Solorzano's Math Class
1. Click on Firefox
2. Research Women Mathematicians of Color
3. Complete it in Google Docs. Share the document with him.
Black Lives Matter
Tuesday, April 28
Civil War “Play List”
8th Grade Social Studies
Goals Today we will:
· Add to our understanding of the Civil War by watching videos, looking at photos, listening to a song, and reading articles online.
· Analyze primary source documents about the Civil War (photographs taken at the time) to learn about what life was like for soldiers.
· Review for Thursday’s open-notes test on Slavery & the Civil War by beginning to fill out the review sheet.
Directions for Class
1. Read this short summary of the Civil War.
3. Look at these photos of the Civil War. Choose at least 1 to analyze in depth and complete a Photograph Analysis Worksheet for. This is classwork today. This is a skill you will use on Thursday’s test. (If you have time, you can analyze a second one for extra credit).
5. Listen to this song that people sang because they wanted soldiers they loved to come back home from the war.
8. Learn about People In The Civil War.
Finished Early? Work on your review sheet or go here. The Library of Congress has thousands of photos of the Civil War. You can follow the links to view them here: http://www.archives.gov/education/lessons/brady-photos/#documents
Download this form by scrolling all the way at the bottom and click on Analyzing Photographs from the Civil War.
Analyzing Photographs from the Civil War
Step 1. Observation. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.
Write the title and date of your photograph here.
Use the chart below to list and describe what you observe in the categories of people, objects, and activities in the photograph.
Step 2. Inference. Based on what you have observed above, list two things you might infer from this photograph about what life was like for a soldier during the Civil War. (Sentence Frame: “Based on this photo, I infer that. . .”)
Step 3. Questions. What questions does this photograph raise in your mind?
Friday, April 17
Webquest: Causes of the Civil War
A. Watch this movie and take the quizzes (Brainpop: Civil War Causes).
1. Under the rules of the Missouri Compromise, what had to happen every time a slave state joined the Union?
2. What did the Supreme Court decide in the Dred Scott case?
B. Watch this movie about the reaction of Northerners and Southerners to the Dred Scott decision: http://www.schooltube.com/video/90af5ff069954df7a930/Dred%20Scott%20Decision-
3. How did Northerners react to the decision?
C. Watch this movie about the abolitionist movement: http://www.history.com/topics/black-history/slavery/videos/abolition-and-the-underground-railroad
4. What did abolitionists believe?
5. Who was John Brown and what did he do that made Southerners so scared?
D. Watch this movie about the causes of the Civil War: (http://video.about.com/americanhistory/Top-5-Causes-of-the-Civil-War.htm).
6. According to this video, what were the top 5 causes of the Civil War?
D. Watch The North/South Divide: http://www.classzone.com/cz/books/amer_hist_survey/resources/htmls/animations/ah15_anim_nsdivide.html Be sure to click on the lower left hand corner so you can see the words as they are spoken.
7. How did the North and South develop differently, but still depend on each other?
E. Read and listen to information about the Underground Railroad.
F. On this site, you can pretend to be an escaped slave. Click on the “Classic Underground Railroad Interactive” at the bottom-right of the page.
8. What was the Fugitive Slave Act?
9. Critical Thinking Question: Based on what you have learned today about events leading up to the Civil War, which event do you think was the biggest cause of the war? Write a 5 sentence paragraph responding to this question.
Your paragraph should include the following:
· Topic Sentence: I think the biggest cause of the Civil War was _________.
· Describe event/cause.
· Explain why you think this was the biggest cause of the war. (You might want to compare this event to other causes of the war, and why you think this is event was more important in leading to the war.)
Got Extra Time? Watch this longer and more detailed video about the causes of the Civil War: https://www.youtube.com/watch?v=rY9zHNOjGrs&hd=1
Homework due Tuesday: Read Chapter 21.4 and write a 5 sentence summary.
