Otto lilienthal helped to influence the Wright Brothers due to his creation of the "Lilienthal Glider". He considered this design to be the most succesful design of all his attempts. He was the most succesful German Glider Pioneer who stepped towards powered flight. This contraption consisted of twwo sets of wings made from a cloth material supported by wooden beams. This design was considered very succesful for him. In addition to the eings there is a seat for the pilot to sit and steer the glider from.

Freehand Map of the US

9/14
#9

Warm-up: Freehand Map of the United States

Without tracing or looking at a map of the United States, draw a map that represents the United States.  Use the entire paper by drawing all the way out to the edges of the sheet.

• Include a title
  
• Begin by drawing political borders
• Include major physical features (these should be color-coded)
  
• Do not forget a compass rose and key
• Label as many major political and physical features as you can
  

Written Communication

9/13/10

#8

Part I.  Communication can take many forms.  Name five of them:

Part II. Icons, pictures or symbols with widely known meanings, can replace the use of written words.  Identify five places where icons are used instead of written words.

Part III.  Look at the depth and complexity icons we will be using in class this year.  Read through the meanings of each and what the icon should indicate to you.

Depth & Complexity Icon Chart

 

Depth	Icon	Definition	Example
Language of the Discipline		What vocabulary terms are specific to the content or discipline?	Tools Jargon Icons Acronyms Special phrases Terms Slang Abbreviations
Details		What are the defining features or characteristics? Find examples and evidence to support opinions and ideas.	Parts Factors Attributes Variables Distinguishing Traits
Patterns		What elements reoccur? What is the sequence or order of events? Make predictions based on past events.	Predictability Repetition
Unanswered Questions		What information is unclear, missing, or unavailable? What evidence do you need? What has not yet been proven?	Missing Parts Incomplete Ideas Discrepancies Unresolved issues Ambiguity
Rules		What structure underlies this subject? What guidelines or regulations affect it? What hierarchy or ordering principle is at work?	Structure Order Reasons Organization Explanation Classification “Because…”
Trends		Note factors (Social Economic, Political, Geographic) that cause events to occur. Identify patterns of change over time	Influence Forces Direction Course of Action Compare, Contrast and Forecast
Ethics		What moral principles are involved in this subject? What controversies exist? What arguments could emerge from a study of this topic?	Values Morals Pro and Con Bias Discrimination Prejudice Judging Differing Opinions Point of View Right and Wrong Wisdom
Big Ideas		What theory or general statement applies to these ideas? How do these ideas relate to broad concepts such as change, systems, chaos vs. order, etc? What is the main idea?	Draw conclusions based on evidence Make generalizations Summarize Theory Principle Main Idea
Across the Disciplines		Relate the area of study to other subjects within, between, and across disciplines.	Connect Associate Integrate Lind Ideas Cross-Curricular study
Changes over Time		How are elements related in terms of the past, present, and future? How and why do things change? What doesn’t change?	Connecting points in time Examining a time period Compare and Contrast
Different Perspectives		How would others see the situation differently?	Different roles and knowledge Opposing viewpoints

 (Based upon the work of Sandra Kaplan)

Part IV.  Apply five of the icons to an analysis of Robert Frost's "The Road Not Taken":

Robert Frost (1874–1963).  Mountain Interval.  1920.

1. The Road Not Taken

TWO roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;         5   Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same,         10   And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back.         15   I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference.         20

Homework: US Geography

#7

Due Date: 9/17/10

United States Political Map

 

Introduction:  To fully understand United States history it is important to have knowledge of boundaries, states, and cities that make up the United States.

Objective:

-              Identify and use the atlas and gazetteer sections of your textbook

-              Know major historic locations and the changing boundaries of the United States.

Process:

Part I.

1.  Use the political map in your textbook, or other atlases available to you.  Answer the following questions on a sheet of paper, then locate and label the feature on your map.  (Remember, a city or town name includes the state in which it is found)

2.  Answer the following questions by naming the city that is represented by the geographic coordinates.  Then label the city on your map.

