It's coming...

...and it will be a workout...for your brain.

The Second Ever CCAA Eighth Grade Scavenger Hunt: Friday, October 7

Freedom Riders Homework

Hello 8th graders,

I know all of you have been busy at work on your Freedom Riders layered curriculum level C assignments. Below are some helpful websites for the assignments. Please note that if you have any questions regarding the assignments, make sure to ask either Mr. Toomajian or I prior to the homework's due date.

• If you are interested in reading more about the Freedom Riders and nonviolence, the following links provide some more information: PBS Freedom Riders & Nonviolence, Civil Rights Movement & Nonviolence, and Video clip from about Freedom Riders & Nonviolence.
• There is a wonderful interactive map displaying the Freedom Riders travels from May 4-24, 1961 here:  Freedom Riders rides.
• You will be able to find detailed information on the people Diane Nash, Martin Luther King Jr, John F. Kennedy, Robert F. Kennedy, and Eugene “Bull” Connor on this page: People involved with the Freedom Rides. Make sure to used the right sidebar to locate the different people on this page. 
• Listen to some of the popular songs of freedom during the civil rights movement here: Songs of Freedom.
• Finally, if you have decided to create a timeline of the major events of the Freedom Rides, there is a great one on the PBS website that will be of great help: PBS Freedom Riders Timeline

If you happen to come across any other websites that you think could help with the assignments or that you think Mr. Toomajian and I would enjoy, please post the link in the comments sections. 

Have a great Friday!

Introducing the Freedom Riders

Today in the eighth grade, we launched our first unit: Freedom Riders.  The Freedom Riders were civil rights activists who rode interstate buses into the segregated South to test the Supreme Court’s ruling that outlawed segregation in interstate buses and the restaurants and waiting rooms in their terminals. The first Freedom Ride left Washington, D.C. on May 4, 1961, and was scheduled to arrive in New Orleans on May 17. Along the way, the Freedom Riders were attacked by the Ku Klux Klan, arrested, and worse. 

Over the next several days, we'll learn about these inspiring activists--many of whom were young college students.  We'll be viewing and discussing large portions of Freedom Riders, a PBS documentary.  To find out more, visit the documentary website, which includes timelines, photos, videos, maps, and more useful features.

Thanks for your strong participation in today's gallery walk.  See you tomorrow.

Remembering September 11, 2001

Today is the anniversary of 9-11.  Ten years ago, at 7:59 a.m., an airplane took off from Boston.  Fifteen minutes later, another airplane took off.  And within an hour of that, all hell broke loose in our city.  Every one of our lives changed because of what happened that day.

This post is an opportunity to share memories.  Every adult that I know can tell you exactly where they were on 9-11.  Many of you were only two or three years old in 2001.  But even you might have memories of your own.  In your comment, you answer any of the following questions:

• Where were you on September 11, 2001?  What do you remember?  How did you feel?  What did you think was happening?
• Where were your loved ones on 9-11?  Have you asked your parents what they were doing, what they were thinking, how they felt?  Other family members?  Older friends?  Teachers?  What are their stories?
• How is your life different today because of 9-11?  What were the consequences for you personally?  Did you move to a different place?  Did people in your family join the military and fight in wars?

Remember, please write at least a paragraph and use perfect grammar, spelling, and punctuation.  Be sure to sign your post.  Since this is a public website, when you sign your post, use only your first name, last initial, and class number.

Looking forward to seeing you tomorrow.

President Obama's Jobs Speech

Welcome, CCAA History students!

Tonight, President Obama is giving a speech regarding the United States' high unemployment rate. Over 9% of Americans want to work but can't find a job. Obama will make suggestions about how to put people back to work.

The speech will be online at nytimes.com at 7 and on many TV stations. When I get home tonight, I'll write a few discussion questions. In the meantime, feel free to post with your opinions. Make sure to use proper grammar and to sign your name.

E-mail me if you have questions. See you tomorrow!

UPDATE (10:35 p.m.): Thanks to everyone who's already posted. Great comments! I promised discussion questions tonight, but instead I'm going to sleep. You can leave comments all weekend, so if you're reading this on Thursday night, you too should go to sleep so you're all ready for Day Two. Hasta mañana.

UPDATE (10:00 p.m. Friday): Great to see you at school today. 

