8th Grade History - 5th-5th Period Assignments

Please refer to the document titled "Classwork - May 12th" for today's assignment and directions.

Please refer tot the document titled "Classwork - April 30th"

Please refer to the document titled "Classwork - April 28th" for today's agenda and directions

Please refer to the document titled "Classwork - April 23rd" for today's agenda and directions.

Please refer to the document titled "Classwork-April 21st" for today's agenda and directions.

Please refer to the document titled "Classwork - April 15th" for today's agenda and directions.

Please refer to the document titled "Classwork - April 14th" for today's agenda and directions.

Please refer to the document titled "Classwork - April 3rd" for today's agenda and directions.

Please refer to the document titled "Classwork - April 2nd" for today's agenda and directions.

Please refer to the document titled "Classwork March 31st" for today's agenda and directions.

Please refer to the document titled "5th Period Classwork - March 27th" for today's agenda and directions.

Refer to the document "Classwork - March 26th" for today's classwork.

Please refer to the document labeled "Classwork - March 25th" for today's tasks.

Please refer to the document titled "Classwork - March 24th" for today's instructions.

Please complete the six tasks in this webquest using the websites provided. For Task #3, you will need a physical copy of the world map, which will be provided to you

Please make a copy of the webquest and change the title to "Your Last Name-Oil in the Middle East"

Homework if not finished in class

Using the reading provided in class, describe each person's/group's perspective on the Little Rock Crisis using specific details.
- What were they thinking about what was happening in Little Rock?
- What did they want to happen and why?

Using this Google Form, write your in-class essay.

Directions: Write a well-organized essay that includes an introduction (with a thesis and not only a thesis), several body paragraphs (2-3), and a conclusion. Using evidence from at least five documents in your essay. Cite the documents like so: In Document 4, "insert quote here." OR as "Insert quote here," (Doc. 1). Support your response with relevant facts, examples, and details. Include additional prior knowledge/information learned.


Prompt: Assess the degree of success of the Women's Rights Movement during the 1960s and 1970s as they fought for their social and political civil liberties.

Students will research one of several different significant events/policies during the time period of the Cold War. Students will make use of a variety of research sources, including: textbook passages (ask me if you would like to use one), library, online, etc. For the project itself, students will create a "display" to show their research. Their display can take any form of their choosing (poster, PowerPoint/Google Slides, Prezi [example link attached], brochure, video, etc.) so long as it contains all of the required elements below. Students must choose from the list of events/policies below and get it approved by the teacher. Do NOT start working on your project before you get it approved. If you would like to do a topic that is not on the list, please discuss it with me.

Required Elements:
1. What happened? Provide an overview of the major events, people and dates.
2. Did the event increase or decrease tensions between the US and Soviet Union? Explain.
3. How did the event impact each of the United States and the Soviet Union? Explain.
4. Why is the event historically significant to the Cold War AND overall human history?
5. In what ways does the event or policy represent: containment, expansionism, detente, brinkmanship, deterrence, alignment? (Your event/policy may only be one or it may be several)
6. Include images or political cartoons to accompany your project. Provide captions that explain each image or cartoon and discuss its significance. (What is it showing?)

Events/Policies for Research (four topics will be done twice):
- Berlin Blockade and Airlift - Eli Peters, Nikki Burr
- Space Race - Michael Florido, Corbin Abbs
- Arms Race - Alex Workman, Ciara Laman
- Cuban Missile Crisis - Abram Williams
- Korean War - Konrad Kochan, Nicolas Schirmann
- Rise and Fall of the Berlin Wall - Chloe Levine
- NATO and Warsaw Pact - Carys Branch
- Vietnam War - Lucas Ferguson
- Soviet Invasion of Afghanistan - Luke Warner
- Bay of Pigs - Lexy Cochran
- Espionage - Bella Schlecht
- Yalta and Potsdam - Julian Smith
- SALT I and SALT II - Tyler March
- Red Scare (McCarthyism) - Amy Standiford
- Truman Doctrine and Marshall Plan - Jaclyn Cofer


Project can be turned in on Friday, December 20, 2019 for extra credit. HOWEVER, if you choose to turn your project in early, you MUST keep a copy of the information to be able to make sure you are prepared for presentations on Monday, January 6, 2020.

On a Google Doc, fill out your SMART goal for the remainder of the trimester (ends Feb. 24). Your SMART goal must be Specific, Measurable, Attainable/Achievable, Relevant, and Timely/Time-bound. If your goal does not meet these specifications, you will need to redo your goal to fit this format

Example:

"My goal in history is to raise my grade from a B (86%) to an A (93% or higher) by the end of the second trimester. I will do this by completing my work on time, reviewing what we learned at the end of each week, and double checking my work for accuracy before submitting it."

Specific?: Yes, this student's goal is to raise their grade from a B to an A in history class during this trimester.
Measurable?: Yes, if the student earns at least a 93% or higher for this class, they will have achieved their goal.
Achievable?: Yes, if they follow the steps outlined in their goal, they will be able to achieve their goal.
Relevant?: Yes, this goal is specifically for this class during the current trimester
Time-Bound?: Yes, this goal must be achieved by the end of the second trimester

On the attached Google Form, use the 1-5 scale provided for each Objective and Vocab term to answer where your understanding of the topic currently stands.

Opening, closing, and then reopening the quiz will result in an automatic failure of this quiz.

During this activity, you will read and analyze five different exhibits. Each exhibit will discuss different theories regarding JFK's assassination.

1. Open the "CSI JFK" Google Slides and read through the facts and case summary.
2. Read through each exhibit in the "JFK CSI - Exhibits" PDF. Each exhibit will have corresponding questions found in the "CSI JFK" slides. Answer the questions as you read each exhibit. Move on to the next exhibit once you have finished the questions. You will only be reading and analyzing exhibits 1-5, ignore the questions for the optional 6th exhibit.
3. Once you have finished answering the questions and reading through the exhibits, you will be writing a final prompt. In this prompt, follow these directions:


"You have examined a variety of pieces of evidence and theories surrounding the assassination of President John F Kennedy. Now, you must submit a report to the Central Intelligence Agency that explains your findings. Your report needs to address the following questions with support from the exhibits:

1.) What role did Lee Harvey Oswald play in the JFK assassination?

2.) What evidence (or pieces of evidence) are the most controversial, and how do they fit into your report? For example, if you believe Oswald was responsible, how do you explain some of the most controversial pieces of evidence? If you believe someone else was involved, what evidence makes you question Oswald's connection?

3.) Who do you believe was responsible for Kennedy's assassination? Was it Oswald alone? Was it the Soviets? The Cubans? The CIA? Explain what you believe is the most likely scenario and support as to why you believe so."

In answering this prompt, use full and complete sentences. You should be writing a paragraph(s) to answer the questions.

During this activity, you will be investigating the Cuban Missile Crisis.

1. Read through the information and case summary on slides 1 and 2 of the "CSI Cuba Student Timeline"
2. Using the dates listed in the "Cuban Missile Crisis Dates" pdf, complete the timeline in the "CSI Cuba Student Timeline"
- In the timeline, analyze each date and give a short summary of the information
provided for each date. Use complete sentences.
3. Once you have finished analyzing the dates and events of the Cuban Missile Crisis, answer the questions in the "Cuban Missile Crisis Final Prompt."

Once you have completed both parts, turn both sections back in to Google Classroom.

Using the website provided, answer the questions on the document.

Assigned Tuesday, November 5th

This is only for the students who completed the Google Doc form of the questions. If you did yours on paper, please disregard.

Section 1 only
Questions 1, 2, 3, 4, 6, 7, 8