Example:  What town lies at 40 degrees N Latitude and 77 degrees W Longitude?

Answer:  The Town of Gettysburg, Pennsylvania lies at 40 degrees North latitude and 77 degrees West longitude.

3.  Write a short description of the importance of that city in US History or geography. Include a citation for the source you used to reference the importance of the city.

 

Example: The Town of Gettysburg, Pennsylvania lies at 40 degrees North latitude and 77 degrees West longitude.  Gettysburg is important to American history because it was the site of one of the most important battles of the US Civil War.  During the battle, the Union forces defeated the Confederates and scored their first major victory in the war.

Which historically significant US towns or cities are represented by the following geographic coordinates?:

1.         44N/69W

2.         33 N/117 W

3.         47N/122W

4.         26N/80W

5.         30 N/90 W

6.         40 N/75 W

7.         32N/80W

8.         38 N/90 W

9.         21N/158W

10.   65N/147W

 

Part II.

1. Use the Gazetteer section of your textbook to answer the following questions by finding the geographic coordinates for each of the named cities. 
2. Label the city on your map.

Example:  What are the geographic coordinates for Harper's Ferry, Virginia?

Answer:  Harper's Ferry Virginia is located at 39 degrees North latitude and 78 degrees West longitude.

    3.  Write a short description of the importance of that city in US History or geography. Include a citation for the source you used to reference the importance of the city.

 

Example: The Town of Harper's Ferry Virginia lies at 39 degrees North latitude and 78 degrees West longitude.  Harper's Ferry was the site of abolitionist John Brown's Raid against a military weapons store.  His hope was to successfully take control of Harper's Ferry and use the weapons to support the anti-slavery movement prior to the Civil War.  The raid was defeated by troops under the command of Robert E. Lee.

 

What are the geographic coordinates for each of the following historically significant US towns or cities?

1. Appomattox, Virginia

2. Jamestown, Virginia

3.         Lexington, Massachusetts

4.         Princeton, New Jersey

5.         Yorktown, Virginia

6.         Wounded Knee, South Dakota

7.         Washington, D.C.

8.         Boston, Massachusetts

9.         New York City, New York

10.   Plymouth, Massachusetts

 

 

 Part III.

This unit focuses on research and research skills. Use the Internet to Identify the following historical and modern elements of American society. As always, cite your source of information:

1. One major US city famous for its Roman architecture

2. One major US city with a strong cultural influence from China

3. One major US city with a strong cultural influence from Japan

4. One major US city with a strong cultural influence from Christianity

5. One major US city with a strong cultural influence from Islam

6. America's "fittest" city (list the criteria you are basing "fit" on).

7. America's least healthy city (list your criteria)

8. America's leading producer of corn

9. America's leading producer of beef

10. America's leading producer of a food of your choice

Warm-up: Entering the Room

9/8/10
#3

Warm-up: Entering the Classroom

 

Explain three important routines to be followed when entering Mr. Snedden's Humanities classroom.

(Explain-Give reason for; show logical development or relationship)

Homework Due 9/10/10

The following homework Assignments are due on Friday 9/10/10.

• Create your Google Account  (use jsnedden607@gmail.com for teacher email)
• Create your Quia Account
• Return your signed syllabus
• Bring in a picture of your favorite lunchtime food or meal
  
• INB #1:  Affixes

Part I.  The following prefixes and suffixes are listed in the order of highest % of all prefixed and suffixed words.  Create the chart on the front of page 1 in your INB.  Next to each prefix and suffix, write a 1 or 2 word meaning.