Here is a link to the president's speech.  Take a look.  The speech begins shortly after the 4 minute mark.  Up until then, it's mainly applause and the president shaking hands.

Here are some discussion questions.  You may want to answer one, some, or all of them.

• Do you think President Obama's jobs plan will work?  Why or why not?
• Which parts of Obama's plan seem most likely to work?  Which parts might fail?  Why?
• Our country is in debt.  That means that our country spends more than the government earns in taxes, so our government needs to borrow money from other countries to make ends meet.  Is this a good idea?  Could it ever be a good idea?
• Do you think the president communicated his ideas well?  What did you think of the way he spoke?  Is he a good speaker?  Give examples to support your opinion.

8th Grade Test Tomorrow!

If you're looking for help with tomorrow's test, have a look here, 8th graders:

Some fine sample sentences brought to you by class 803:

Theodore Roosevelt encouraged the Panamanians to gain independence from Colombia, so he could build the Panama Canal.

The Panama Canal was dug to shorten the sea route between the Atlantic and Pacific Oceans.

Yellow journalism caused the Americans to believe that the Spanish had destroyed the U.S.S. Maine.

The U.S. imperialized Mexico by fighting the Mexican War.

Here are your short answer questions:

1. Explain how the United States got involved in the Spanish-American War and explain how the United States benefited from the war.
2. Give TWO examples of how the United States practiced imperialism in the late 1800s and early 1900s. Mention TWO nations that the United States imperialized, explain how the U.S. gained control of each of these nations, and the effects of imperialism on these nations.
3. Explain the main causes of World War I and the immediate cause of World War I.
4. Describe the experiences of a soldier involved in trench warfare during World War I.

And some fine responses to some of them...

An answer to #1 from Robert of 801:
The U.S.S. Maine exploded in Cuba. In the papers, people started blaming Spain because they thought they were the ones who blew up the ship. This was an example of yellow journalism. At the same time, Cuba wanted freedom from Spain. After the Maine exploded, the United States got into the war and helped out Cuba. As a result of the war, when the U.S. won, the U.S. won some land. Two of those lands were Puerto Rico and the Philippines.

An answer to #2 from Jose of 804:
The United States practiced imperialism in many nations. Two imperialized nations were the Philippines and Hawaii. The U.S. imperialized Hawaii for its sugar plantations. They simply brought their battleships to Hawaii. Hawaii didn’t declare war since they thought it was hopeless. The U.S. also imperialized the Philippines for their land. They fought the Spanish-American War to get control of the Philippines. Then they fought in the Philippines to keep it.

An answer to #3 from Kimberllee and 803:
The main causes of World War I were militarism, alliances, imperialism, and nationalism. Militarism was the development of new weapons, imperialism encouraged countries to fight for distant lands, and nationalism made every country want to prove it was the best. These things caused Europe to be very tense. However, the immediate cause was the assassination of Archduke Franz Ferdinand. As a result of alliances, many countries then started to attack each other. World War I was called the Great War.

Good luck! Study well!

Upcoming Eighth Grade Test

Eighth graders, you've got a test this week.  802's test is Wednesday, 803 and 804 have tests on Thursday, and 801's test is Friday.  Here are the words you need to know and questions you need to answer, just in case you don't have the test information paper I handed out yesterday.

You will need to know these 10 terms and be able to use each of them in a good sentence:
1. Corporation
2. Merger
3. Monopoly
4. Trust
5. Sherman Antitrust Act
6. Gilded Age
7. Captain of industry
8. Robber baron
9. Progressive Movement
10. Reform

You will also need to answer two short answer questions. The questions will be chosen from this list:
1. Choose either Andrew Carnegie or John D. Rockefeller. Describe the businessman, including reasons why he is admirable AND reasons why he should NOT be admired.
2. Describe how monopolies and trusts work. Explain why monopolies and trusts are unfair to consumers (the people who buy a product).
3. Why did so many people die in the fire at the Triangle Shirtwaist Factory? What were the effects of the fire?
4. Choose one Progressive Era reformer. Describe the PROBLEMS he/she wanted to change, the ACTIONS he/she took to reform America, and the EFFECTS of his/her work on America.

If you have questions, you can e-mail me today or meet with me tomorrow after school.  Good luck!