Tuesday, March 10, 2015
Westward Expansion of the United States
Timeline Project (due Thursday March 12th)
For the past several weeks, we have been studying how the United States expanded and took over the West in the 1800s, and how our country treated the Native Americans during this process. We have read part or all of Chapters 14-16 in the textbook as well as other documents, taken a lot of class notes, and done a webquest. For this project, you will create an illustrated timeline of events that shows how the United States expanded west. You can choose to work individually or with one partner.
Your timeline must include a title and at least 6 events if you work individually or 12 events if you work with a partner. For each event, you must include:
1. Title of event
3. An image/illustration (hand drawn or print out of image, map, or graph/chart; use color)
4. A 3-5 sentence summary of the event (in your own words).
Grading: You will be graded on the completeness and accuracy of your timeline, as well as on how well it communicates the information, both visually and in writing. You should use color, print neatly or type, and ask an adult to help you proofread your writing.
Technology: You may choose to complete this project on a computer. There are a lot of online programs designed to create timelines (some listed below). However, you will need to be comfortable enough with technology to figure the technology out on your own, provide your own laptop or ipad (we won’t have access to the cart/lab during class), and be able to print it out or share it with me online at firstname.lastname@example.org. If you choose this option, Ms. Kini needs to approve it.
(you will need to place events in order)
1. Cherokee Trail of Tears (14.7)
2. Louisiana Purchase (15.2)
3. Treaty of Guadalupe Hidalgo (15.6)
4. U.S. Annexes Texas (15.4)
5. U.S. Acquires Florida (15.3)
6. U.S. Acquires Oregon Country (15.5)
7. The term “manifest destiny” is first used (15.1)
8. Indian Removal Act (14.7)
9. Lewis & Clark Expedition (15.5, 16.2)
10. Texas Wins Independence (15.4)
11. Mexican-American War (15.6)
12. California Gold Rush (16.8, 16.9)
Extra Credit: Extra credit will be given for any additional events you include beyond what is required. Students seeking an extra challenge may use the internet and other sources of information beyond the textbook and notes from class to complete their timeline. You can also add important events related to Westward Expansion and the treatment of the Native Americans that are not on this list.
Webquest: The United States Get Bigger February 24, 2015
Directions: Complete the activities below. Answer the questions on a separate piece of binder paper. Give your paper the title above, answer in complete sentences, and include the question as part of your answer.
Activity A. As a class, watch this video about the Mexican-American War. (https://www.brainpop.com/socialstudies/worldhistory/mexicanamericanwar/)
Then, answer the questions below on binder paper.
1. What land did the U.S. acquire from the Mexican-American War?
2. How/where did the conflict start?
Activity B. Watch this animation about the war. (http://www.classzone.com/cz/books/amer_hist_survey/resources/htmls/animations/ah13_anim_wrmexico.html) Be sure to click on the bottom left-hand corner to see the words when they’re spoken. Answer the 2 questions at the end. (Questions 3 & 4 of your webquest).
Activity C. Look at the map and watch the video about the war.
5. By how much (percentage) did the U.S. increase its territory through the Mexican-American War?
Activity D. Here’s another video about the war.
6. Who was James Polk? What was his major goal as President?
Activity E. Game: See if you can name the states that existed before the Mexican-American War.
BILL OF RIGHTS PROJECT January 2015
For this project, you will read about, research and create a Google Presentation (similar to PowerPoint) about one right listed in the Bill of Rights. You get to choose your right from a limited list. Your project must include the following 10 slides. Each slide must have at least 1 visual. You will be presenting your project to the class and posting it on the internet.
1. Title Slide. Include a title for your presentation, the creator (first name, last initial), the date, and the class/school. Include at least one visual on this slide.
2. Definition of the Right. For this slide, you must provide the actual language from the Bill of Rights, and then “translate” the right into everyday language.
3. Key Vocabulary. For this slide, you should provide definitions for key vocabulary words from the Constitution related to your right.
4. Illustration of the Right. For this slide, you must provide an illustration, symbol, little story, video etc. that illustrates the right.
