Hello and Good Morning St. Constance Students and Parents!
Due to weather we are going to be doing virtual learning today. What follows will be instructions on reading your schedules, handouts that may be necessary for class, instructions for work both for those on Zoom and off, and instructions for those who will be joining me on Zoom today as to how the links will work. If at the end of this material you still have questions, please reach out at [email protected]
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Due to weather we are going to be doing virtual learning today. What follows will be instructions on reading your schedules, handouts that may be necessary for class, instructions for work both for those on Zoom and off, and instructions for those who will be joining me on Zoom today as to how the links will work. If at the end of this material you still have questions, please reach out at [email protected]
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How do the schedules work?
The schedules are fairly simple to follow and there will be two posted below. The first will detail only classes for the 5th grade. The second schedule will show times for history classes that will be meeting with me on Zoom (namely 8th grade as other grades will be assigned material to complete offline).
The schedules are fairly simple to follow and there will be two posted below. The first will detail only classes for the 5th grade. The second schedule will show times for history classes that will be meeting with me on Zoom (namely 8th grade as other grades will be assigned material to complete offline).
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If I have Zoom, where are the links?
If you have Zoom with me please use the following code to join my Google Classroom: wlk27fu
(Note: I should only have 5th and 8th join that classroom)
There will be a list of all links on that Classroom for my classes only. Please check other teachers' websites for specific instruction concerning any Zoom classes they are holding.
(Note: Use your first name as an identifier for Zoom. If you have a name that is not recognizable there is a chance you will not be let into the meeting. Please act accordingly)
If I have Zoom, where are the links?
If you have Zoom with me please use the following code to join my Google Classroom: wlk27fu
(Note: I should only have 5th and 8th join that classroom)
There will be a list of all links on that Classroom for my classes only. Please check other teachers' websites for specific instruction concerning any Zoom classes they are holding.
(Note: Use your first name as an identifier for Zoom. If you have a name that is not recognizable there is a chance you will not be let into the meeting. Please act accordingly)
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How will I know what to do whether I am on Zoom or completing material offline?
Below are instructions for each of my classes in order of the day. If you have any questions for any particularities of the day please reach out.
5th Religion:
There will be no religion. Please use this time to familiarize yourself with the instructions on this page, as well as an opportunity to check the pages of the other teachers.
5th Music:
There will be no specials today. Please check to see if there is any information on Ms. Emilia's website.
7th Social Studies:
I realize that some of you may not have your notebooks/handout on Enlightenment thinkers. With that said I am attaching the handout we have been going over in class below this post. For today's class I am going to require you to answer the following questions which will be covered in class tomorrow (Note that these should be in complete sentences and be able to be read without the question in hand and still make sense):
1: In what way does the social contract of Hobbes and Locke differ? (Who are the parties involved? Can it be broken?)
2: In what way does the viewpoint on natural rights (such as life, liberty and property) differ between Hobbes and Locke.
3: Looking at Montesquieu, what does he believe the cause was for mankind's original avoidance of war? What led us to wars?
4: For Montesquieu, what is the main purpose of government and what was the best form of government?
5: Read once more the section on Rousseau. Who was the sovereign in his government?
6: What form of government did Rousseau think best?
How will I know what to do whether I am on Zoom or completing material offline?
Below are instructions for each of my classes in order of the day. If you have any questions for any particularities of the day please reach out.
5th Religion:
There will be no religion. Please use this time to familiarize yourself with the instructions on this page, as well as an opportunity to check the pages of the other teachers.
5th Music:
There will be no specials today. Please check to see if there is any information on Ms. Emilia's website.
7th Social Studies:
I realize that some of you may not have your notebooks/handout on Enlightenment thinkers. With that said I am attaching the handout we have been going over in class below this post. For today's class I am going to require you to answer the following questions which will be covered in class tomorrow (Note that these should be in complete sentences and be able to be read without the question in hand and still make sense):
1: In what way does the social contract of Hobbes and Locke differ? (Who are the parties involved? Can it be broken?)
2: In what way does the viewpoint on natural rights (such as life, liberty and property) differ between Hobbes and Locke.
3: Looking at Montesquieu, what does he believe the cause was for mankind's original avoidance of war? What led us to wars?
4: For Montesquieu, what is the main purpose of government and what was the best form of government?
5: Read once more the section on Rousseau. Who was the sovereign in his government?
6: What form of government did Rousseau think best?
enlightenmentthinkers.pdf | |
File Size: | 92 kb |
File Type: |
8th Social Studies:
We will discuss in brief the work you have been doing the past few days. (Any material that was due today will be due on Friday)
Then you will be taking notes on the Nullification Crisis.
We will discuss in brief the work you have been doing the past few days. (Any material that was due today will be due on Friday)
Then you will be taking notes on the Nullification Crisis.
