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Acknowledgments

Complete Curriculum’s K-12 curriculum been team-developed by a consortium of teachers, administrators, educational and subject matter specialists, graphic artists and editors.

In a collaborative environment, each professional participant contributed to ensuring the quality, integrity and effectiveness of each Compete Curriculum resource was commensurate with the required educational benchmarks and contemporary standards Complete Curriculum had set forth at the onset of this publishing program. �

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Lesson 1 Vocabulary List One Frequently Used Words Objective: The student will recognize frequently encountered words, read them fluently, and understand the words and their history.

Lesson 2 Make Me Laugh! Thomas Nast – “Cartoonist for America” Objective: The student will be introduced to analyzing the various ways that visual image-makers (graphic artists, illustrators) communicate information and affect impressions and opinions.

Lesson 3 Written Humor The Ransom of Red Chief by O. Henry Objective: The student will analyze global themes, universal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.

Lesson 4 Writing Diary Entries Objective: The student will set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative as a diary entry.

Lesson 5 Vocabulary Assessment—List One Journal Writing Objective: The student will demonstrate understanding of and familiarity with the Vocabulary words introduced in Vocabulary List One.

Lesson 6 Vocabulary List Two Objective: The student will recognize frequently encountered words, read them fluently, and understand the words.

Lesson 7 Communicate With Humor Create a Comic Strip Objective: The student will read an informational article on the origin of comic books, then create an original comic strip or cartoon.

Lesson 8 Drawing and Revising a Cartoon Objective: The student will improve writing and communication skills by revising the cartoon created in the previous Lesson.

Lesson 9 Using Humor in Writing Objective: The student will learn and recognize the elements of humor and employ those elements in an original composition.

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Lesson 10 Vocabulary Assessment—List Two Revising Humorous Writing Objective: The student will revise the humorous writing piece from Lesson 9 and assess its quality by using a rubric. The student’s knowledge of Vocabulary words in List Two will be assessed. Lesson 11 Vocabulary List Three Objective: The student will recognize frequently encountered words, read them fluently, and use them correctly in speech and writing. Lesson 12 Early American Culture The Ballad of John Henry Objective: The student will study the influence of early North American immigrants on America’s oral tradition.

Lesson 13 Rip Van Winkle by Washington Irving Objective: The student will read an example of early American literature for comprehension and appreciation. The student will pay special attention to the setting as a literary element. Lesson 14 American and World Folklore Henry Hudson and the Catskill Gnomes Retold by S. E. Schlosser Objective: The student will study an example of American folklore, then research international examples of folklore, and compare them to each other. Lesson 15 Vocabulary Assessment—List Three Using Quotation Marks Objective: The student will participate in a Vocabulary Assessment. The student will compose dialogue correctly using quotation marks. Lesson 16 Vocabulary List Four Frequently Misspelled Words Objective: The student will take time to recognize frequently misspelled words. Lesson 17 The Adventure of the Speckled Band by Arthur Conan Doyle Objective: The student will read a short story for comprehension and appreciation. The student will identify the literary elements of conflict, plot, and characterization. The student will use deductive reasoning to solve problems.

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Lesson 18 Writing a Mystery Story Objective: The student will write a mystery story which can be solved using deductive reasoning.

Lesson 19 Writing a Mystery Story Objective: The student will produce a mystery story demonstrating evidence of deductive reasoning, and control over writing conventions.

Lesson 20 Vocabulary Assessment—List Four Journal Writing Objective: The student will learn to recognize words that are often misspelled. The student will respond to a writing prompt. Lesson 21 Vocabulary List Five Homonyms Objective: The student will learn to recognize words that sound the same, but have different meanings and different spellings. The student will practice usage of homonyms. Lesson 22 Self Discovery . . . Who Are You? Objective: The student will practice introspection to compose an autobiographical poem.

Lesson 23 What’s in a Name? Rumpelstiltskin Objective: The student will read a German fairy tale. The student will study the themes evident in the tale, then will write a composition reacting to one of the themes.

Lesson 24 The Heart Project A Timeline of Your Life Objective: The student will participate in a retrospective activity including family genealogy, a timeline, autobiographical writing, and goal setting.

Lesson 25 Your Family Tree Objective: The student will continue to participate in a retrospective activity including family genealogy, a timeline, autobiographical writing, and goal setting.

Lesson 26 A Special Event Objective: The student will participate in a retrospective activity including family genealogy, a timeline, autobiographical writing, and goal setting.

Lesson 27 Your Future Objective: The student will participate in a retrospective activity including family genealogy, a timeline, autobiographical writing, and goal setting.

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Lesson 28 Vocabulary List Five—Assessment Journal Writing Objective: The student will demonstrate ability to recognize and can use homonyms in correct sentences. Lesson 29 Do You Know This Word? Objective: The student will recognize homonyms that are most often mixed up and misspelled. Lesson 30 Haiku Objective: The student will study the Japanese poetry form haiku. The student will create original haiku verses. Lesson 31 Vocabulary List Six—Commonly Confused Words Descriptive Writing Objective: The student will work on recognizing and spelling commonly confused words. The student will use figures of speech to describe a personal experience. Lesson 32 Master of Mood: Edgar Allan Poe The Tell-Tale Heart by Edgar Allan Poe Objective: The student will read a classic American short story for comprehension and appreciation, focusing on the author’s descriptive powers and the mood of the story. The student will gain expertise in written and expressive skills by responding to the story. Lesson 33 Responding to The Tell-Tale Heart by Edgar Allan Poe Objective: The student will create a written piece to highlight Poe’s development of mood and to increase his audience’s appreciation of Poe’s craft.

Lesson 34 The Open Window by Saki Objective: The student will read a short story, understand and recognize satire, and interpret and analyze characters and events in the story. Lesson 35 Vocabulary List Six— Assessment Which Author Kept You Reading? Objective: The student will demonstrate understanding and use of confusing words used often in their reading and writing. The student will compare The Tell-Tale Heart and The Open Window in a written response.

Lesson 36 The Call of the Wild by Jack London Introduction and Chapter One – Into the Primitive Objective: The student will analyze the structure, elements, style and purpose of narrative genre including historical fiction, science fiction and realistic fiction.

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Lesson 37 The Call of the Wild by Jack London Chapters Two— The Law of the Club and the Fang Objective: The student will analyze the structure, elements and style of a work of fiction. Lesson 38 The Call of the Wild by Jack London Chapter Three – The Dominant Primordial Beast Objective: The student will continue to analyze the structure, elements and style of a work of fiction using a reading log in preparation for further activity.

Lesson 39 The Call of the Wild by Jack London Chapter Four – Who Has Won to Mastership Objective: The student will continue to analyze the structure, elements and style of a work of fiction using a reading log in preparation for further activity.

Lesson 40 The Call of the Wild by Jack London Chapter Five – The Toil of Trace and Trail Objective: The student will continue to analyze the structure, elements and style of a work of fiction using a reading log in preparation for further activity.

Lesson 41 The Call of the Wild by Jack London Chapter Six–For the Love of a Man Objective: The student will continue to analyze the structure, elements and style of a work of fiction using a reading log in preparation for further activity.

Lesson 42 The Call of the Wild by Jack London Chapter 7 – The Sounding of the Call Objective: The student will continue to analyze the structure, elements and style of a work of fiction using a reading log in preparation for further activity.

Lesson 43 Responding to The Call of the Wild by Jack London Objective: The student will analyze The Call of the Wild by studying setting, plot, characters, and conflict. Lesson 44 The Call of the Wild by Jack London Worksheet Objective: The student will demonstrate knowledge of the story The Call of the Wild.

Lesson 45 The Call of the Wild by Jack London Quiz Objective: The student will demonstrate knowledge of the content of The Call of the Wild.

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Lesson 46 Tell Us a Story…Your Story! Objective: The student will set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative. The student will apply a variety of pre-writing strategies and organize rising and falling actions in a story.

Lesson 47 Tell Us a Story Character Development Objective: The student will create a work of fiction and develop characters which have depth and personality.

Lesson 48 Writing a Story—The First Draft Objective: The student will draft focused ideas experimenting with various ways of sequencing; drafting for coherence and consistency in word choice, structure, and style.

Lesson 49 Writing a Story – Proofreading and Editing Objective: The student will proofread and edit writing using grade-level expectations.

Lesson 50 Writing a Story – The Finishing Touches Objective: The student will write a cohesive fictional story.

Lesson 51 Success is Yours! Objective: The student will evaluate his story for organization, editing, presentation, English conventions, and literary elements.

Lesson 52 Vocabulary List Seven Different Kinds of Sentences Objective: The student will use a variety of grammatical structures in sentence compositions. The student will identify and create simple, compound, and complex sentences. Lesson 53 What is the name of that word? Sentence Combining Objective: The student will learn, identify, and use the various parts of speech present in the English language. Lesson 54 Complex, Not Complicated! Objective: The student will use a variety of grammatical structures in compositions. Lesson 55 Adjective Clauses Objective: The student will use adjective clauses in compositions. The student will develop effective writing strategies.

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Lesson 56 Adverb Clauses Objective: The student will use adverb clauses in compositions. The student will develop writing skills. Lesson 57 Participles and Participial Phrases Objective: The student will learn to identify and use participial phrases. Lesson 58 Gerunds and Gerund Phrases Objective: The student will learn a variety of grammatical structures in compositions including infinitives, gerunds, participial phrases. Lesson 59 Informational Reading “Thomas Alva Edison: Birthplace and Early Life” Objective: The student will read for information, identify key points, and summarize the information in writing.

Lesson 60 Vocabulary List Seven—Assessment Objective: The student will increase Vocabulary word recognition to enhance reading and writing skills. Lesson 61 Vocabulary List Eight The Many Sounds of “S” Objective: This Vocabulary Lesson will teach the student to recognize the different sounds and spellings for the letter “s.” Lesson 62 The Gift of the Magi by O. Henry Objective: The student will read classic literature as an introduction to irony. Key Vocabulary: Irony of situation is a discrepancy between the expected result and the actual result. In literature, it is typically used for humorous or dramatic effect.

Lesson 63 Vocabulary List Eight—Assessment Improving the World Writing Assignment Objective: The student will use correct spelling of sounds expressed with different letters. Lesson 64 Reading Strategies Objective: The student will learn to practice active reading strategies to enhance understanding and enjoyment of books and stories.

Lesson 65 Understanding a Story’s Background Objective: The student will gain understanding for the background of a story using his or her own research methods.

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Lesson 66 Vocabulary List Nine Introduction to A Christmas Carol by Charles Dickens Objective: The student will recognize and use correct spelling conventions in the context of writing and reading. Lesson 67 A Christmas Carol by Charles Dickens Stave One– Marley’s Ghost Objective: The student will plan, monitor, regulate, and evaluate skills, strategies, and processes for reading comprehension by applying appropriate metacognitive skills. Lesson 68 Vocabulary List Nine Writing Assignment Based upon Stave One of A Christmas Carol Objective: The student will demonstrate reading and Vocabulary word comprehension by writing a descriptive essay based upon Stave One of A Christmas Carol.

Lesson 69 A Christmas Carol by Charles Dickens Stave Two – The First of the Three Spirits Objective: The student will read Stave Two and demonstrate knowledge of A Christmas Carol.

Lesson 70 A Christmas Carol by Charles Dickens Stave Two Assessment Objective: The student will demonstrate knowledge of A Christmas Carol and mastery of the Vocabulary words for Stave Two.

Lesson 71 A Christmas Carol by Charles Dickens Stave Three – The Second of the Three Spirits Objective: The student will actively read Stave Three of A Christmas Carol using strategies learned in Lesson 64.

Lesson 72 A Christmas Carol by Charles Dickens Stave Three – The Second of the Three Spirits Word Analogies Objective: The student will recognize and discuss the theme of A Christmas Carol. Lesson 73 A Christmas Carol by Charles Dickens, Stave Four– The Last of the Spirits Objective: The student will actively read A Christmas Carol and practice descriptive writing or drawing.

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Lesson 74 A Christmas Carol by Charles Dickens Character Study Objective: The student will create a character and write a story about this character.

Lesson 75 A Christmas Carol by Charles Dickens Stave Five – The End of It Objective: The student will complete the reading of A Christmas Carol and understand and recognize character development.

Lesson 76 A Christmas Carol – Reflection and Review Objective: The student will demonstrate an understanding of A Christmas Carol by writing test questions for the entire story.

Lesson 77 A Christmas Carol Assessment Objective: The student will recall the details and show understanding of the literary elements in this story.

Lesson 78 Vocabulary List Nine The Impact of Memories Objective: Through a writing assignment, the student will display an understanding of the impact of memories as shown through Scrooge in A Christmas Carol.

Lesson 79 A Closer Look at Verbs Objective: The student will review the use of verbs.

Lesson 80 Writing a Comparison and Contrast Essay Objective: The student will write a comparison and contrast essay.

Lesson 81 Vocabulary List Ten – Assessment Objective: The student will recognize and apply frequently used words.

Lesson 82 Reading Non-Fiction “World Eskimo-Indian Olympics” Objective: The student will read informational articles finding facts and assimilating information.

Lesson 83 Reading Non-Fiction “Amelia, Where are you?” Objective: The student will actively read an informational article and practice note taking skills.

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Lesson 84 Reading Non-Fiction “The Barringer Meteorite Crater Reading” Objective: The student will actively read an informational article for information and meaning.

Lesson 85 Recalling Vocabulary and Retaining Information Objective: The student will become familiar with frequently used words, understanding their definitions, knowing their spellings, and using them correctly in sentences. The student will summarize the informational articles in Lessons 82, 83, and 84.

Lesson 86 Reading Non-Fiction “Louis Pasteur” Objective: The student will continue using an active reader technique for informational articles.

Lesson 87 Reading Non-Fiction “Wonder of Wonders: Nature at its Best” Yellowstone National Park Objective: The student will be an active reader while reading information articles.