Prefix	Meaning	Suffix	Meaning
un-		-s, -es
re-		-ed
in-, im-, il-, ir-		-ing
dis-		-ly
en-, em-		-er, -or
non-		-ion, -tion-, ation, ition
in-, im-		-able, -ible
over-		-al, -ial
mis-		-y
sub-		-ness
pre-		-ity, -ty
inter-		-ment
fore-		-ic
de-		-ous, -eous, -ious
trans-		-en
super-		-er
semi-		-ive, -ative, -tive
anti-		-ful
mid-		-less
under-		-est

Part II.  Using prefixes and suffixes.  Visit the websites for two of the competitions you will be partaking in this year:

• Future Problem Solvers Program
• Greater San Diego Science Fair

Use the 20 most common prefixes and 20 most common suffixes to write a 1 page comparison of these two programs.

Part III.  Around the outside of the page create symbols or pictures that represent the learning you will be expected to do while preparing for these three competitions.  (The symbols/pictures must be colored).

What's for Lunch?

Warm-up: Quick write--What's For Lunch?

Pastrami on rye, clam chowder, cheese-steak sandwich, pizza, burger and fries, Caesar, Cobb, or House salad, carne asada, California roll.  Everyone thinks about it at least once a day, some plan for it before going to bed, some reflect back on great ones.  So what does having lunch say about individuals, communities, even society as a whole?

If you could have the perfect lunch, what would it be?  What would it say about you?  Where would it all come from?  Who else would choose to eat like you?  Answering this daily inquiry, "what's for lunch?" reveals information about not only the individual but the global community they belong to.   

Things to consider…

• What does your food choice say about you?
• What life experiences have you had that have guided you to your answer?
• How has your answer changed over time?  How might it change in the future?
• Who is involved with providing you with your choice?
• What really goes in to making this meal?
  

 

Part II: Share with your partner.  Partners will take notes and discuss your lunch with the class.

•     Partner notes:
  
• What is it about your partner's lunch that stands out the most?
• How does hearing about your partner's lunch impact your choice for lunch?
• Is there an anecdote that goes along with your partner's lunch choice?
  

Part III:  Summarize what's for lunch so that you have one sentence to tell your audience about what is important to you.

Part IV (Due 9/17):  Use Google Docs to create a 500-700 word personal narrative on the topic.  Save your document as "Lastname What's for Lunch?"  (Immediately share your Google Doc with clark.keri@gmail.com and jsnedden607@gmail.com)

• First Revisions:  With your assigned collaborator and any others you wish to collaborate with, begin making comments and suggestions on your partner's essay by focusing on the following writing strategies:
• Organization: Highlight the thesis statement and subsequent topic sentences in yellow
• Word Choice: Change the font color of transition words to blue
• Writing Applications: Identify narrative devices (such as stories or anecdotes) by highlighting them in pink
  

    ***See the attached Narrative Rubric for more details  Grade 8 | Grade 7

Part V (Due 9/24 ): 

• Second Revision: With your next assigned collaborator (8th graders this is a second collaborator), continue making comments and constructive criticism on your partner's essay.  Focusing specifically on:
• Organization:  You should have some background about the foods you selected >> a personal connection (story) to your topic >> a cultural or global impact (outside of your own sphere).  Insert a "comment" here to discuss this aspect of organization.
  
• Apostrophe use: Any word with an apostrophe (contraction or possessive) should be highlighted in green
• Personal pronouns: Any personal pronoun (I, me, my, we, us, our, you, your) should be highlighted in orange.

Part VI (Due 10/1):

• Third revision: With your next assigned collaborator, continue making comments and constructive criticism on your partner's essay.  We are focusing specifically on:
• Sentence variation: Change the font color of simple sentences to purple.  Change the font color of complex sentences to brown.  Leave the font color for compound sentences black.
  
• Spelling and grammar: Insert comments to point out repeated problems with spelling and grammar
  

Additional Assignments:
- Outlining and graphically organizing ideas in preparation for essay writing
- Research of ingredient names and etymology
- Research of ingredient origins and global production
- Analysis of cultural significance (religious, historic, contemporary)
- Analysis of nutritional value