- Tuesday, March 12 – Student Council $1 Jersey Dress Down
- Thursday, March 14 – Wizard of Oz Musical at 7 pm
- Thursday, March 14 – Stations of the Cross at 2:30 pm
- Friday, March 15 – Wizard of Oz Musical at 4 pm and 7 pm
- Friday, March 15 – Auction Shirt Dress Down
- Monday, March 18 – Reconciliation at 9 am (grades 2-8)
- Tuesday, March 19 – All school Mass at 9 am
- Wednesday, March 20 – D4D at Portillo’s starting at 5 pm
- Thursday, March 21 – Stations of the Cross at 2:30 pm
- Friday, March 22 – Auction Shirt Dress Down
That’s Ancient History (6)
The past two weeks students have been exploring Hinduism and the Indian caste system. The 6th graders began their study by working on an interactive digital notebook, through this students were able to explore the teachings and beliefs of Hinduism at their own pace. They worked to find images to represent new vocabulary, created Instagram posts of gods and goddesses, and explaining what they learned in a written paragraph. Students were then asked to build a house using the supplies provided to each group. Each group was given a variety of supplies and tools, differing with each group. Through this activity, students had the chance to see the differences between people at each level of the caste system. This led to a great discussion on the similarities and differences between these levels and the socio-economic classes in America and other countries. We then closely read multiple articles on the caste system in India, both past and present, and answered the critical thinking question: Did the caste system unit ancient India? To further investigate this idea, students explored the different belief system of Hindus by listening to an origin story about the teachings of dharma, how to live the life you were born into and the different responsibilities of people at each level of the caste system. This week the 6th graders will begin to look at Buddhism and how this religion came to be, its belief system, and more. The goal will be to analyze each religion and compare and contrast their similarities and differences.
The Constitutional Classroom (7)
The past two weeks students have been exploring the electoral college and legislative branch of the government. While learning about the president’s jobs we discussed how a president gets elected. To fully understand this tricky process, students began by learning how electoral votes are decided on for each state. As a class, we then voted on gummy bears and explored the differences between the popular and electoral vote using the website 270towin.com. The 7th graders then played a dice rolling game, attempting to win an election by winning the electoral vote. They were asked to compare the popular and electoral vote winner and explain what this might mean for election decisions. We then began by exploring the jobs of the legislative branch, mainly creating laws. Students then explored the steps of a bill becoming a law by analyzing and defining each step then creating a mini-poster with an illustration to explain the step. Students had the chance to take a walk in a congressperson’s shoes by creating a bill and arguing how to make that bill a law, in our case, how to make a new rule in our school. Students had to decide on a bill to discuss with their section of the government (House or Senate), determine adjustments to make, and then pass it on to the other parts of the government. Coming up this week we dive into the Bill of Rights. Students are working on a mini-Bill of Rights project throughout the week, analyzing why each amendment was chosen and explaining it in their own words. We will then explore Supreme court scenarios, assessing if any rights were attacked. Students should continue to study vocabulary and concepts on Quizlet and studying the running study guide and notes we have been making.
America on the World’s Stage (8)
After their dissident dictator speech presentations, the 8th graders explored the steps in the appeasement of Hitler and America’s isolationism at the beginning of the war through political cartoon and primary source analysis. We then dove into Pearl Harbor’s events, exploring the technology needed for such an act and the reaction to the attack. Students watched videos and closely read Roosevelt’s “Day that will Live in Infamy” speech, exploring the ideas and purpose of the speech. Once this speech was discussed, we compared it to Bush’s 9/11 speech, exploring how we as a nation reacted to these attacks on American soil. This week we will continue to explore America’s reaction to the attack on Pearl Harbor, looking closely at how we portrayed Japanese internment through government video footage, maps of the camps, and closely reading Executive Order 9066 and stories of teens in the camps. We will be exploring the question of why America decided to intern Japanese Americans and was it necessary? Once students have gained more knowledge of concentration camps in Europe, they will then compare Japanese internment to Jewish concentration camps.