5. Supreme Court Case Interpreting the Right. (6 slides) You will read about an actual Supreme Court case in which the Court made a decision about the right and interpreted what the Constitution’s language means. Your slides should include:
a. Name of the case and year it was decided
b. What was the case about? Explain the facts of case. Who disagreed with whom?
c. Involve your audience by asking them a question.
d. What was the outcome of the case? (How was this individual case decided?)
e. What is the broader impact of the case? (What effect did the case have? Why it is important?)
f. Provide your opinion. Do you agree or disagree with the Court’s decision? Why? Provide reasons and evidence.
EXTRA CREDIT OPPORTUNITIES
· Current Event Illustrating the Right
· Life Without the Right. Imagine and then explain in 1-2 sentences what life would look like without this right, with a visual/cartoon/video, or other illustration.
· Got Other Ideas? Ask your teacher and you can probably earn extra credit for those, too!
BILL OF RIGHTS PROJECT
Some Online Resources
· http://www.annenbergclassroom.org/page/the-story-of-the-bill-of-rights: contains short films about the Constitution, including one about each right in the Bill of Rights
· YouTube: type in “Fourth Amendment” etc. and see what you find
Easier to Read
· http://www.kidsdiscover.com/infographics/bill-of-rights-for-kids/: this is a cool infographic on all of the rights in the Bill of Rights
· http://teenink.com/nonfiction/academic/article/458071/A-World-Without-the-First-Amendment/ This article, written by a teen, explains what life would be like without the First Amendment.
Harder to Read
· http://www.oyez.org/cases/: contains summaries of Supreme Court cases, and lets you listen to the arguments online
Introduction to the Bill of Rights
DIRECTIONS: Complete the webquest activities below and answer the questions on a separate piece of binder paper or as on a MSWord document that you print out. This is your classwork assignment today.
ACTIVITY 1: Watch this video about the Bill of Rights: http://ed.ted.com/lessons/a-3-minute-guide-to-the-bill-of-rights-belinda-stutzman
ACTIVITY 2: Then, watch these videos on the 1st, 4th, 8th Amendments (you can watch them in English with Spanish subtitles if you want.) http://www.annenbergclassroom.org/page/the-story-of-the-bill-of-rights
1. What rights does the 1st Amendment give you?
2. What right does the 4th Amendment give you?
3. What right does the 8th Amendment give you?
ACTIVITY 3/WITH A PARTNER: Read these different rights. What words are new to you? Ask an adult or your partner what they mean, or look them up on the internet.
CRITICAL THINKING QUESTION: ON YOUR OWN
If you were going to start a country, which are the six most important rights you would include? On your paper write what they are, explain why you believe each is important, and draw or copy and paste a picture next to each one, too.
Sentence Frame: If I were starting a new country, I would include the right to _______ because _______. I would include the right to ________ because _______. (etc.)
ACTIVITY 4: Play this game about the Bill of Rights. https://www.icivics.org/games/bill-of-rights
PROCESSING QUESTIONS: What was your favorite part of this game? Why? What did you learn from it?
For 8th Grade
Ms. Kini's Webquest:
Name Period Date
GET TO KNOW YOUR GOVERNMENT
Directions: Use the internet and your textbook to answer the following questions. The group(s) with the most correct answers wins.
1. Who is this person? Give his full name & title (job).
2. Who is this person? Give his name & title.
3. Who is this person? Give his name & title.
4. Watch this free movie about U.S. Symbols. http://www.brainpopjr.com/socialstudies/citizenship/ussymbols/
a. What do the 13 stripes represent in the U.S. flag?
b. What does the Liberty Bell symbolize and when did it ring?
c. Who does the Washington Monument honor?
Study this website: http://kids.usa.gov/three-branches-of-government/
5. What are the 3 branches of our government?
6. What is the job of the executive branch of the government?
7. What is the job of the legislative branch of the government?
8. What is the job of the judicial branch of the government?
9. There are 3 levels of government: federal (national), , and local.
A capitol is the building where the legislature meets. Capital means (1) a city that serves as a center of government, (2) wealth in the form of money or property, and (3) a capital letter.