Lesson 88 Writing an Informational Article Yellowstone National Park Objective:: The student will use her skill as a writer to produce an informational article about Yellowstone National Park.

Lesson 89 Writing an Informational Article, Continued Yellowstone National Park Objective: The student will use research skills to get accurate information, take notes and write about a topic.

Lesson 90 Reading Skills Assessment The Call of the Wild by Jack London Excerpt from Chapter VII – The Sounding of the Call Objective: The student will participate in an Assessment measuring reading skills and analysis.

Lesson 91 Reading for Information Robert E. Lee Objective: The student will apply significant knowledge from grade-level social studies and U.S. History. The student will practice note taking skills, reading comprehension strate-gies, and improve Vocabulary.

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Lesson 92 A Timeline of Civil Rights Objective: The student will apply significant knowledge of grade-level social studies. The student will demonstrate the ability to read a timeline. Lesson 93 Reading for Information “Our Constitution” Objective: The student will apply significant knowledge from social studies. Lesson 94 Analogies Objective: The student will know the meanings of words encountered frequently in grade-level reading. The student will demonstrate expertise in finding how words are related. Lesson 95 Vocabulary List Eleven Building Vocabulary and Writing Skills Objective: The student will master the skill of learning and using an expanded Vocabulary. Lesson 96 Biographical Sketch of Booker T. Washington “Booker T. Washington” Objective: The student will read a biographical sketch of Booker T. Washington and show comprehension by answering questions about the reading. The student will be introduced to the author of the book covering Lessons 97 through 116. Lesson 97 Up From Slavery by Booker T. Washington Introduction, Chapter One Objective: The student will read an autobiography and evaluate it for evidence of stereotypes. The student will respond to the book in writing to provide evidence of understanding. Lesson 98 Up From Slavery by Booker T. Washington Chapter Two Objective: The student will continue to read an autobiography for understanding and will evaluate the book as an example of the culture and philosophy of the era in which it was written. Lesson 99 Up From Slavery by Booker T. Washington Chapter Three Objective: The student will continue reading Booker T. Washington’s autobiography and evaluate the impact of racial identity on the author. Lesson 100 Up From Slavery by Booker T. Washington, Chapter Four Objective: The student will continue to gain insight, perspective, and comprehension skills by reading an autobiographical account.

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Lesson 101 Up From Slavery by Booker T. Washington Chapter Five Objective: The student will continue reading Booker T. Washington’s autobiography for comprehension, appreciation, and exposure to new ideas. Lesson 102 Up From Slavery Written Reflection Objective: The student will reflect on the issues and ideas prompted in Chapters 1-5 of Up From Slavery and write a reflective essay expressing them. Lesson 103 Up From Slavery by Booker T. Washington Chapter Six Objective: The student will read Up From Slavery for appreciation, comprehension, and exposure to new ideas. The student will demonstrate comprehension by answering questions at the end of the reading. Lesson 104 Up From Slavery by Booker T. Washington Chapter Seven Objective: The student will actively read Booker T. Washington’s autobiography and answer comprehension questions following Chapter Seven. Lesson 105 Up From Slavery by Booker T. Washington Chapter Eight Objective: The student will read Up From Slavery for comprehension and enjoyment, increasing Vocabulary and demonstrating understanding. Lesson 106 Up From Slavery by Booker T. Washington Chapter Nine Objective: The student will actively read Booker T. Washington’s autobiography for enjoyment, understanding, and evaluation. Lesson 107 Up From Slavery by Booker T. Washington Chapter Ten Objective: The student will continue reading Up From Slavery to increase Vocabulary, understand another place and time, and develop understanding of race in America. Lesson 108 Up From Slavery by Booker T. Washington Reflecting on the Benefits of Handmade Goods Objective: The student will demonstrate knowledge of Up From Slavery. The student will create a writing piece speaking in the voice of a student of the Tuskegee Institute in Booker T. Washington’s day.

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Lesson 109 Up From Slavery by Booker T. Washington Chapter Eleven Objective: The student will read an autobiographical piece. The student will investigate rail travel in late nineteenth century America and compute the cost. Lesson 110 Up From Slavery by Booker T. Washington Chapter Twelve Objective: The student will continue reading and appreciation of Booker T. Washington’s autobiography. Lesson 111 Up From Slavery by Booker T. Washington Chapter Thirteen Objective: The student will continue reading Up From Slavery for appreciation and comprehension. Lesson 112 Up From Slavery by Booker T. Washington Chapter Fourteen Objective: The student will read Chapter Fourteen of Up From Slavery for appreciation and comprehension. Lesson 113 Up From Slavery by Booker T. Washington Chapter Fifteen Objective: The student will read Up From Slavery and continue to expand understanding of the author and the times in which he lived. Lesson 114 What is Your Passion? Writing Persuasively Objective: The student will exhibit personal style and voice to create a persuasive essay. Lesson 115 Up From Slavery by Booker T. Washington Chapter Sixteen Objective: The student will read Booker T. Washington’s autobiography. She will demonstrate comprehension and build understanding of the author and the America in which the story takes place. Lesson 116 Up From Slavery by Booker T. Washington Chapter Seventeen Objective: The student will complete Up From Slavery, once again demonstrating understanding of the reading, and the times and culture of Booker T. Washington’s day. Lesson 117 Comparing and Contrasting Up From Slavery and A Christmas Carol Objective: The student will create a composition comparing and contrasting two literary pieces. The student will analyze and evaluate both pieces and demonstrate expertise in written expression.

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Lesson 118 Completing and Evaluating the Comparison and Contrast Essay – A Christmas Carol and Up From Slavery Objective: The student will continue the writing process of the comparison and contrast essay begun in Lesson 117. Lesson 119 Verbs: What do they do in a sentence? Objective: The student will review and master the purpose of verbs in sentences. Lesson 120 What is an Adverb? Objective: The student will recognize and master the use of adverbs in writing. Lesson 121 Words to Wow Your Writing! Objective: The student will study Vocabulary for meaning, spelling, and applied use in writing. Lesson 122 Expository Writing: How Healthy are You? Objective: The student will use a variety of Vocabulary words to communicate in writing more effectively. Lesson 123 Dream Camp Objective: The student will draft ideas experimenting with various ways of sequencing ideas chronologically by importance. Lesson 124 Dream Camp – Scheduling Activities Objective: The student will plan activities for Dream Camp. The student will develop staffing requirements and an advertising program for the camp. Lesson 125 Vocabulary List Twelve – Assessment Objective: The student will be assessed on the spelling and meaning of the Vocabulary words. Lesson 126 Vocabulary List Thirteen Words Worth Using Objective: The student will learn more Vocabulary words to use in spoken and written expression. Lesson 127 Dream Camp – Eating Healthy Objective: The student will research dietary information to design healthy menus for Dream Camp. Information will be synthesized to create the menus.

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Lesson 128 Dream Camp – Staying Physically and Mentally Fit Objective: The student will continue the dream camp project by ordering and planning camper schedules. Lesson 129 What is…Just So? “How the Whale Got His Throat” by Rudyard Kipling Objective: The student will analyze organizational patterns including chronological sequence, compare/contrast and cause/effect. Lesson 130 Vocabulary List Fourteen-Assessment Uh-oh! A Writing Assignment Objective: The student will apply deductive reasoning and writing skills by writing an essay on a personal life experience about making the wrong decision or taking the wrong action and what was learned from it. Lesson 131 Vocabulary List Fifteen What a Conundrum! Objective: The student will learn to decode new words and understand the meaning of new words. Lesson 132 Personification Objective: The student will exhibit personal style and voice by using personification to enhance the written message. Lesson 133 The Power of Words and Pictures Objective: The student will interpret and analyze the various ways in which visual image-makers (e.g., graphic artists, illustrators) communicate information and affect impressions and opinions, and will become more conscious of advertising techniques. Lesson 134 Descriptive Language Objective: The student will use words to create descriptive images in compositions. Lesson 135 Vocabulary List Fifteen—Assessment It Won’t be a Conundrum! Objective: The student will be assessed on the spelling and meaning of Vocabulary words. Lesson 136 Vocabulary List Sixteen It was Serendipity! Objective: The student will determine the meaning of words and Vocabulary.

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Lesson 137 Rikki-tikki-tavi by Rudyard Kipling Objective: The student will analyze the role of rising and falling actions, minor characters in relation to conflict, and creditability of the narrator. Lesson 138 Assess Rikki-tikki-tavi Assessment Objective: The student will analyze author’s craft including symbolism, imagery, and consistency to develop credible narrators, rising and falling actions, and minor characters. Lesson 139 Writing Dialogue Objective: The student will display a personal writing style and voice into a narrative writing assignment. Lesson 140 Vocabulary List Sixteen – Assessment Idioms Objective: The student will learn the meaning and spelling of commonly used words. Lesson 141 Vocabulary List Seventeen Articulate! Objective: The student will become familiar with frequently used words and their meanings to increase Vocabulary. Lesson 142 The Lady, or the Tiger? by Frank R. Stockton Objective: The student will read and analyze a classic short story, build Vocabulary skills, summarize it orally, practice reflection and perform analysis. Lesson 143 Debate: The Lady, or the Tiger? by Frank R. Stockton Objective: The student will participate in a debate and will utilize research skills, oral presentation skills, and organization skills. Lesson 144 The Story of Dr. Dolittle by Hugh Lofting Chapters One, Two and Three Objective: The student will be enthusiastic about reading and become an independent reader. Lesson 145 Vocabulary List Seventeen – Assessment Punctuation Practice Objective: The student will practice correct spelling for frequently used words. The student will also practice using punctuation marks.

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Lesson 146 Vocabulary List Eighteen The Persuasive Essay Objective: The student will learn to use correct spelling of frequently used words and will write a persuasive essay. Lesson 147 The Story of Dr. Dolittle by Hugh Lofting Chapters Five and Six Objective: The student will be enthusiastic about reading and become an independent reader. Lesson 148 Writing a Children’s Story Objective: The student will set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece. Lesson 149 Writing a Children’s Story, Continued Objective: The student will set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative. Lesson 150 Vocabulary List Eighteen – Assessment “How the Leopard Got its Spots” by Rudyard Kipling Objective: The student will, in the context of writing, use correct spelling conventions. Lesson 151 Vocabulary List Nineteen Literary Terms Objective: The student will acquire and apply strategies to identify unknown words and construct meaning. Lesson 152 “How the Alphabet Was Made” by Rudyard Kipling Objective: The student will read one of Kipling’s Just So stories for comprehension and appreciation. Lesson 153 Tall Tales, Folk Tales, and Fables Rapunzel by The Brothers Grimm Objective: The student will read a fairy tale, then research international tales to compare and summarize. Lesson 154 Comparing Folk Tales Objective: The student will analyze the structure, elements, style, and purpose of narrative genre.

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Lesson 155 Vocabulary List Nineteen Assessment Writing a Folk Tale Objective: The student will determine the meaning of words and including literary terms.

Lesson 156 Vocabulary List Twenty Using Context to Build Vocabulary Objective: The student will develop the skill of figuring out the meaning of a new word through context clues.

Lesson 157 The Impact of Immigration Objective: The student will consider the impact of immigrants on United States culture and create a composition on that topic.

Lesson 158 Nonviolent Resistance “Mahatma Gandhi” Objective: The student will read an informational article about Gandhi. The student will think about and analyze his contributions to the world, then create a composition on the subject.

Lesson 159 From Coast to Coast Objective: The student will complete a research and writing assignment on travelingfrom coast to coast in the U.S which will require application of skills and knowledge in math, social studies, geography and science.

Lesson 160 Vocabulary List Twenty – Assessment Sensory Writing Objective: The student will know the meanings of words encountered in grade-level reading.

Lesson 161 Vocabulary List Twenty-One: Homophones and Homographs Newspaper Article Writing Objective: The student will acquire and apply strategies to identify homophones and homographs. The student will improve written communication skills by practicing news writing strategies.

Lesson 162Vocabulary List Twenty-One –Assessment Time CapsuleObjective:: The student will determine the meaning of words and phrases including content area Vocabulary. The student will read for information and practice summarization skills. The student will select items in the newspaper that identify us a people and explain why they are representative.

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Lesson 163 Vocabulary List Twenty-Two – More Commonly Confused Words If You Were an Animal . . . Objective: The student will learn to distinguish between Vocabulary words of similar pronunciation and be able to use them correctly. Lesson 164 Conducting Research, Note-taking and Paraphrasing “The Candy with the Maker’s Name” Objective: The student will formulate research questions that demonstrate critical evaluation of multiple resources, perspectives and culminate in a final project. Lesson 165 Conducting Research and Taking Notes on a Chosen Topic Objective: The student will formulate research questions that demonstrate critical evaluation of resources. Lesson 166 Research Guidelines Objective: The student will formulate a research question that demonstrates critical evaluation of multiple resources. Lesson 167 Developing a Research Topic Objective: The student will formulate research questions that demonstrate critical evaluation and will culminate in a project. Lesson 168 Developing a Thesis Statement Making an Outline Objective: The student will produce a final research product Lesson 169 Writing a Research Paper Objective: The student will write the first draft of a formal research paper supporting a thesis statement based upon information researched, organized and outlined. Lesson 170 Vocabulary List Twenty-Two – Assessment Word Origins Objective: The student will be assessed on correctly using commonly confused words; the student will gain more awareness of how the English language has been influenced by foreign languages and cultures. Lesson 171 A Dynamic Language “Jack Kilby” Objective: The student will know the meanings of words frequently encountered words while reading and recognize their origin.

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Lesson 172 The Cat that Walked by Himself by Rudyard Kipling Objective: The student will read one of Kipling’s Just So stories, then will demonstrate summarization skills. Lesson 173 “The Crab that Played with the Sea” by Rudyard Kipling Objective: The student will read one of Kipling’s Just So stories and demonstrate understanding by answering comprehension questions following the reading.

