08:00.000-07:00

In today's class we placed pictures of various images from U.S. history on a big "timeline" and discussed reasons that we put them where we did. We found that there are many other significant reasons an event or period in history may be important other than the date when it happened alone.

After this activity and discussion, what are your ideas and questions about what historians do and what history is? Spend about 30 minutes on this topic.
It is due beginning of class this Friday, 9/26.

Reflective Journal on U.S. Citizenship Requirements

2008-09-17T14:54:00.000-07:00

Tuesday, 9/16, we had activities and discussion for twelve basic citizenship requirements in the U.S. Which requirements do you believe are most important and why? If you think that one/some should be revised, which are these? Why should they be changed or updated? Journals will be collected this Friday, so be sure to complete this and bring your comp books to class. Your homework for the 3 day weekend is to get rest and as you enjoy your time with family, friends, and the community, think about your "universe of obligations." What are others' universes of obligations? When they interface or intercept, how does this happen? What might the shape(s) of these look like?

What is required to become a citizen in the U.S.?

2008-09-15T10:34:00.000-07:00

Spend up to 20 minutes talking with family or friends or online to find out the required steps in becoming a citizen of the U.S.

You may list this in your journal/homework comp book. Make sure to bring it to class tomorrow morning for group activities.

Journal/HW books will be collected this Friday, 9/19.

Reflective Journal on Becoming American Video

2008-09-09T10:09:00.000-07:00

Since this is due in 6 days, please spend approximately 15 minutes per topic below (30 minutes total minimum).

1) What do you remember best from the video by Bill Moyers, BECOMING AMERICAN: THE CHINESE EXPERIENCE, Preview (first 10 minutes only today). What images or events stand out for you so far? Which memories stick in your mind?

2) Describe your feelings, questions, and comments about group presentations today based on the Chinese American Experience.

Reflective Journal on Class Identity and "Race"

2008-09-08T15:14:00.000-07:00

15 - 20 minute journal on:
?
1) Share your feelings, questions, and comments about the group and class identity charts we created in class today.

2) (I understand this is an introductory question, and we will explore it over the course of the semester). This is intended to be your first, gut-level, own experience type response -- What part does "race" play in someone's identity? In a culture's identity?

**Bring both your note/comp book and journal to class tomorrow morning.

Reflective Journal on Personal Identity

2008-09-05T12:43:00.000-07:00

Look over your notes from class Fri 9/5 and think deeply about your own identity. Write a 20 minute reflective journal about your response to the identity chart you made and others' ideas from class. Remember that as we discussed in class, in a journal, unless otherwise instructed, you may include questions, feelings, opinions, as well as thoughts. We reviewed investigative questions to help deepen and widen your thinking and responses: ask yourself, "Why, how, when, who, what, where" to be more specific in your writing. Bring both your class note-activity comp book and your journal/ home activity comp book to class.