10. In what city is the U.S. Capitol located?
You can read more and see pictures of the U.S. Capitol here: http://www.visitthecapitol.gov/about-the-capitol#.VCnONStdU08
11. In what city is the California State Capitol located?
Read and see pictures of the California State Capitol: http://en.wikipedia.org/wiki/California_State_Capitol
12. What building is the center of San Francisco city government, where the Board of Supervisors meets and the Mayor has his offices?
Read and see pictures here: http://en.wikipedia.org/wiki/San_Francisco_City_Hall
13. Go to https://www.opencongress.org/people/zipcodelookup. Type in your address and/or zip code.
a. Who are the 2 senators who represent California in the United States Senate in
b. Who is your representative in the U.S. House of Representatives?
14. Go to http://findyourrep.legislature.ca.gov/ Type in your address.
a. Which California assembly member represents your community?
b. Which California state senator represents your community?
15. Go to http://www.sfbos.org/ Who is David Campos? Give his title.
16. What San Francisco Supervisor represents BVHM and the Mission District?
17. Look at this picture of the current U.S. Supreme Court justices: http://www.cnn.com/2013/06/10/us/u-s-supreme-court-fast-facts/
a. How many justices sit on the U.S. Supreme Court?
b. How many are men?
c. How many are women? Who are they?
d. How many are people of color? Who are they?
If you have time, read this article about the U.S. Supreme Court. http://www.scholastic.com/teachers/article/role-supreme-court
EXTRA CREDIT: What significance does September 30th have in California lawmaking?
Hint: It is the deadline for .
Ms. Kini’s 8th Grade Social Studies Class
September 9, 2014
Computer Lab Day
GOALS FOR THE DAY
- To video record yourself reciting the Declaration of Independence
- To learn more about the American Revolution by completing activities online at your own pace
- To visit School Loop, check for any missing assignments, and send Ms. Kini an email on School Loop
A. VIDEO RECORDING
Follow Ms. Ramirez’s instructions to make a video recording of you reciting the Declaration of Independence, using the iPad. You will work either with an adult or a partner to complete the recording in the hallway. (We will have to take turns, because there is only 1 iPad.)
- Make eye contact with the camera
- Speak loudly, slowly, and clearly
- Speak like President Obama!
B. LEARN ABOUT THE AMERICAN REVOLUTION
Deepen your understanding of the American Revolution by completing the activities below. Some activities are a review of material we have covered in class or in the textbook; other activities present new material.
- REVIEW: Watch this video about the Declaration of Independence & take the quiz. Email the results to Ms. Kini at email@example.com
- Username: firstname.lastname@example.org
- Password: see the board
- Complete this timeline activity about early American history.
- Watch this video about the American Revolution. Take the quiz. Email the results to Ms. Kini at email@example.com
- REVIEW: Look at this famous painting about the signing of the Declaration of Independence and learn who is in the painting.
- REVIEW: Read about the Boston Tea Party.
- REVIEW: Watch this short video on The Struggle For North America.
- Learn about the battles during the Revolutionary War.
- Play this interactive video game about the American Revolution.
C. SCHOOL LOOP
- Log into School Loop using your new password.
- Check your Social Studies grade. Are you missing any work? If needed, write yourself a note in your planner to remind yourself what you need to turn in later today. Come see me at lunch or after school if you have questions.
- Send Ms. Kini an email on School Loop answering these questions—it is your exit slip for today.
- What grade do you think you deserve on your Declaration of Independence presentation? Why?
- Which activity from the lab today did you enjoy the most? Why?
- Which activity did you learn the most from? Why?
- How many of the American Revolution activities did you complete?
HOMEWORK DUE THURSDAY 9/11
Read p. 431 in textbook. Answer questions on p. 432.