Lesson 174 “The Butterfly that Stamped” by Rudyard Kipling Objective: The student will read a Kipling Just So story for comprehension and appreciation. Lesson 175 Vocabulary List Twenty-Three Introduction to A Dog’s Tale by Mark Twain Objective: The student will know the meanings of words encountered in grade-level reading context. Lesson 176 A Dog’s Tale by Mark Twain Objective: The student will read a classic short story recognizing the underlying meaning and using inferences. Lesson 177 Reading for Information “When Laundry was a Real Chore” Objective: The student will read an informational article to demonstrate comprehension and ability to identify important points. The student will use this information in Lesson 179 as part of an essay comparing two articles. Lesson 178 Reading for Information “Car of the Future?” Objective: The student will read an informational article then create a written response using details from the article to support a point. Lesson 179 Comparing Informational Articles Objective:: The student will reflect on two informational articles, and then write an essay comparing them and demonstrating mastery of the conventions of English. Lesson 180 Punctuation and Grammar – Review and Assessment Objective: The student will use correct writing conventions.

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To the Student

Each daily Lesson begins with a question. This isn’t a trick question – you can’t study for this question – but you do have to think about it before you answer. The more you think, write or talk about your answer, the more relevant the material will become, the more interested you will be in what you are about to learn, and the better you will be able to understand and apply what you are about to learn.

Take Off To a Fine Start In Language Arts!

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Eighth Grade Language Arts Common Core Alignment

Complete Curriculum Lesson

Reading: Literature--Key Ideas and Details

RL.8.1. Cite the textual evidence that most stronglysupports an analysis of what the text says explicitly as wellas inferences drawn from the text.

13, 14, 17, 32, 34, 42, 61, 69, 70,79, 75 77, 137, 138, 142, 144, 154,173, 176

RL.8.2. Determine a theme or central idea of a text andanalyze its development over the course of the text,including its relationship to the characters, setting, andplot; provide an objective summary of the text.

17, 23, 32, 34, 36 45, 62, 67, 69 77,137, 138, 142, 144, 154, 172, 173,176

RL.8.3. Analyze how particular lines of dialogue or incidentsin a story or drama propel the action, reveal aspects of acharacter, or provoke a decision.

3, 17, 32, 34, 36, 38, 40, 69, 70,138, 144, 154, 173, 174, 176

--Craft and StructureRL.8.4. Determine the meaning of words and phrases asthey are used in a text, including figurative and connotativemeanings; analyze the impact of specific word choices onmeaning and tone, including analogies or allusions to other

1, 3, 5, 6, 11, 13, 15, 17, 21, 32, 36,37

RL.8.5. Compare and contrast the structure of two or moretexts and analyze how the differing structure of each textcontributes to its meaning and style. 14, 35, 154

RL.8.6. Analyze how differences in the points of view of thecharacters and the audience or reader (e.g., createdthrough the use of dramatic irony) create such effects assuspense or humor. 135, 174--Integration of Knowledge and Ideas

RL.8.7. Analyze the extent to which a filmed or liveproduction of a story or drama stays faithful to or departsfrom the text or script, evaluating the choices made by thedirector or actors. 77,RL.8.8. (Not applicable to literature)

RL.8.9. Analyze how a modern work of fiction draws onthemes, patterns of events, or character types from myths,traditional stories, or religious works such as the Bible,including describing how the material is rendered new. 138, 150, 153--Range of Reading and Level of Text Complexity

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RL.8.10. By the end of the year, read and comprehendliterature, including stories, dramas, and poems, at thehigh end of grades 6–8 text complexity band independentlyand proficiently.

3, 12 14, 17, 23, 32, 34 42, 62, 67,69, 71 77, 129, 137, 138, 142, 144,147, 150, 152, 153, 172 174, 176

Reading: Informational TextKey Ideas and Details

RI.8.1. Cite the textual evidence that most stronglysupports an analysis of what the text says explicitly as wellas inferences drawn from the text.

2, 5, 82, 84, 86, 91, 93, 96, 97, 98,103, 105 107, 110, 116, 178

RI.8.2. Determine a central idea of a text and analyze itsdevelopment over the course of the text, including itsrelationship to supporting ideas; provide an objectivesummary of the text.

59, 82 84, 86, 87, 91, 93, 99 101,103 107, 110, 111, 113, 115

RI.8.3. Analyze how a text makes connections among anddistinctions between individuals, ideas, or events (e.g.,through comparisons, analogies, or categories). 103, 117--Craft and Structure

RI.8.4. Determine the meaning of words and phrases asthey are used in a text, including figurative, connotative,and technical meanings; analyze the impact of specificword choices on meaning and tone, including analogies orallusions to other texts. 82, 83, 91, 93

RI.8.5. Analyze in detail the structure of a specificparagraph in a text, including the role of particularsentences in developing and refining a key concept. 178,

RI.8.6. Determine an author’s point of view or purpose in atext and analyze how the author acknowledges andresponds to conflicting evidence or viewpoints. 83, 86--Integration of Knowledge and Ideas

RI.8.7. Evaluate the advantages and disadvantages of usingdifferent mediums (e.g., print or digital text, video,multimedia) to present a particular topic or idea. 2,RI.8.8. Delineate and evaluate the argument and specificclaims in a text, assessing whether the reasoning is soundand the evidence is relevant and sufficient; recognize whenirrelevant evidence is introduced. 157,

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RI.8.9. Analyze a case in which two or more texts provideconflicting information on the same topic and identifywhere the texts disagree on matters of fact orinterpretation. 157,--Range of Reading and Level of Text Complexity

RI.8.10. By the end of the year, read and comprehendliterary nonfiction at the high end of the grades 6–8 textcomplexity band independently and proficiently.

2, 59, 65, 82 87, 90, 91, 93, 96 101,103 107, 109 113, 115, 116, 158,161, 162, 164, 171, 175, 177, 178

Writing--Text Types and Purposes

W.8.1. Write arguments to support claims with clearreasons and relevant evidence.

Introduce claim(s), acknowledge and distinguish theclaim(s) from alternate or opposing claims, and organizethe reasons and evidence logically. 114, 146

Support claim(s) with logical reasoning and relevantevidence, using accurate, credible sources anddemonstrating an understanding of the topic or text. 114, 146

Use words, phrases, and clauses to create cohesion andclarify the relationships among claim(s), counterclaims,reasons, and evidence. 114, 146Establish and maintain a formal style. 114, 146

Provide a concluding statement or section that followsfrom and supports the argument presented. 114, 146

W.8.2. Write informative/explanatory texts to examine atopic and convey ideas, concepts, and information throughthe selection, organization, and analysis of relevantcontent.Introduce a topic clearly, previewing what is to follow;organize ideas, concepts, and information into broadercategories; include formatting (e.g., headings), graphics(e.g., charts, tables), and multimedia when useful to aidingcomprehension. 24—27, 80, 122, 168, 169

Develop the topic with relevant, well chosen facts,definitions, concrete details, quotations, or otherinformation and examples. 24 27, 80, 122, 169

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Use appropriate and varied transitions to create cohesionand clarify the relationships among ideas and concepts. 24 27, 80, 122, 169

Use precise language and domain specific vocabulary toinform about or explain the topic. 24 27, 80, 122, 169Establish and maintain a formal style. 24 27, 80, 122, 169

Provide a concluding statement or section that followsfrom and supports the information or explanationpresented. 24 27, 80, 122, 169

W.8.3. Write narratives to develop real or imaginedexperiences or events using effective technique, relevantdescriptive details, and well structured event sequences.

Engage and orient the reader by establishing a context andpoint of view and introducing a narrator and/or characters;organize an event sequence that unfolds naturally andlogically. 9, 16, 18, 19, 46 48, 50, 108, 139

Use narrative techniques, such as dialogue, pacing,description, and reflection, to develop experiences, events,and/or characters. 9, 16, 18, 19, 46 48, 50, 108, 139

Use a variety of transition words, phrases, and clauses toconvey sequence, signal shifts from one time frame orsetting to another, and show the relationships amongexperiences and events. 9, 16, 18, 19, 46 48, 50, 108, 139

Use precise words and phrases, relevant descriptivedetails, and sensory language to capture the action andconvey experiences and events. 9, 16, 18, 19, 46 48, 50, 108, 139

Provide a conclusion that follows from and reflects on thenarrated experiences or events. 9, 16, 18, 19, 46 48, 50, 108, 139-- Production and Distribution of WritingW.8.4. Produce clear and coherent writing in which thedevelopment, organization, and style are appropriate totask, purpose, and audience. (Grade specific expectationsfor writing types are defined in standards 1–3 above.)

4, 9, 10, 18 20, 22, 23, 30, 31, 35,43, 102, 122 124, 127 131, 134,148, 149

W.8.5. With some guidance and support from peers andadults, develop and strengthen writing as needed byplanning, revising, editing, rewriting, or trying a newapproach, focusing on how well purpose and audience 4, 8, 10, 19, 24, 49, 65, 75, 118

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W.8.6. Use technology, including the Internet, to produceand publish writing and present the relationships betweeninformation and ideas efficiently as well as to interact andcollaborate with others. 24 28, 89, 127, 128, 132, 142, 159--Research to Build and Present KnowledgeW.8.7. Conduct short research projects to answer aquestion (including a self generated question), drawing onseveral sources and generating additional related, focusedquestions that allow for multiple avenues of exploration.

12, 14, 23, 37, 39, 60, 61, 65, 83, 8689, 91, 92, 95, 103, 105, 115, 116,132, 143, 152, 158, 159

W.8.8. Gather relevant information from multiple print anddigital sources, using search terms effectively; assess thecredibility and accuracy of each source; and quote orparaphrase the data and conclusions of others while

12, 14, 23, 65, 87 89, 92, 124, 127,128, 132, 153, 159, 164 168, 175,177

W.8.9. Draw evidence from literary or informational textsto support analysis, reflection, and research.Apply grade 8 Reading standards to literature (e.g.,“Analyze how a modern work of fiction draws on themes,patterns of events, or character types from myths,traditional stories, or religious works such as the Bible,

14, 23, 33, 35, 43, 44, 68, 76, 78,154

Apply grade 8 Reading standards to literary nonfiction(e.g., “Delineate and evaluate the argument and specificclaims in a text, assessing whether the reasoning is soundand the evidence is relevant and sufficient; recognize when 83, 86, 98, 117, 179--Range of Writing

W.8.10. Write routinely over extended time frames (timefor research, reflection, and revision) and shorter timeframes (a single sitting or a day or two.

2, 4, 5, 7, 9, 11, 13, 14, 16, 18 20,22 33, 35, 37, 39 41, 43, 44, 46 51,61 63, 68, 71 75, 80, 99, 102, 106,110, 112, 113, 117, 118, 122 124,

Speaking and Listening--Comprehension and CollaborationSL.8.1. Engage effectively in a range of collaborativediscussions (one on one, in groups, and teacher led) withdiverse partners on grade 8 topics, texts, and issues,building on others’ ideas and expressing their own clearly.Come to discussions prepared, having read or researchedmaterial under study; explicitly draw on that preparationby referring to evidence on the topic, text, or issue toprobe and reflect on ideas under discussion. 69, 104, 109, 143

Follow rules for collegial discussions and decision making,track progress toward specific goals and deadlines, anddefine individual roles as needed. 64, 104, 109, 143

Pose questions that connect the ideas of several speakersand respond to others’ questions and comments withrelevant evidence, observations, and ideas. 69, 104, 109

Acknowledge new information expressed by others, and,when warranted, qualify or justify their own views in lightof the evidence presented. 69, 104, 109, 143

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SL.8.2. Analyze the purpose of information presented indiverse media and formats (e.g., visually, quantitatively,orally) and evaluate the motives (e.g., social, commercial,political) behind its presentation. 133,SL.8.3. Delineate a speaker’s argument and specific claims,evaluating the soundness of the reasoning and relevanceand sufficiency of the evidence and identifying whenirrelevant evidence is introduced. 143,--Presentation of Knowledge and IdeasSL.8.4. Present claims and findings, emphasizing salientpoints in a focused, coherent manner with relevantevidence, sound valid reasoning, and well chosen details;use appropriate eye contact, adequate volume, and clear 60, 86, 90, 143

SL.8.5. Integrate multimedia and visual displays intopresentations to clarify information, strengthen claims andevidence, and add interest.

90, 128

SL.8.6. Adapt speech to a variety of contexts and tasks,demonstrating command of formal English when indicatedor appropriate. 60, 86, 90, 143Language--Conventions of Standards English

L.8.1. Demonstrate command of the conventions ofstandard English grammar and usage when writing orspeaking.

Explain the function of verbals (gerunds, participles,infinitives) in general and their function in particularsentences. 57, 58

Form and use verbs in the active and passive voice. 79, 119

Form and use verbs in the indicative, imperative,interrogative, conditional, and subjunctive mood. 79,

Recognize and correct inappropriate shifts in verb voiceand mood.* 79,

L.8.2. Demonstrate command of the conventions ofstandard English capitalization, punctuation, and spellingwhen writing.

Use punctuation (comma, ellipsis, dash) to indicate a pauseor break. 52, 145, 180

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Use an ellipsis to indicate an omission.Spell correctly.

, , , , , , , ,146, 148, 149, 155, 170, 180

--Knowledge of Language

L.8.3. Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.Use verbs in the active and passive voice and in theconditional and subjunctive mood to achieve particulareffects (e.g., emphasizing the actor or the action;expressing uncertainty or describing a state contrary tofact). 79,--Vocabulary Acquisition and Use

L.8.4. Determine or clarify the meaning of unknown andmultiple meaning words or phrases based on grade 8reading and content , choosing flexibly from a range ofstrategies.

