2012-13 2nd Semester Curriculum Outlines

8th Grade

8th Grade Science, Winter/Spring Semester A Geologic Exploration of Central Oregon and The San Juan Islands

Guiding Questions 1. What causes the land to look the way it does? 2. What can the rocks and landforms in an area

tell about the geologic processes that happened in the past?

3. How is geologic research conducted?

Anchor Texts & Resources Geology of the San Francisco Bay Region by Doris Sloan Various geology textbooks and web resources

Summary of Expedition During second semester, student’s work in science will be focused around two main topics – geology and travel study. We will start the semester gaining general background in plate tectonics and other forces that shape the earth, rock types and the rock cycle, and the practice of geology (in the lab and in the field). As we transition to travel study, student work will fit into one of three phases of travel study: Pre-Trip, Trip, and Post-Trip. During the pre-trip phase, students will continue building background knowledge in the area of geology, and will choose an IndePendent Project (IPP) in which to become an expert. The topics range from geology and biology to natural resources and cultural and social anthropology. Regardless of IPP topic, all students will research their chosen area and prepare a Building Background Knowledge activity for the rest of the class. Each student will also design a field research question and investigation. During the trip phase of the expedition, students will work with a teacher and/or an expert to attempt to answer their field research question. In addition, we will all be conducting fieldwork to deepen our knowledge of the content covered at school. In the post-trip phase of the expedition, students will reflect on their fieldwork, synthesize all that they have learned in the classroom and the field, and share their information with a wider audience (including peers, teachers, families, and community members).

Classroom Learning Content We will compare and contrast the rocks and landforms in Central Oregon with those in the San Juan Islands. What forces are responsible for shaping the land in these two areas? What rocks are present in the different areas? How can we use evidence that we find today to infer what geological processes have been at work in the past?

OR State Standards -Describe and compare the properties and composition of the layers of Earth. -Explain how landforms change over time at various rates in terms of constructive and destructive forces. -Describe the processes of Earth’s geosphere and the resulting major geological events. -Based on observations and science principles, propose questions or hypotheses that can be examined through scientific investigation. -Design and conduct a scientific investigation that uses appropriate tools, techniques, independent and dependent variables, and controls to collect relevant data.

Major Projects/Products 1) Independent Project Building Background

Knowledge activity for other 8th graders 2) Research Question and investigation 3) Post-Trip Synthesis

Fieldwork Experiences Pre-Trip Phase: Local geology fieldwork Trip-Phase: Various fieldwork opportunities

8th Grade Humanities, 2nd Semester 2013 Through the Eyes of Many, A Civil War Exploration (3&4)

Guiding Questions What choices do we make in the face of injustice? How does the Civil War pertain to us today? What does it mean to be free? How do primary source documents affect our understanding of history?

Texts and Resources The Killer Angels by Michael Shaara To be a Slave by Julius Lester Red Moon at Sharpsburg by Rosemary Wells Narrative of the life of Frederick Douglass (finishing up and referring to throughout) Lincoln’s Gettysburg Address The Emancipation Proclamation Lincoln’s First Inaugural Address

Summary of Expedition Students will continue to achieve an understanding of the war through the eyes of the soldiers, Abraham Lincoln and other citizens of the war. They will participate in literature circles in addition to interacting with several primary source documents including soldier letters, the Gettysburg Address, Lincoln’s First Inaugural Address and The Emancipation Proclamation. Students will also continue to write letters as their fictional civil war persona responding to various events in the war. Students will also compose a persuasive essay exploring the theme of education in Narrative of the Life of Frederick Douglass.

Oregon State Standards - Make connections to text, within text, and among texts across the subject areas. - Understand and draw upon a variety of comprehension strategies as needed--re- reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. - Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents. - Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) of characters in a work of fiction. - U.S. History: Understand and interpret events, issues, and developments within and across eras of history. - Infer unstated reasons for actions based on evidence in the text.

Learning Targets -I can describe what it means to be free. -I can incorporate fictional information into factual details. -I can compose a persuasive argument (exploring the theme of education in Narrative of the Life of Frederick Douglass). Reading Strategies: Determining Importance Making Inferences Getting the “Gist” Close Reading Protocol

8th Grade Humanities, 4th quarter Modern Day Slavery: What does it mean to be free?

Guiding Questions What does it mean to be free? How can we help?

Texts and Resources Narrative of the life of Frederick Douglass (a section) The Emancipation Proclamation Declaration of Independence U.S. Constitution The Universal Declaration of Human Rights “I have a dream” Speech-Martin Luther King Jr. Various news articles documenting trafficking

Summary of Expedition Students will cap off their study of the Civil War with a small unit on modern day slavery. Students will first wrestle with the concept of freedom. Students will be introduced to “freedom” as it is defined in our country’s legal documents. They will then turn this question inward and ask themselves what it means to be free. Students will also interact with several portrayals of freedom in various short film clips. After students have analyzed the concept of “freedom” they will turn towards a study of modern day slavery. Students will research slavery at a global level first and eventually read first hand accounts of Oregon citizens. This unit will culminate in a service-learning project where students can choose how they will affect change and educate their peers on current slavery.

Oregon State Standards - Make connections to text, within text, and among texts across the subject areas. - Understand and draw upon a variety of comprehension strategies as needed--re- reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. - Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents. - U.S. History: Understand and interpret events, issues, and developments within and across eras of history. - Infer unstated reasons for actions based on evidence in the text.

Learning Targets -I can analyze the meaning of freedom. -I can create a PSA (or other service project) to educate other students on the issues of modern day slavery. -I can compare and contrast different primary source documents to establish points of view of each side. Reading Strategies: Determining Importance and Inference Getting the Gist

8th Grade Humanities, 2nd Semester 2013 Through the Eyes of Many, A Civil War Exploration (3&4)

Guiding Questions What choices do we make in the face of injustice? How does the Civil War pertain to us today? What does it mean to be free? How do primary source documents affect our understanding of history?

Texts and Resources The Killer Angels by Michael Shaara To be a Slave by Julius Lester Red Moon at Sharpsburg by Rosemary Wells Narrative of the life of Frederick Douglass (finishing up and referring to throughout) Lincoln’s Gettysburg Address The Emancipation Proclamation Lincoln’s First Inaugural Address

Summary of Expedition Students will continue to achieve an understanding of the war through the eyes of the soldiers, Abraham Lincoln and other citizens of the war. They will participate in literature circles in addition to interacting with several primary source documents including soldier letters, the Gettysburg Address, Lincoln’s First Inaugural Address and The Emancipation Proclamation. Students will also continue to write letters as their fictional civil war persona responding to various events in the war. Students will also compose a persuasive essay exploring the theme of education in Narrative of the Life of Frederick Douglass.

Oregon State Standards - Make connections to text, within text, and among texts across the subject areas. - Understand and draw upon a variety of comprehension strategies as needed--re- reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. - Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents. - Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) of characters in a work of fiction. - U.S. History: Understand and interpret events, issues, and developments within and across eras of history. - Infer unstated reasons for actions based on evidence in the text.

Learning Targets -I can describe what it means to be free. -I can incorporate fictional information into factual details. -I can compose a persuasive argument (exploring the theme of education in Narrative of the Life of Frederick Douglass). Reading Strategies: Determining Importance Making Inferences Getting the “Gist” Close Reading Protocol