5th Social Studies:
Today we are going to be going over your study guides. If you do not have your copy, that is alright. I am attaching a PDF of the guide below that you can use during our discussion of it and I will check your guide on Friday. I am also including a scanned PDF of the chapter in your textbook if you do not have that on hand to study. The test will still be held on Friday as planned.
Today we are going to be going over your study guides. If you do not have your copy, that is alright. I am attaching a PDF of the guide below that you can use during our discussion of it and I will check your guide on Friday. I am also including a scanned PDF of the chapter in your textbook if you do not have that on hand to study. The test will still be held on Friday as planned.
colonies_study_guide.pdf | |
File Size: | 32 kb |
File Type: |
english_and_other_european_colonial_starts-pdf.pdf | |
File Size: | 3355 kb |
File Type: |
5th Spelling:
Continue to work on your unit/5x each/sentences and study for your test. If you do not have the book then use this time to read something of interest and we will determine your ability to take the test tomorrow.
6th Social Studies:
We will discuss the traits that make someone great on Friday (you will also haves hem time to reach a group consensus on three if you did not do so on Wednesday).
For today's class please see the PDF attachments below. I am going to ask that you read the background essay and answer all associated questions on the following page (This includes the definitions). Then make an attempt at completing the first two documents in the second attachment.
Continue to work on your unit/5x each/sentences and study for your test. If you do not have the book then use this time to read something of interest and we will determine your ability to take the test tomorrow.
6th Social Studies:
We will discuss the traits that make someone great on Friday (you will also haves hem time to reach a group consensus on three if you did not do so on Wednesday).
For today's class please see the PDF attachments below. I am going to ask that you read the background essay and answer all associated questions on the following page (This includes the definitions). Then make an attempt at completing the first two documents in the second attachment.
alexander_background_essay.pdf | |
File Size: | 144 kb |
File Type: |
alexander_documents_a_b.pdf | |
File Size: | 161 kb |
File Type: |
5th Reading:
We will only be meeting for one of our two class times. For the first period please complete the following questions (Use the book PDF attachment if you do not have your novel at home):
Tuck Everlasting: Chapter 13
1: Who is revealed to have taken the Tuck's horse?
2: Why might that person having possession of the horse be a problem? Think about what they are worried about when it comes to the spring.
Tuck Everlasting: Chapter 14
1: Winnie initially begins to see the Tucks as criminals and hopes her father is out looking for her. What changes her opinion of the Tucks to begin to see them as friends?
2: What idea does Jesse try to convince Winnie to follow?
Tuck Everlasting: Chapter 15
1: The man in the yellow suit returns to the Foster's with information on Winnie. What does he want in exchange?
Tuck Everlasting: Chapter 16
1: The man in the yellow suit has, up to this point, had a pleasant character. What changes in his character do we see when he is talking with the constable? What does this tell us about what the man in the yellow suit will do to get his way?
2: The constable mentions the gallows, mentioned earlier in the book as an important place. What might this foreshadow for the Tucks?
Finish Reading Chapter 17 before answering the following:
Tuck Everlasting: Chapter 17:
1: When we first meet the Tucks, we see that Miles is more serious than his brother Jesse. Besides the fact that he is older is there anything that may have contributed to him being more serious and cautious about the spring?
2: Why do you think Winnie asked Miles to let the fish go free?
We will only be meeting for one of our two class times. For the first period please complete the following questions (Use the book PDF attachment if you do not have your novel at home):
Tuck Everlasting: Chapter 13
1: Who is revealed to have taken the Tuck's horse?
2: Why might that person having possession of the horse be a problem? Think about what they are worried about when it comes to the spring.
Tuck Everlasting: Chapter 14
1: Winnie initially begins to see the Tucks as criminals and hopes her father is out looking for her. What changes her opinion of the Tucks to begin to see them as friends?
2: What idea does Jesse try to convince Winnie to follow?
Tuck Everlasting: Chapter 15
1: The man in the yellow suit returns to the Foster's with information on Winnie. What does he want in exchange?
Tuck Everlasting: Chapter 16
1: The man in the yellow suit has, up to this point, had a pleasant character. What changes in his character do we see when he is talking with the constable? What does this tell us about what the man in the yellow suit will do to get his way?
2: The constable mentions the gallows, mentioned earlier in the book as an important place. What might this foreshadow for the Tucks?
Finish Reading Chapter 17 before answering the following:
Tuck Everlasting: Chapter 17:
1: When we first meet the Tucks, we see that Miles is more serious than his brother Jesse. Besides the fact that he is older is there anything that may have contributed to him being more serious and cautious about the spring?
2: Why do you think Winnie asked Miles to let the fish go free?
pdf_tuck_everlasting.pdf | |
File Size: | 697 kb |
File Type: |