Use context (e.g., the overall meaning of a sentence orparagraph; a word’s position or function in a sentence) as aclue to the meaning of a word or phrase. 36, 37, 83, 156

Use common, grade appropriate Greek or Latin affixes androots as clues to the meaning of a word (e.g., precede,recede, secede ). 70, 170

Consult general and specialized reference materials (e.g.,dictionaries, glossaries, thesauruses), both print and digital,to find the pronunciation of a word or determine or clarifyits precise meaning or its part of speech.

1, 6, 11, 13, 17, 21, 29, 31, 32, 36,37, 52, 53, 61, 63, 66, 78, 85, 95,121, 130

Verify the preliminary determination of the meaning of aword or phrase (e.g., by checking the inferred meaning incontext or in a dictionary). 36, 37, 66.

L.8.5. Demonstrate understanding of figurative language,word relationships, and nuances in word meanings.

Interpret figures of speech (e.g. verbal irony, puns) incontext. 9, 31, 140, 162

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Use the relationship between particular words to betterunderstand each of the words. 72, 94

Distinguish among the connotations (associations) ofwords with similar denotations (definitions) (e.g.,bullheaded, willful, firm, persistent, resolute ). 136, 140, 162, 163

L.8.6. Acquire and use accurately grade appropriategeneral academic and domain specific words and phrases;gather vocabulary knowledge when considering a word orphrase important to comprehension or expression.

1, 3, 5, 6, 13, 15, 17, 21, 28, 31, 32,35 37, 52, 53, 60, 61, 63, 66, 70,72, 76, 77, 81, 82, 85, 91, 94, 95,99, 121, 125, 126, 130, 131, 135,136, 138, 140, 141, 150, 151, 155,156, 160 163, 170, 171, 175

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Lesson 1Vocabulary List OneFrequently Used Words

Objective: The student will recognize frequently encountered words, read them fluently, and understand the words and their history.

Key Vocabulary: Etymology

Materials Needed: Vocabulary notebook, Dictionary or encyclopedia

Engage: Engaging Question: Have you ever wondered how a certain word became a word or why it means what it does? Additional Notes to the Teacher: Lesson 1 is the first of many Vocabulary Lessons throughout this course, which provide the basis for expanding the student’s oral and written communication skills. Many Vocabulary Lessons are thematically tied to the readings student will be assigned, which will aid in the student’s comprehension and enjoyment of these literary selections.

Have the student look at the list of words and pronounce the words that are already familiar. Then, ask him to give the meaning of the word and use it in a sentence. The words are listed below with general, acceptable examples of definitions. The student’s definitions will vary; thus they must be assessed based upon acceptability as opposed to definitive accuracy.

Area: noun; particular place or space

Assessment: noun; to evaluate; to test

Authority: noun; in charge; an expert in a particular area

Benefit: noun; for the good of someone or something

Concept: noun; the idea; thought

Consistent: adj.; rderly, logical, agreement or reliable

Create: verb; make or cause to be or to become

Data: noun; a collection of facts; conclusions drawn from research

Definition: noun; an explanation of the meaning of a word

Economic: adj.; f or relating to the management of material wealth

TEACHER MANUAL GRADE 8 LANGUAGE ARTS—Lesson 1—1

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Environment: noun; the area in which something exists or lives

Establish: verb; set up or found; lay groundwork for

Estimate: noun; a judgment of something or somebody

Factors: noun; anything that contributes to a result

Financial: adj.; nvolving financial (money) matters

Formula: noun; directions for making something

Identified: verb; recognize as being; give the name

Individual: noun; a human being, a single organism

Tell the student that learning the part of speech for the words is helpful when using them in writing, and seeing, hearing and writing the words will enable him to use these words throughout and beyond this course.

The student needs to write the word in his Vocabulary notebook, then write a definition for unfamiliar words. Words that need attention should be written in three or four sentences. (The sentences need to be appropriate for the age level of the student.) Go over the Talking Bubble Map with the student; point out the etymology of the word and the part of speech. Mention that this is a useful device for learning difficult words.

Lesson-Wrap-Up: Stress that learning new words is an essential building block of being a good writer. Remind the student to review Vocabulary List One in order to be prepared for the Vocabulary Assessment. Sam

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Lesson 1Vocabulary List OneFrequently Used Words

Look at the list of words and pronounce the words with which you are already familiar. Ask your teacher for help with the words you do not know how to pronounce.

List One

area

assessment authority

benefit

concept

consistent

create

data

definition

economic

environment

establish

estimate

factors

financial

formula

identified individual

STUDENT MANUAL GRADE 8 LANGUAGE ARTS—Lesson 1—3

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Your assignment for this Lesson is to write each word in your Vocabulary notebook. Then, look up and write each word’s definition and write a sentence showing you understand what the word means. For the words you find most difficult, write three or four sentences using them.

Be prepared! In Lesson Five you will be tested on the meaning of these words.

In addition to a word’s meaning, its part of speech for the words is helpful when using them in writing. When you are looking up each word, notice what the part of speech is for each one.


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To help you understand how to thoroughly understand a word, below is a map showing how you can “dissect” a word to better understand its etymology, meaning, use, and part of speech.

Talking Bubbles Web Map

After you have completed the assignment for each of the 20 words in this List, choose two of them to complete the Talking Bubble Map.

Lesson-Wrap-Up: Learning new words is an essential building block of being a good writer. Be sure you are familiar with Vocabulary List One. Apply your knowledge to future writing assignments.


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Lesson 2 Make Me Laugh!Thomas Nast – “Cartoonist for America”

Objective: The student will be introduced to analyzing the various ways that visual image-makers (graphic artists, illustrators) communicate information and affect impressions and opinions.

Key Vocabulary:

cartoonist

opinion

graphic artists

political cartoons

Materials Needed: Timer, Writing notebook, Plain paper, Colored pencils, Newspaper cartoons, Political cartoons, Comic books

Literary Selections: Cartoonist for America

Engage: Engaging Question: Why do people say laughter is the best medicine?

Supplemental Engagement Activities: Look at some cartoons in the newspaper. Are the pictures more important than the words? Why or why not?

Extensions: Research other American cartoonists or humorists. Conduct an Internet search using those key words. Select one person to study. Gather information on the person’s childhood, education, family, training, jobs, and career as a cartoonist or humorist. Organize the information by putting facts about your person into the appropriate categories. After you have organized the information, include your own com-ments on the talent of your person and the contributions he or she made to the profes-sion. Present the information you have discovered to your teacher, family, or peers.

Additional Notes to the Teacher: Many a truth is told with humor! Learning how to read visual images is part of communicating. It allows people to laugh at the human condition. For example, political cartoonists give an interpretation of our government situation. The student will learn how to read visual images at a deeper level.

The Lesson will begin with the student writing about funny situations she has either been part of or has seen. This will be considered a quick write, meaning that the student will not need to rewrite or revise her original writing. It is about getting her ideas and experiences into words.


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Next there will be an informational reading about a cartoonist. This will be followed by the reading of a short story that takes an ironic twist and makes the reader laugh. The student will then look at cartoons from newspapers or comic books and discuss how the color, design, and words communicate a message.

Lesson-Wrap-Up: Have the student try to design and draw an original cartoon based on something she finds very funny.

Answers to the Thomas Nast quiz: 1. D, 2. C, 3. C, 4. B, 5. D


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Lesson 15Vocabulary Assessment—List ThreeUsing Quotation Marks

Objective: The student will participate in a Vocabulary Assessment. The student will com-pose dialogue correctly using quotation marks.

Key Vocabulary: Vocabulary Words List

Materials Needed: Vocabulary Notebook

Engage: Engaging Question: Are you aware that the right word in the right place will make your writing better? Additional Notes to the Teacher: Say each word out loud and have the student write appropriate sentences for each showing her understanding of how the word is used.

After completing the Assessment, review the rules for using Quotation Marks with the student. Then guide him through the instructions for writing assignment based upon Rip Van Winkle.

Lesson Wrap-up: Reiterate the following to the student: Punctuating quotations correctly is important. The commas and end marks go inside the end quotation mark. Correct punctuation helps your reader make sense of your writing. Punctuation marks serve as road signs to keep “traffic” flowing smoothly. Be sure to pay special attention to all punctuation Lessons as they will have great impact on the clarity of your writing.


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Vocabulary Assessment Answer Key a. 4b. 6c. 2d. 1e. 3f. 5g. 18h. 9i. 8j. 7k. 16l. 15m. 12n. 13o. 11p. 14q. 10r. 21s. 17t. 19u. 20v. 26w. 25x. 22y. 24z. 23


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Lesson 15Vocabulary Assessment—List ThreeUsing Quotation Marks

It is now time to show you can remember the words by completing a test. You will match the word with a short definition. Write the number of the word next to the letter of the correct definition.

1. volume a.____ two or more working together

2. philosophy b.____ the result

3. validity c.____ the study of minds, thoughts

4. partnership d.____ the sound level

5. technology e.____ being logically sound

6. outcomes f.____ the study of tech

7. techniques g.____ single thickness of the same layer

8. negative h.____ the job

9. task i.____ the opposite of positive

10. minorities j.____ the way of doing something

11. sufficient k.____ the connector

12. maximum l. ____ following one thing after another

13. specified m.____ the largest amount

14. location n.____ defined clearly

15. sequence o.____ just enough

16. link p.____ where it is

17. scheme q.____ groups differing from the larger group

18. layer r.____ dependence or confidence

19. removed s.____ outline or model

20. justification t.____ to take away

21. reliance u.____ fact showing an action to be necessary

22. physical v.____ the finished product; printed


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Lesson 34The Open Window by Saki

In Lesson 34 you will read and study a famous short story by English writer, H. H. Munro. His pen name is Saki. His short stories often satirized British society of the time. Satire is a type of writing which uses sarcasm or irony to expose someone’s foolishness or folly. As you are reading, try to identify the character who is the object of satire.

When you are finished with the story, there are questions to answer.

Lesson Wrap-Up: If you liked this type of story, look up some of Saki’s other stories. Perhaps you would like to read Shirley Jackson, an American writer who wrote horror stories with a mischievous tone much like those of Saki.


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The Open Windowby Saki

“My aunt will be down presently, Mr. Nuttel,” said a very self-possessed young lady of fifteen; “in the meantime you must try and put up with me.”

Framton Nuttel endeavoured to say the correct something which should duly flatter the niece of the moment without unduly discounting the aunt that was to come. Privately he doubted more than ever whether these formal visits on a succession of total strangers would do much towards helping the nerve cure which he was supposed to be undergoing.

“I know how it will be,” his sister had said when he was preparing to migrate to this rural retreat; “you will bury yourself down there and not speak to a living soul, and your nerves will be worse than ever from moping. I shall just give you letters of introduction to all the people I know there. Some of them, as far as I can remember, were quite nice.”

Framton wondered whether Mrs. Sappleton, the lady to whom he was presenting one of the letters of introduction, came into the nice division.

“Do you know many of the people round here?” asked the niece, when she judged that they had had sufficient silent communion.

“Hardly a soul,” said Framton. “My sister was staying here, at the rectory, you know, some four years ago, and she gave me letters of introduction to some of the people here.”

He made the last statement in a tone of distinct regret.

“Then you know practically nothing about my aunt?” pursued the self-possessed young lady.“Only her name and address,” admitted the caller. He was wondering whether Mrs. Sappleton was in

the married or widowed state. An undefinable something about the room seemed to suggest masculine habitation.

“Her great tragedy happened just three years ago,” said the child; “that would be since your sister’s time.”

“Her tragedy?” asked Framton; somehow in this restful country spot tragedies seemed out of place.

“You may wonder why we keep that window wide open on an October afternoon,” said the niece, indicating a large French window that opened on to a lawn.

“It is quite warm for the time of the year,” said Framton; “but has that window got anything to do with the tragedy?”

“Out through that window, three years ago to a day, her husband and her two young brothers went off for their day’s shooting. They never came back. In crossing the moor to their favorite snipe-shooting ground they were all three engulfed in a treacherous piece of bog. It had been that dreadful wet summer, you know, and places that were safe in other years gave way suddenly without warning. Their bodies were never recovered.


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Lesson 54Complex, Not Complicated!

Objective: The student will use a variety of grammatical structures in compositions.

Key Vocabulary: Complex sentence, Subordinate clause, Subordinate conjunction, Sen-tence fragment

Engage: Engaging Question: What is so important about sentences anyway?

Extensions: Ask the student to create a quiz on complex sentences, subordinate clauses, subordinate conjunctions, main clauses and sentence fragments. The quiz should be worth 25 points.

Additional Notes to Teacher: This Lesson focuses on creating complex sentences and recognizing subordinate clauses and main clauses. This will be a good time to discuss sentence fragments as well. Subordi-nate clauses used alone are sentence fragments.

The student is given examples of subordinating conjunctions, as well as a more complete table presented below:

The student is then asked to identify a list of five sentences as simple or complex, per the answer key.

Following this exercise, the student will write 15 complex sentences of their own, using the subordinating conjunctions presented in the subordinating conjunctions table. These sentences will naturally vary, and so no answer key is provided. When the student has written 15 sentences, she will go back, circle the subordinate conjunction, and underline the subordinate clause.

Finally, the student has two exercises: first, they will go through a list of ten lines and mark the sentence fragments. Then, they will read a paragraph, identify the sentence fragments contained within, and re-write the paragraph in complete sentences only. Answer keys for both exercises are provided below. Lesson Wrap-Up: While good grammar is important, the concept behind complex sen-tences is the Lesson of significance. By the end of this Lesson, the student should under-stand the value of varied sentences – the ability to convey information in a concise and interesting way.


After Because In order that Though Whatever

Although Before Aince Unless Where

As Even So that Until Wherever

As if Though than when while

As long as if Sample

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Simple or Complex Answer Key:

When a team scores, the opposing team takes the ball out of bounds. Complex

Each basketball player has a turn to play. Simple

Behind the goal is a blackboard, which can guide the ball into the basket. Complex

There is great excitement being part of a basketball team, which is a fast moving sport. Complex

Many basketball players become famous. Simple

Sentence Fragments Answer Key:

Marco and Ian swam across the lakeThe Upper Peninsula is beautifulEvery time I go up northEven though I love to ride my bicycle

I plan to get my driver’s license as soon as possibleWhen my brother made the football team

Spring is my favorite time of yearBecause my father said so

My puppy is cute and adorableUnless I get my allowance

Sentence Fragments in Paragraph Answer Key: My favorite place to visit is Muskegon State Park. Whenever we go there. My sister, brother, and I have fun. Our cousins go along, too. When we first get there. We have to set up our tent. Then we like to go swimming. Even though we love the sandy beach. Our little sister tracks sand all over the towels. The water is great, though. Because we need an adult to supervise. We cannot have a campfire until our parents are ready. Campfires are the best part of the whole trip. Even though we stay up late. The adults let us eat snacks at the campfire. Camping at Muskegon State Park is a lot of fun.

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Lesson 54Complex, Not Complicated!

When we write we may want to use more than one clause. There must be a main clause that includes the subject and predicate but there may also be a part that cannot stand alone. That would be called a subordinate clause. Sometimes it is hard to tell if a clause can stand by itself as a complete thought or if it is a subordinate clause that depends on another clause to give it a sense of completion.

Subordinate Clause Examples:

Because we went to the moviesWhen we got homeAfter dinner.

When you read these thoughts, you realize that they are not entirely clear; there is no complete thought. You wonder, “What happened when we went to the movies?” You wonder, “What happened when we got home?” The thought is not complete. A subject and predicate do not work to express a complete thought when you use a subordinate conjunction, as in the above examples.

Here are some subordinate conjunctions:

A subordinate clause is a group of words that has a subject and a predicate but does not express a complete thought and cannot stand alone as a sentence. It is always combined with a main clause.

A complex sentence has a main clause and one or more subordinate clauses.

Example: The team waits on the sidelines, while the substitute warms the bench.

While The team waits on the sidelines is a complete sentence, while the substitute warms the bench is not. The second half of the sentence is a subordinate clause which, when put together with the first half, makes a complex sentence.

Now, practice recognizing complex sentences. Read each sentence and mark them as simple or complex sentences. Notice the punctuation between the clauses.


After Because In order that Though Whatever

Although Before Aince Unless Where

As Even So that Until Wherever

As if Though than when while

As long as if Sample

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When a team scores, the opposing team takes the ball out of bounds.

Each basketball player has a turn to play.

Behind the goal is a backboard, which can guide the ball into the basket.

There is great excitement being part of a basketball team, which is a fast moving sport.

Many basketball players become famous.

Now it is time to get some practice writing complex sentences. Compose 15 sentences us-ing the subordinate conjunctions in the table on the previous page.

As you write, remember the following:

The subordinate conjunction should introduce the subordinate clause.

Each sentence should contain a subordinate clause and a main clause.

The main clause will be able to stand alone as an independent, complete thought.

The subordinate clause will need the main clause to give it a sense of completion.

For example: Unless we receive some help, the class will not be able to go on the field trip.


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The subordinate conjunction Unless introduces the subordinate clause. The sentence has a subordinate clause and a main clause. In this sentence, the subordinate clause “Unless we receive some help” is first.

The main clause, “the class will not be able to go on the field trip,” can stand alone as an independent, complete thought.

Now, try constructing your complex sentences. When you have finished writing, go back and circle the subordinate conjunction in each sentence, and draw a line under the subordinate clause.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Another fact to consider when we discuss main clauses and subordinate clauses is that sub-ordinate clauses are sentence fragments, or incomplete sentences, when they are left to stand on their own. Below are some examples of sentences and sentence fragments.


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Identify each example as a complete sentence or a sentence fragment:

Marco and Ian swam across the lake

The Upper Peninsula is beautiful

Every time I go up north

Even though I love to ride my bicycle

I plan to get my driver’s license as soon as possible

When my brother made the football team

Spring is my favorite time of year

Because my father said so

My puppy is cute and adorable

Unless I get my allowance

Now, underline the fragments embedded in the paragraph below:

My favorite place to visit is Muskegon State Park. Whenever we go there. My sister,

brother, and I have fun. Our cousins go along, too. When we first get there. We have

to set up our tent. Then we like to go swimming. Even though we love the sandy beach Our little sister tracks sand all over the towels. The water is great, though. Because we

need an adult to supervise. We cannot have a campfire until our parents are ready.

Campfires are the best part of the whole trip. Even though we stay up late. The adults

let us eat snacks at the campfire. Camping at Muskegon State Park is a lot of fun.


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Rewrite the entire paragraph, adding or subtracting punctuation or words to make every sentence a complete sentence.

Lesson Wrap-Up: All of this discussion about subordinate clauses and subordinate conjunctions can be confusing. The purpose of this discussion is to help you focus on your writing so that all of your sentences express complete thoughts. Knowing how to write complex sentences, as well as a simple and compound sentences makes your writing better. Don’t be overwhelmed by the terms. What is really important is that you can recognize and write quality sentences. You have already proven you can do that!

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Lesson 91Reading for InformationRobert E. Lee

Today you are going to learn some Vocabulary words that express the concept of our coun-try’s trials and errors after the abolition of slavery.

Vocabulary words for you to read, look up, and understand. Look up the word, and then use the word in a sentence when you are sure of its meaning.

segregation

desegregation

boycott

non-violence

slavery

demonstration

integration

discrimination

racism

stereotyping

abolished

citizens


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decision

affirmative

freedom

This period in the United States history begins just after the Civil War. Recall what you know about why the Civil War was fought. Read this biographical article about an impor-tant figure during that period of time. Take notes as you read. Be prepared to turn them in to your teacher, and to complete a short Assessment at the end of the reading.

Lesson Wrap-Up: By now your reading for information skills should be strong. Your note-taking skills should be developing, also. Being able to read information, decide which facts are important to remember, and recording them in your own words for future reference is going to serve you well in your future studies.


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Robert E. LeeRobert E. Lee was a beloved leader of the Southern forces in the Civil War. Lee was actually offered the

position of heading the Northern forces just before the first shots were fired.

Lee’s heart is revealed by reading his letter to his sister: “With all my devotion to the Union and the feeling of loyalty and duty of an American citizen, I (still) have not been able to make up my mind to raise my hand against my relatives, my children, and my home.” These sentiments could have been uttered by many other soldiers as the Civil War began.

Lee felt the North was interfering in the rights of the Southern states. He did not believe the govern-ment was founded on the principles of controlling how people lived their lives. Although Lee owned a few slaves, he considered slavery a “moral and political evil.” Honor and morality were important to Robert E. Lee. He felt an obligation to obey authority. He did not feel that the South was right in threatening secession.

Principle was a major part of Lee’s upbringing. He was born in Virginia in 1807. His father was Harry Lee, a Revolutionary War hero. He often held up Commander George Washington as a role model to his children. Their lives were to be marked by the honor and integrity of Washington.

Robert’s father died when he was eleven years old. His mother was hard-working and thrifty woman. She raised her children to be strong in faith, kindness and love. Robert was the fifth child and did well in school. He learned Greek and Latin and excelled in math. In part, because of his father’s military career and strong admiration for George Washington, and in part, because securing a government appointment at West Point meant free tuition, Robert applied for admission at the West Point Military Academy in 1824.

Robert was accepted at West Point. He justified the confidence others had in him, by graduating second in his class in 1829. Lee’s moral character was witnessed by the fact that he went through school with no demerits. Lee emerged as a second Lieutenant in the Army Corps of Engineers. In 1831, he mar-ried his distant cousin, Mary Anna Randolph Custis, who was Martha Washington’s great-granddaughter. They were married at Arlington House in Arlington, Virginia, the home of the bride’s father. The couple had seven children.

In 1861, the tension was rising between the North and South. President Lincoln sought Lee to lead the Union Army. Then Lee’s beloved home state of Virginia seceded. The thought of taking up arms against home and family was more than he could bear. He resigned his commission and offered his services to the Confederacy.

Lee’s bold strategy as a general brought many important victories. His kindness and personal integrity won the love and admiration of his men. Eventually the Confederates were worn down and Lee surren-dered, asking leniency for his men.

After the war, Lee became a peacemaker. He rejoiced that slavery was abolished and cheerfully lost all to obtain reconciliation between North and South. He urged Southerners to accept federal rule. He applied for restoration of his United States citizenship and took the required loyalty oath. He advised others to do the same.


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Later Lee became the president of Washington College in Virginia. His code of conduct was simply that every student be a gentleman.

In 1870, he died from what may have been a stroke. Lee was buried on the grounds of the school, which had been renamed Washington and Lee University in his honor. The love and admiration still accorded to Lee are testimony to the character of Robert E. Lee.


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Lesson 91 Reading Assessment

Assessment: Read and respond to these questions about Robert E. Lee:

Summarize Lee’s attitude toward the conflict between North and So1.

What influences shaped Lee’s character?2.

Lee’s choice of a military career was partly influenced by:3.

His father’s insistence that Robert follow in his footstepsa. A shortage of money for expensive schoolsb. His mother’s hope that it would cure his discipline problemsc. The fact that he seemed unfit to do anything else.d.


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Lee’s record at West Point was noteworthy in that:4.

He was nearly expelled for misconduct.a. He was first in his class.b. He had the highest grade point average ever.c. He graduated without earning a single demerit.d.

What was Lee’s attitude after the war was over?5.

List three words that describe Robert E. Lee. Explain why each applies to him.6.


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Lesson 138Assess Rikki-tikki-tavi Assessment

When the author wrote this story he developed two main characters. He used personifica-tion for the mongoose and snake. The conflict was between these two animals. Looking carefully at how the animals acted, we come to like the character of one and dislike the other. It is the traditional theme: good versus evil.

To understand the plot of the story it is helpful to look at the events.

Take a moment to review the story, paying attention to the notes you took while reading. Then, complete the Rikki-Tikki-Tavi Assessment at the end of this Lesson.

Whenever you read a story you will now be able to recognize the conflict, climax and reso-lution of the plot.

If you liked this story you may wish to read the complete Jungle Book by Rudyard Kipling.

Lesson Wrap-Up: You have been told that the theme of Rikki-tikki-tavi is good versus evil. In the story, there is a sharp line of definition between the good characters and the bad ones. Can you see any gray areas? Are the good characters always noble? Are the bad characters by nature evil? Consider the nature of the cobras and the nature of the mongoose. Do the cobras or the mongoose show any signs of not being totally good or totally evil? In life, there are many shades of gray. Explain whether you think Rikki-tikki-tavi accurately reflects the subtleties of life.


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Answer the following questions in the space provided.

Rikki-tikki is found in the garden path, nearly drowned. What happens to him next?What is the result of this?

When the father speaks to the mother at the end of the first day, the father says some-thing about Rikki and Teddy. How does what the father says relate to an event that has already happened?

How do the father’s words relate to events that happen later?

When Rikki first meets Darzee and Darzee’s wife, they are crying. Why?

How does this fact relate to something that happens later in the story?


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After Rikki kills Karait, Nag and Nagaina form a plan. What is their plan?

Why do they form the plan at this time?

In the beginning of the story, we learn that Rikki is restless at night; he stays awake listen-ing to noises. What two events happen at night later on that relate to his restlessness and curiosity?

By the end of the story, Rikki has killed Nag, Nagaina, and their eggs. How does this fact relate to an event involving the same characters that happens earlier in the story?

With a review of these questions you should be able to follow the plot of this story and the elements of the story.


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Vocabulary

Now there were a few Vocabulary words given in the beginning of the last Lesson. Place each word in the sentence where it fits correctly.

onsolation mourning cunningly flinched draggled

“But just as Teddy was stooping, something _________________________a little in the dust…”

“Well! It may be some _________________________ to you when you’re dead to know that I shall settle accounts with the boy.”

“When he revived, he was lying in the hot sun on the middle of a garden path, very _________________________indeed…”

“There, in the warm litter about the melons, very _________________________ hidden, he found twenty-five eggs…”

“Where is Nagaina, for the third time?” “On the rubbish heap by the stables, _________________________ for Nag.”

Multiple Choice:

The father says that the new mongoose will not:

A. kill snakes

B. eat the garden plants

C. run away

D. bite Teddy

The first snake that Rikki-tikki kills is:

A. Nag

B. Darzee

C. Karait

D. Nagaina

Nag waits in the bathroom in order to kill:

A. the father

B. the mother

C. Teddy

D. Rikki-tikki

STUDENT MANUAL GRADE 8 LANGUAGE ARTS—Lesson—138—6

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Rikki-tikki tells Darzee to pretend that his wing is broken so that:

A. Darzee’s wife will bring him food

B. Nagina will chase Darzee

C. he English family will bring Darzee into the house

D. Teddy can catch Darzee

Rikki-tikki brings Nagaina’s last egg onto the veranda:

A. because he is hungry

B. to show the English family

C. to trick Nagina

D. because Darzee’s wife told him to

STUDENT MANUAL GRADE 8 LANGUAGE ARTS—Lesson—138—7

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Lesson 180Punctuation and Grammar – Review and Assessment

Objective: The student will use correct writing conventions.

Materials Needed: Writing notebook

Engage: Engaging Question: Have you been using the correct grammar in your writing?

Additional Notes to the Teacher: This final Lesson is a short grammar review. The student will take a grammar Assessment and then respond to a writing prompt. The writing prompt will give the student an opportunity to use quotation marks correctly. You may wish to add a review spelling test by choosing some words from past Vocabulary Lessons. Also, as the teacher, you may feel that your student needs other review of the year’s work. Pick and choose what works best for you.

Lesson Wrap-Up: Take the time to recap the school year with the student. What advice would you give her as she prepares for the ninth grade?


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Grammar Review Answer Key (suggested):

A.…beaches, colorful reefs, and……inhavitants, British planters, and……habitats, as you can imagine, host…birds, black seabirds with long wings, soar…

B.…reefs, the……coastline, it……sun, the…No, the…

C. …shallow, it……down, you…everywhere, Potswork……evergreens, visit…

D.1. Paradise Reef, which offers a mile of coral, is…2. …boats, which…the reef, are…3. …hawksbill, which…jawbone,4. …Hill, which…

E.1. …Florida,” said Ron.2. Keisha added, “Most…South America.”3. …point,” said Ann.

F.1. Two deaths2. …qualified doctors.3. …two o’clock in Virginia, it’s three o’clock…4. …in late July and early August.

Writing Prompt:Answers Will Vary


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Lesson 180Punctuation and Grammar – Review and Assessment

Have you been using the correct grammar in your writing? It is time to review a few rules of grammatical usage in sentence structure. You will follow the directions given for each of these sections for your final Assessment. Feel free to use your notes.

Lesson Wrap-Up: You have learned many skills about language and writing. Your accom-plishments are many. Beyond that, however, it would be wonderful if you have enjoyed the experience and come away from it with a sense of pleasure and pride in yourself for all that you have done. Build on what you have begun. Your future is bright with promise.


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Punctuation and Grammer Review AssessmentA. Write each sentence, adding commas where needed:Tourists come for the white sand beaches colorful reefs and balmy climate.

It was deforested by its original inhabitants British planters and modern developers.

These watery habitats as you can imagine host a great variety of wildlife.

Magnificent frigate birds black seabirds and long wings soar the cliffs.

B. Write these sentences adding commas for introductory words and phrases:Fringed by coral reefs the island is a snorkeler’s paradise.

With its miles of undulating coastline it appeals to beach lovers.

Shimmering in the tropical sun the turquoise waters are very inviting.


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No the capital is not at English Harbor.

C. Write these sentences separating the adverb clause with commas:Because McKinnon’s Salt Pond is very shallow it appeals to sandpipers.

Before you drive back down you should look for scarlet tanagers.

Although blue herons are everywhere Potswork Reservoir attracts the most.

If you want to see a mature stand of evergreens visit Weatheralls Hill.

D. Use commas to separate the adjective clauses:Paradise Reef which offers a mile of coral is popular with snorkelers.

Glass-bottomed boats which let nonswimmers see the reef are also popular.

The hawksbill which is named for its beaky upper jawbone is a sea turtle.

A strenuous hike leads to Monk Hill which overlooks two harbors.


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E. Write sentences using commas and end marks in direct quotations:Sample: “Let’s visit an Arawak dig,” suggested Ann.

“The Caribbean Islands are just like stepping stones from Venezuela to Florida” said Ron.Keisha added “Most of the first inhabitants came from South America”

“If you let the ball touch ground, the other side scored a point” said Ann.

F. Write each sentence using abbreviations and numbers correctly:2 deaths and 80 million dollars in property damage resulted when Hurricane Hugo struck in 1989

The island’s hospital needs qualified Drs.

When it’s 2 o’clock in VA, it’s 3 o’clock in Antigua.

Summer Carnival is celebrated in late Jul. and early Aug.


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Now respond to this writing prompt using your very best style of writing:

Write about a situation in which you are having a conversation with a friend about an ex-perience you both have had recently. Use quotation marks (dialogue style) for exact words that are used. Remember to place your commas correctly, also. Write at least one page.


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TABLE OF CONTENTS AND OBJECTIVES EIGHTH GRADE MATH

Lesson 1 Adding and Subtracting Integers Objective: The student will be able to add and subtract integers.

Lesson 2 Multiplying and Dividing Integers Objective: The student will be able to Multiply and Divide Integers.

Lesson 3 Order of Operations and Algebraic Expressions Objective: The student will be able to Evaluate Expressions and to use the Order of Operations. The student will be able to Translate Algebraic Expressions.

Lesson 4 Combining Like Terms Objective: The student will be able to simplify expressions by Combining Like Terms.

Lesson 5 Distributive Property Objective: The student will be able to use The Distributive Property.

Lesson 6 Equations and Solutions Objective: The student will be able to determine whether a given value is a Solution to an Equation.

Lesson 7 Solving and Writing One-Step Equations Objective: The student will be able to solve one-step equations. The student will be able to write an equation given a word problem.

Lesson 8 Solving and Writing One-Step Equations Practice Objective: The student will practice solving and writing one-step equations.

Lesson 9 Solving and Writing Two-Step Equations Objective: The student will be able to solve two-step equations. The student will be able to write two-step equations.

Lesson 10 Writing and Solving Two-Step Equations Practice Objective: The student will practice solving two-step equations. The student will practice writing two-step equations.

Lesson 11 Lessons 1-10 Review Objective: Students will review the concepts and skills learned in Lessons 1-10

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Lesson 12 Lessons 1-10 Quiz Objective: The student will demonstrate her knowledge of the concepts and skills learned in Lessons 1-10.

Lesson 13 Graphing Points on the Coordinate Plane Objective: The student will be able to Graph Ordered Pairs. Lesson 14 Graphing Ordered Pairs Practice Objective: The student will practice graphing ordered pairs on the coordinate plane.

Lesson 15 Graphing Linear Equations Objective: The student will be able to graph linear equations.

Lesson 16 Graphing Linear Equations Practice Objective: The student will continue working on graphing equations.

Lesson 17 Slope Objective: The student will be able to find the Slope of a Line.

Lesson 18 Graph a Line Using the X-intercept and Y-intercept Objective: The student will be able to graph equations using the x-intercept and y-intercept.

Lesson 19 Slope-intercept Form Objective: The student will be able to graph equations using the slope-intercept form.

Lesson 20 Lessons 13-19 Review Objective: The student will review the content and skills from Lessons 13-19.

Lesson 21 Lessons 13-19 Quiz Objective: The student will demonstrate knowledge of the content and skills from Lessons 13-19.

Lesson 22 Lessons 1-21 Comprehensive Review Objective: The student will review the concepts and skills learned in Chapter 1.

Lesson 23 Lessons 1-22 Assessment Objective: The student will demonstrate knowledge of the skills and concepts learned in Lessons 1-22.

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Lesson 24 Fractions, Decimals and Percents Objective: The student will be able to convert among Fractions, Decimals, and Percents. The student will locate Fractions, Decimals and Percents on a number line.

Lesson 25 Estimating Percent of a Number Objective: The student will be able to estimate the Percent of a Number.

Lesson 26 Finding the Percent of a Number Objective: The student will be able to find the Percent of a Number.

Lesson 27 Percent Problems Objective: The student will be able to use proportions to solve percent problems.

Lesson 28 Working with Percents Objective: The student will be able to solve problems involving discounts and show in writing what she has learned about percents.

Lesson 29 Lessons 24-28 Review Objective: The student will review the concepts and skills learned in Lessons 24-28.

Lesson 30 Lessons 24-28 Quiz Objective: The student’s understanding of percents will be assessed.

Lesson 31 Percent Increase and Percent Decrease Objective: The student will be able to find Percent Increase and Percent Decrease.

Lesson 32 Solving Percent Problems by Solving Equations Objective: The student will Solve Percent Problems by Solving Equations. The student will write an equation based on the word problem.

Lesson 33 Compound Interest Objective: The student will be able to calculate and solve problems involving Compound Interest.

Lesson 34 Multiple Discounts Objective: The student will be able to calculate and solve problems involving Multiple Discounts.

Lesson 35 Weighted Averages Objective: The student will be able to calculate Weighted Averages.

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Lesson 36 Rates and Ratios Objective: The student will be able to solve problems involving ratio units, such as miles per hour, dollars per pound, or persons per square mile.

Lesson 37 Rates and Ratios Practice Objective: The student will solve problems involving ratio units, such as miles per hour, dollars per pound, or persons per square mile.

Lesson 38 Rates and Ratios Activity Objective: The student will demonstrate her understanding of solving problems involving ratio units.


Lesson 40 Lessons 31-38 Quiz Objective: The student will demonstrate her knowledge of concepts and skills learned in Lessons 31-38.

Lesson 41 Lessons 24-38 Comprehensive Review Objective: The student will review the Percents, Rates and Ratios concepts and skills learned in Lessons 24-38.

Lesson 42 Lessons 24-38 Assessment Objective: The student will demonstrate knowledge of Percents, Rates and Ratios concepts and skills learned and reviewed throughout Lessons 24-41.

Lesson 43 Square Roots and Cube Roots Objective: The student will understand the meaning of a Square Root of a number. The student will find a Square Root’s connection to a square. The student will understand the meaning of a Cube Root and its connection to the volume of a cube.

Lesson 44 Square Roots and Cube Roots Practice Objective: The student will practice Square Roots and Cube Roots.

Lesson 45 Square Roots and Cube Roots Activity Objective: The student will continue working with Square Roots and Cube Roots.

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Lesson 46 Estimating Square Roots Objective: The student will be able to find Square Roots of perfect squares and approximate the Square Roots of non-perfect squares by estimating them between consecutive integers.

Lesson 47 Estimating Square Roots Practice Objective: The student will be able to find Square Roots of perfect squares and estimate the Square Roots of non-perfect squares by locating it between consecutive integers.

Lesson 48 Estimating and Solving Problems with Square Roots Objective: The student will be able to estimate and solve problems with Square Roots.

Lesson 49 Evaluating Expressions with Square Roots Objective: The student will be able to Evaluate Expressions with Square Roots.

Lesson 50 Solving Equations Using Square Roots Objective: The student will be able to Solve Equations involving Square Roots.


Lesson 52 Lessons 43-50 Quiz Objective: The student will demonstrate knowledge of the content and skills introduced and practiced in Lessons 43-50.

Lesson 53 Exponents Objective: The student will solve problems with Negative Exponents. The student will investigate the meaning of a zero exponent.

Lesson 54 Exponents Practice Objective: The student will practice using Negative Exponents.

Lesson 55 Rules of Exponents Objective: The student will use the Rules of Exponents to multiply and divide numbers with exponents which have the same base.

Lesson 56 Rules with Exponents Objective: The student will be able to use the Rules of Exponents to multiply and divide numbers with exponents which have the same base.

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Lesson 57 Rational Numbers Objective: The student will understand that in decimal form, Rational Numbers either terminate or eventually repeat. The student will understand that calculators truncate or round repeating decimals. The student will locate rational Numbers on the number line. The student will recognize common repeating decimals.

Lesson 58 Rational Numbers Objective: The student will know fraction forms of common repeating decimals. The student will research facts about the number Pi. The student will locate Rational Numbers on the number line.

Lesson 59 Irrational Numbers Objective: The student will understand that Irrational Numbers are those that cannot be expressed as the quotient of two integers. Irrational Numbers cannot be represented by terminating or repeating decimals. The student will estimate the position of familiar irrational numbers, e.g., √2, √3, π, on a number line.

Lesson 60 Irrational Numbers Objective: The student will be able to estimate the position of familiar Irrational Numbers on the number line. The student will be able to determine whether a number is Rational or Irrational.

Lesson 61 Rules with Exponents Activity Objective: The student will demonstrate knowledge of the Exponent Rules.

Lesson 62 Lessons 53-61 Review Objective: The student will review the skills and concepts from Lessons 53-61.

Lesson 63 Lessons 53-61 Quiz Objective: The student will demonstrate knowledge of the content and skills taught and practiced in Lessons 53-61.

Lesson 64 Lessons 43-60 Comprehensive Review Objective: The student will review the Rational and Irrational Numbers concepts and skills learned throughout Lessons 43-60.

Lesson 65 Lessons 43-60 Assessment Objective: The student will demonstrate knowledge of the Rational and Irrational Numbers concepts and skills presented and practiced in Lessons 43-60.

Lesson 66 Inequalities with One Variable Objective: The student will be able to solve Linear Inequalities with one variable.

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Lesson 67 Graphing Inequalities with One Variable Objective: The student will be able to Solve and Graph Linear Inequalities with one variable.

Lesson 68 Inequalities with Two Variables Objective: The student will be able to find solutions for Inequalities with Two Variables.

Lesson 69 Graphing Inequalities with Two Variables Objective: The student will be able to Graph Inequalities with Two Variables.

Lesson 70 Lessons 66-69 Review Objective: The student will review the Graphing Inequalities concepts and skills learned in Lessons 66-69.

Lesson 71 Lessons 66-69 Quiz Objective: The student will demonstrate his knowledge of the Graphing Inequalities content and skills learned in Lessons 66-69.

Lesson 72 Solving Systems of Linear Equations by Graphing Objective:

Lesson 73 Solving Systems of Linear Equations by Graphing Practice Objective: The student will practice Solving Systems of Linear Equations by Graphing.

Lesson 74 Solving Systems of Linear Equations by Substitution Objective: The student will be able to solve systems of linear equations by Substitution.

Lesson 75 Solving Systems of Linear Equations by Substitution Practice Objective: The student will practice solving systems of linear equations by Substitution.

Lesson 76 Solving Systems of Linear Equations by Elimination Objective: The student will be able to solve systems of linear equations by Elimination.

Lesson 77 Solving Systems of Linear Equations by Elimination Practice Objective: The student will practice Solving Systems of Equations by Elimination.

Lesson 78 Lessons 72-77 Review Objective: The student will review how to solve a system of equations skills learned in Lessons 72-77.

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Lesson 79 Lessons 72-77 Quiz Objective: The student will demonstrate knowledge of content and skills learned in Lessons 72-77.

Lesson 80 Lessons 66-77 Comprehensive Review Objective: The student will review the concepts studied in Lessons 66-77.

Lesson 81 Lessons 66-77 Assessment Objective: The student will take a Test on what he has learned in Lessons 66-77.

Lesson 82 Lessons 1-42 Midterm Review Objective: The student will review the Expressions and Equations and Percents, Rates and Ratios skills and concepts learned throughout Lessons 1-42.

Lesson 83 Lessons 43-81 Midterm Review Objective: The student will review the Rational and Irrational Numbers and Inequalities and systems of Equations skills and concepts learned, practiced and assessed in Lessons 43- 81.

Lesson 84 Lessons 1-81 Midterm Exam Objective: The student will be formally assessed on the concepts and skills presented, practiced, reviewed and assessed throughout Lessons 1-81.

Lesson 85 Functions Objective: The student will be able to use Function notation and evaluate Functions.

Lesson 86 Graphing Linear Functions Objective: The student will be able to Graph Linear Functions using a table.

Lesson 87 Graphing Quadratic Functions Objective: The student will be able to Graph Quadratic Functions using tables.

Lesson 88 Graphing Inversely Proportional Functions Objective: The student will be able to Graph Inversely Proportional Functions using a table of values.

Lesson 89 Graphing Cubic Functions Objective: The student will be able to Graph Cubic Functions using a table of values.

Lesson 90 Graphing Functions with Roots Objective: The student will be able to Graph Functions with Roots using a table of values.

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Lesson 91 Graphing Exponential Functions Using Tables Objective: The student will be able to graph Exponential Functions using tables and describe the tendencies of exponential functions.

Lesson 92 Matching Functions Game Objective: The student will demonstrate that she can recognize families of functions by being able to match the function equation to the graph for that function.

Lesson 93 Vertical Line Test Objective: The student will determine whether a graph is a function by using the Vertical Line Test.

Lesson 94 Function Relationships Objective: The student will be able to describe the relationship that one variable has on the other from the graph of a function.

Lesson 95 Problem Solving with Functions Objective: The student will be able to solve real-world problems involving functions.

Lesson 96 Lessons 85-95 Review Objective: The student will review the skills and content learned in Lessons 85-95.

Lesson 97 Lessons 85-95 Assessment Objective: The student will demonstrate knowledge of the skills and concepts learned in Lessons 85-95.

Lesson 98 Multiplication of Binomials (FOIL) Objective: The student will be able to Multiply Two Binomials.

Lesson 99 Binomials: Product of (a+b) and (a-b) Objective: The student will recognize the special product (a+b) and (a-b).

Lesson 100 Squaring Binomials Objective: The student will be able to recognize and use the rule for Squaring Binomials.

Lesson 101 Factoring Polynomials Objective: The student will be able to Factor Monomials. The student will be able to factor out the common factor(s) in a Polynomial.

Lesson 102 Factoring Polynomials Practice Objective: The student will practice Factoring Polynomials.

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Lesson 103 Difference of Two Squares Objective: The student will be able to factor binomials in the special case of the Difference of Two Squares.

Lesson 104 Trinomial Squares Objective: The student will be able to recognize Trinomial Squares and factor.


Lesson 106 Lessons 98-104 Quiz Objective: The student will demonstrate her knowledge of content and skills learned in Lessons 98-104.

Lesson 107 Factoring Quadratics Objective: The student will be able to Factor Quadratics in the form x2 + bx + c.

Lesson 108 Factoring Quadratics Practice Objective: The student will practice Factoring Quadratics.

Lesson 109 Solving Quadratic Equations by Factoring Objective: The student will be able to Solve Quadratic Equations by Factoring.

Lesson 110 Graphing Quadratic Functions Objective: The student will be able to Graph Quadratic Functions.

Lesson 111 Graphing Quadratic Functions Practice Objective: The student will practice Graphing Quadratic Functions.

Lesson 112 Applied Problems with Quadratics Objective: The student will be able to solve Applied Problems involving Quadratic Functions.

Lesson 113 Quadratics Project Objective: The student will create a presentation to teach the steps of multiplying binomials and factoring the result.


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Lesson 115 Lessons 107-113 Quiz Objective: The student will demonstrate his knowledge of the content from Lessons 107-113.

Lesson 116 Lessons 98-113 Comprehensive Review Objective: The student will review the content learned in Lessons 98-113.

Lesson 117 Lessons 98-113 Assessment Objective: The student will demonstrate his knowledge of the concepts from Lessons 98- 113.

Lesson 118 Modeling the Pythagorean Theorem Objective: The student will be able to model the Pythagorean Theorem using squares.

Lesson 119 The Pythagorean Theorem Objective: The student will be able to use The Pythagorean Theorem to find missing side lengths of right triangles.

Lesson 120 Using The Pythagorean Theorem Objective: The student will be able to use the Pythagorean Theorem to solve applied problems.

Lesson 121 The Pythagorean Theorem and its Converse Objective: The student will be able to use the Converse of the Pythagorean Theorem to find right triangles.

Lesson 122 The Distance Formula Objective: The student will be able to use The Distance Formula.

Lesson 123 Using The Distance Formula Objective: The student will use The Distance Formula by creating a Lesson teaching The Distance.

Lesson 124 Dilations Objective: The student will be able to draw the Dilation of a shape given the scale factor.

Lesson 125 Dilations Objective: The student will continue practicing drawing Dilations of shapes by making floor plans for a room or building or: A number used as a multiplier in scaling Formula.

Lesson 126 Translations Objective:

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Lesson 127 Reflections and Rotations Objective:


Lesson 129 Lessons 118-127 Assessment Objective: The student will demonstrate his knowledge of the content and skills learned in Lessons 118-127.

Lesson 130 Circles Objective: The student will be able to use formulas to find circumference and area of circles.

Lesson 131 Solving Problems with Circles Objective: The student will be able to solve applied problems involving circumference and area of circles.

Lesson 132 Area and Perimeter of Squares, Rectangles and Parallelograms Objective: The student will be able to find the area and perimeter of squares, rectangles and parallelograms.

Lesson 133 Area and Perimeter of Triangles and Trapezoids Objective: The student will be able to find the Area and Perimeter of triangles and trapezoids.

Lesson 134 Area of Irregular Figures Objective: The student will be able to find the Area of Irregular Figures by subdividing the figure into sections.

Lesson 135 Applied Problems with Area Objective: The student will be able to solve applied problems involving area.

Lesson 136 Lessons 130-135 Review Objective: The student will review the content and skills learned in Lessons 130-135.

Lesson 137 Lessons 130-135 Quiz Objective: The student will demonstrate understanding of content and skills learned in Lessons 130-135.

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Lesson 138 Exploring Polyhedra Objective: The student will build polyhedra and label them.

Lesson 139 Polyhedra and Nets Objective: The student will be able to sketch polyhedra and their nets.

Lesson 140 Surface Area Project Objective: The student will participate in a hands-on activity to demonstrate Surface Area. She will be able to find the Surface Area of a box that she has wrapped with wrapping paper.

Lesson 141 Surface Area of Prisms and Cubes Objective: The student will be able to find the Surface Area of prisms and cubes using nets.

Lesson 142 Surface Area of Pyramids and Cylinders Objective: The student will be able to find Surface Area of pyramids and cylinders.

Lesson 143 Surface Area of Cones and Spheres Objective: The student will be able to find the Surface Area of cones and spheres.

Lesson 144 Volume of Cubes, Prisms and Cylinders Objective: The student will be able to find the Volume of cubes, prisms, and cylinders.

Lesson 145 Volume of Cones, Pyramids and Spheres Objective: The student will be able to find the Volume of cones, pyramids and spheres.


Lesson 147 Lessons 138-145 Quiz Objective: The student will demonstrate understanding of the content and skills learned in Lessons 138-145.

Lesson 148 Lessons 130-145 Comprehensive Review Objective: The student will review concepts and skills learned in Lessons 130-145.

Lesson 149 Lessons 130-145 Assessment Objective: The student will demonstrate his understanding of the concepts and skills learned in Lessons 130-145.

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Lesson 150 Mean, Median and Mode Objective: The student will be able to find the Mean, Median and Mode of a set of numbers.

Lesson 151 Measures of Central Tendency Objective: The student will be able to determine which Measure of Central Tendency best describes a set of data.

Lesson 152 Collecting Data Objective: The student will be able to create and interpret line plots, scatter plots, tally charts and frequency tables.

Lesson 153 Displaying Data Objective: The student will be able to interpret bar graphs, line graphs, circle graphs, stem and leaf graphs, and histograms.

Lesson 154 Bias in Collecting and Displaying Data Objective: The student will be able to recognize practices of collecting and displaying data that may bias the presentation or analysis.

Lesson 155 Survey Project Objective: The student will complete a project of collecting and displaying data.


Lesson 157 Lessons 150-155 Quiz Objective: The student will demonstrate understanding of the concepts and skills learned in Lessons 150-155.

Lesson 158 The Counting Principle Objective: The student will be able to use the Counting Principle by making tree diagrams and organized lists.

Lesson 159 Probability Objective: The student will be able to find the likelihood of an event happening.

Lesson 160 Experimental and Theoretical Probability Objective: The student will be able to compute and compare Experimental and Theoretical Probability.

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Lesson 161 Dependent and Independent Events Objective: The student will be able to determine whether two events are Dependent or Independent.

Lesson 162 Relative Frequency Objective: The student will be able to compute Relative Frequency from a table of experimental results.

Lesson 163 Probability Exploration 1: Game Shows Objective: The student will investigate probability in two game shows.

Lesson 164 Probability Exploration 2: Games Objective: The student will investigate probability in games.

Lesson 165 Probability Exploration 3: Word Game Objective: Use relative frequency to investigate the strategy of playing a version of the television word game “Wheel of Fortune”.


Lesson 167 Lessons 158-165 Quiz Objective: The student will demonstrate his understanding of the concepts and skills learned in Lessons 158-165.

Lesson 168 Lessons 150-165 Comprehensive Review Objective: The student will review the concepts and skills learned in Lessons 150-165.

Lesson 169 Lessons 150-165 Assessment Objective: The student will demonstrate his understanding of the concepts and skills learned in Lessons 150-165.

Lesson 170 Expressions and Evaluations Lessons 1-19 Review Objective: The student will review the concepts and skills from Lessons 1-19.

Lesson 171 Percents, Rates and Ratios Lessons 24-38 Review Objective: The student will review the concepts and skills presented and learned in Lessons 24-38.

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Lesson 172 Rational and Irrational Numbers Lessons 43-61 Review Objective: The student will review the concepts and skills from Lessons 43-61.

Lesson 173 Inequalities and Systems of Equations Lessons 66-77 Review Objective: The student will review the concepts and skills from Lessons 66-77.

Lesson 174 Non-linear Functions Lessons 85-95 Review Objective: The student will review the concepts and skills from Lessons 85-95.

Lesson 175 Quadratic Functions Lessons 98-113 Review Objective: The student will review the concepts and skills from Lessons 98-113.

Lesson 176 Pythagorean Theorem; Transformations & Symmetry Lessons 118-127 Review Objective: The student will review the concepts and skills from Lessons 118-127.

Lesson 177 Geometry Lessons 130-145 Review Objective: The student will review the concepts and skills from Lessons 130-145.

Lesson 178 Data Analysis and Probability Lessons 150-165 Review Objective: The student will review the concepts and skills from Lessons 150-165.

Lesson 179 Final Project Objective: The student will reflect on the objectives learned in the past 178 Lessons.

Lesson 180 Final Exam Objective: The student will demonstrate knowledge of content and skills learned in this math book.

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Eighth Grade Math Common Core alignment Complete�Curriculum�LessonThe Number System

--Know that there are numbers that are not rational, and approximate them by rational numbers.

8.NS.1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

57,�59,�60,�62,�172,�179,�1808.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., �2). For example, by truncating the decimal expansion of �2 show that �2 is between 1 and 2decimal expansion of �2, show that �2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

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Expressions and Equations

--Work with radicals and integer exponents.8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.

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8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that �2 is irrational.

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8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities and to express how many times as much one

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small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose

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units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

--Understand the connections between proportional relationships, lines, and linear equations.

8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

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8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line th h th i i d th ti + b f li 17, 20, 21, 22, 23, 82, 84, 170,through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

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--Analyze and solve linear equations and pairs of simultaneous linear equations.

8.EE.7 Solve linear equations in one variable.

a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). 6,�11,�12,�22,�23,�82,�84,�179,�180b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

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8.EE.8 Analyze and solve pairs of simultaneous linear equations.a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

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b. Solve systems of two linear equations in two variables *72y qalgebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

7

c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

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Functions

--Define, evaluate, and compare functions.8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the 85, 86, 90, 91, 92, 96, 97, 174,set of ordered pairs consisting of an input and the corresponding output.

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8.F.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

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function has the greater rate of change.

8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. 93,�96,�97,�174,�179,�180

--Use functions to model relationships between quantities--Use functions to model relationships between quantities.

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8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. 94,�96,�97,�110,�111,�112,�174,�

179, 180179,�1808.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

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Geometry

--Understand congruence and similarity using physical models, g y g p y ,transparencies, or geometry software.

8.G.1 Verify experimentally the properties of rotations, reflections, and translations:

a. Lines are taken to lines, and line segments to line segments of the same length.

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b. Angles are taken to angles of the same measure. 126�129

P ll l li t k t ll l lic. Parallel lines are taken to parallel lines. 126�1298.G.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

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8.G.3 Describe the effect of dilations, translations, rotations, d fl ti t di i l fi i di tand reflections on two-dimensional figures using coordinates.

8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

Understand and apply the Pythagorean Theorem--Understand and apply the Pythagorean Theorem.8.G.6 Explain a proof of the Pythagorean Theorem and its converse. 118,�119,�128,�129,�176,�179,�1808.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 119,�120,�128,�129,�176,�179,�1808.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system 122 123 128 129 176 179 180between two points in a coordinate system. 122,�123,�128,�129,�176,�179,�180

--Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

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8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

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Statistics and Probability

--Investigate patterns of association in bivariate data.8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association b t t titi D ib tt h l t ibetween two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 152,�156,�157,�158,�179,�1808.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. *152closeness of the data points to the line.8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

*1538 SP 4 Understand that patterns of association can also be8.SP.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

152,�153,�156,�157,�178,�179,�180Sample

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TEACHER MANUAL EIGHTH GRADE MATH—LESSON 1—1

Lesson 1 Adding and Subtracting Integers

Objective: The student will be able to add and subtract integers.

Key Vocabulary: Integer: The number set including whole numbers, zero and the whole number opposites {…-3, -2, -1, 0, 1, 2, 3…}

Absolute value: The distance a number is away from zero on a number line

Opposite: Two numbers that are equal distance from zero on a number line (-3 is the opposite of 3)

Sum: The answer to an addition problem

Difference: The answer to a subtraction problem

Engage: Engaging Question: When might it be important to compute with a negative number?

Technology Integration: Using the following Key Words, search the Internet to find number lines. These number lines will enable the student to have a visual aid to help them with the addition and subtraction of Integers.

Key Words for Search: Integer Number Lines

Additional Notes to the Teacher: The student should know how to Add and Subtract Integers already, so this Lesson should serve as a review of the concept. If the student struggles with Adding and Subtracting Integers you may want to provide manipulative chips or number lines for her to use.

Number lines may be used for the student to count along with her finger or using a chip to move along the digits.

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Manipulative chips may be used for Addition of Integers by using two different colored chips. One color will represent positive numbers and a different color to represent negative numbers. The student creates “zero pairs” when putting together a positive and a negative chip. The amount of chips left over represents the sum. For example, in the problem -5 + 7 she may have 5 red (red will represent negative) and 7 blue (blue will represent positive). She will proceed by putting together one red and one blue until there are no more matches. There will be 2 blue left over. Therefore, the sum is positive two.

At this point, the student should be fluent in operations with Integers without the use of a calculator.

Lesson Wrap-Up: Remind the student that Adding and Subtracting Integers is a useful skill used when looking at changes in temperature and balancing a checkbook.

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STUDENT MANUAL EIGHTH GRADE MATH—LESSON 1—3

Lesson 1 Adding and Subtracting Integers

This 8th Grade Math course begins by introducing you to Integers.

When working with Integers, absolute value is an important term to know. Absolute value is the distance a number is away from zero on a number line.

The absolute value notation is two vertical lines on either side of a number:

|-3| = 3

The absolute value of -3 is 3 since it is three spaces away from zero on the number line. Absolute value is always positive because it is the distance a number measures from zero on a number line.

Practice 1: Simplify.

|4| = ________ 4

|-17| = ________ 17

|-45| = ________ 45

|13| = ________ 13

Two numbers are opposites when they are the same distance from zero on opposite sides of a number line. So, the opposite of -2 is 2. And the opposite of 10 is -10.

Practice 2: Find the opposite of the following numbers.

7 ______________________ opposite is -7

-9 ______________________ opposite is 9

-67 ______________________ opposite is 67

Adding Integers

When we Add Integers, there are different rules depending on the two addends.

Different signs: When you add two numbers with different signs you will subtract the lesser absolute value from the greater absolute value. The answer has the sign of the number with the greater absolute value.

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Same signs: Add the numbers. When you add two positive numbers the sum is positive. When you add two negative numbers the sum is negative.

Adding Integers with Different Signs

Example 1:

-5 + 3 = ?

Start at zero and move to -5. From -5 you will move 3 spaces to the right, in the positive direction. The answer is -2 since the arrow ends at -2.

Example 2:

6 + -2 = ?

Start at zero and move to 6. From 6 you will move 2 spaces to the left, in the negative direction. The answer is 4 since the arrow ends at 4.

Practice 3: Find the sum.

-6 + 4 = ________ -2

8 + -3 = ________ 5

Adding Integers with the Same Sign:

Example 3:

-4 + -6 = ?

Start at zero and move 4 spaces to the left, in the negative direction. Then move 6 morespaces to the left, in the negative direction again. The answer is -10 since the arrow endsat -10.


-5 -4 -3 -2 -1 0 1 2 3 4 5

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

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-3 + -1 = ________ -4

-5 + -4 = ________ -9


-14 + 29 = ________ 15

24 + - 65 = ________ -41

Subtracting Integers:

The rule for Subtracting Integers is: Change the subtraction to adding the opposite.

Example 4:

3 – 5 = ?

Change the subtraction to addition and change the 5 to its opposite -5.

3 + -5 = ?

Follow the rules for Adding Integers once you have changed the problem to addition.3 + -5 = -2

Example 5:

-4 - -3 = ?

Change the subtraction to addition and change the -3 to 3.

-4 + 3 = -1

Practice 6: Find the difference.

6 - -8 = ________ 14

-5 – 9 = ________ -14

Now complete Lesson 1 Assessment.

Lesson Wrap-Up: Adding and Subtracting Integers is a useful skill that you will need to use when looking at changes in temperature, balancing a checkbook and many other uses.

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STUDENT MANUAL

Lesson 1 Assessment Use a number line to find each sum or difference.

1. -6 + 8 = __________ 2

2. 6 + -8 = __________ -2

3. 5 + -7 = __________ -2

4. -1 + -9 = __________ -10

5. 5 + -5 = __________ 0

Simplify each expression.

6. 6 + -25 = __________ -19

7. -9 + 15 = __________ 6

8. -6 - -7 = __________ 1

9. 16 - -9 = __________ 25

10. -3 – 3 = _________ -6

11. 98 + -13 = __________ 85

12. -48 + -88 = __________ -136

13. -62 - -16 = __________ -46

14. 37 – 64 = __________ -27

15. -6 – 31 = __________ -37

16. 33 + -89 = __________ -56

17. -18 - -24 = __________ 6

18. -47 + 13 = __________ -34

19. 71- -67 = __________ 138

20. -85 + -96 = __________ -181

EIGHTH GRADE MATH—LESSON 1—6

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Lesson 57 Rational Numbers

Objective: The student will understand that in decimal form, Rational Numbers either terminate or eventually repeat. The student will understand that calculators truncate or round repeating decimals. The student will locate rational Numbers on the number line. The student will recognize common repeating decimals.

Key Vocabulary: Rational Number: Any number that can be written as a fraction with a numerator that is an integer and a denominator that is also an integer

Terminating Decimal: A terminating decimal has a limited number of digits Repeating Decimal: A repeating decimal has an unlimited number of digits that repeat a pattern forever

Irrational Number: A decimal number that does not terminate or repeat; an irrational number cannot be written as a fraction of two integers

Truncated Decimal: To restrict the precision of a decimal number by limiting the digits to the right of the decimal point. Decimals are often Truncated on a calculator screen.

Materials Needed: Calculator

Engage: Engaging Question: What are Rational Numbers?

Additional Notes to the Teacher: In Lesson 57, the student will look at different groups of numbers. Having students create a poster, diagram or table of the different groups of numbers and include examples for each will help them to understand and remember them.

Read and work through the Lesson, instructions, Examples and Practice problems with the student before assigning the Assessment.

Advance Preparation or Homework Required: There is a lot of new Vocabulary introduced in Lesson 57. It would be a good idea for the student to create flash cards of Rational Number, Irrational Number, Truncated Decimal, Repeating Decimal and Terminating Decimal. He should write the definition on the back and a few examples of numbers that fit that description on the front.

Lesson Wrap-Up: Remind the student that Rational Numbers are decimals that terminate or repeat. Remind him that Irrational Numbers cannot be written as a fraction.

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Lesson 57 Rational Numbers

Mathematicians classify numbers into groups. The following diagram shows some of the groups of numbers.

A Rational Number is:

any number that can be written as a fraction with a numerator that is an integer and a denominator that is also an integer. It cannot have zero as a denominator.

a number that when written as a decimal either terminates or repeats.

Any fraction can be written as a decimal. The numerator divided by the denominator will tell you the decimal that the fraction is equivalent to. For example, the fraction ¾ can be written as 0.75 because 3 ÷ 4 = 0.75.

¾ = 3 ÷ 4 = 0.75

Example 1: Terminating Decimal

A Terminating Decimal has a limited number of digits.

0.75 is a terminating decimal because it has exactly two digits.

Example 2: Repeating Decimal

A repeating decimal has an unlimited number of digits that repeat a pattern forever.

0.66666… is a repeating decimal because it repeats the number 6 forever0.09090909… is a repeating decimal because it repeats the numbers 09 forever

Real Numbers

IrrationalNumbers

Rational Numbers

RepeatingDecimals Terminating

Decimals

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23

0.66667

Repeating Bar

You can show that a number or a group of numbers is a repeating decimal by using the repeating bar over the number or numbers that repeat. For example:

0.33333… can be written as 0.3.

0.09090… can be written as 0.09.

Practice 1: Write each fraction as a decimal. Tell whether the decimal terminates or repeats.

1. 4/5 = 4 ÷ 5 = ______________________________ 0.8 terminates

2. 2/3 = 2 ÷ 3 = ______________________________ 0.6666… repeats

3. 12/13 = 12 ÷ 13 = ______________________________ 0.923076923076… repeats

4. 1/6 = 1 ÷ 6 = ______________________________ 0.16666… repeats

Using a Calculator

Be careful when using a calculator to find the decimal because most calculators truncate or round the decimal so that the number will fit into the calculator screen. When a calculator truncates, there may be more decimals that are not seen on the screen.

In this example, the fraction is . The decimal equivalent is 0.6666…….Because a calculator cannot fit 0.6666….forever, it rounds the last digit that fits on the screen to a 7.

All Terminating and Repeating decimals are Rational Numbers. They areRational Numbers because they can be written as a fraction.

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Example 3: Irrational Number

A decimal number that does not terminate or repeat is an Irrational Number. An irrational number cannot be written as a fraction of two integers.

√2 is an Irrational Number because its decimal equivalent is 1.414213562373095…

This number is not a Terminating Decimal and it has no repeating pattern.

Every square root of a non-perfect square is an Irrational Number.

Practice 2: Are the following numbers Rational Numbers or Irrational Numbers?

1. ___________________ Rational

2. ____________________ Rational

3. √3 ____________________ Irrational

Lesson Wrap-Up: Reminders: Rational numbers are decimals that terminate or repeat. Irrational Numbers cannot be written as a fraction.

56

79

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Lesson 115 Lessons 107-113 Quiz

Objective: The student will demonstrate his knowledge of the content from Lessons 107-113.

Engage: Engaging Question: Are there any concepts about quadratics that you had trouble understanding?

Additional Notes to the Teacher: The student will take a quiz on the concepts learned in Lessons 107-113. He should complete his quiz individually and without looking back at the Lessons.

Lesson Wrap-Up: Remind the student to check his answers before he turns in his Quiz.

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STUDENT MANUAL

Lesson 115Lessons 107-113 Quiz

Remember: Check your answers before you turn in your Quiz.

Factor.

1. x2 + 7x + 10 ______________________________ (x + 2)(x + 5)

2. x2 + 12x + 36 ______________________________ (x + 6)(x + 6)

3. x2 – 6x + 8 ______________________________ (x – 4)(x – 2)

4. x2 – x – 90 ______________________________ (x – 10)(x + 9)

5. x2 + 5x – 24 ______________________________ (x + 8)(x – 3)

Solve.

6. (x + 6)(x – 5)=0 ______________________________ x = -6 and 5

7. (x + 4)(x + 4)=0 ______________________________ x = -4

8. x2 + 4x = 21 ______________________________ x = -7 and 3

9. x2 – 5x = 24 ______________________________ x = -3 and 8

10. x2 - x = 20 ______________________________ x = 5 and -4


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STUDENT MANUAL

Graph each quadratic function. Label the vertex, axis of symmetry, and x-intercepts.

11. y = x2 + 10x + 25

12. y = x2 – x – 12

13. y = x2 – 3x – 40


•

Axis of Symmetry

Vertexx - intercept

• •

•

Axis of Symmetry

x - intercept

Vertex

x - intercept

•

Axis of Symmetry

x - intercept• •

Vertex

20

10

-10

-20

-30

-40

-50

-60

x - intercept

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STUDENT MANUAL

Match the graph to the quadratic function.

14. _________ B 15. _________ A

16. _________ C 17. _________ D

A. y = x2 + 9x + 14

B. y = (x+3)(x-4)

C. y = (x-5)(x-7)

D. y = x2 – 36


•

•

•

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Objective: The student will be able to find the Volume of cubes, prisms, and cylinders.

Engage: Engaging Question: What is the Volume of the can of soda pop?

Additional Notes to the Teacher: The student will learn about Volume in Lesson 144. You may have to take time to explain to the student the difference between Surface Area and Volume.

Tell her the Surface Area is how much wrapping paper will cover the box, and Volume is how much sand will fill the box. Visualizing these examples will help her to remember the difference.

It will help the student to write all of the Volume formulas on index cards for easily accessible reference. As she learns more formulas, she can insert them on cards, keep them all together.

Lesson Wrap-Up: Remind the student that the Volume of a can be found by using the Volume formula for a cylinder.


Lesson 144 Volume of Cubes, Prisms and Cylinders

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Lesson 144 Volume of Cubes, Prisms and Cylinders

The Volume of a polyhedron is the number of cubic units that it takes to fill the object.

Remember, Surface Area is like wrapping a box with wrapping paper. Think of Volume as filling a box with sand. The amount of wrapping paper that will cover the surface of the box is the Surface Area, the amount of sand that fills the box is Volume.

Use Volume formulas to find the Volume of polyhedra.

Volume of a Prism or Cube: V = Bh

Multiply the area of the base, B, and the height, h, of the prism or cube.

Volume of a Cylinder: V = πr2h

Multiply the radius, r, and the height, h, of the cylinder.

Base ( )

Height (h)

•Radius (r)

Height (h)

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Lesson 180 Final Exam

Objective: The student will demonstrate knowledge of content and skills learned in thismath book.

Materials Needed: Paper and pencil, Calculator

Engage: Engaging Question: What is the most valuable thing you learned from 8th GradeMath?

Additional Notes to the Teacher: The student should complete her test individually without looking back at notes and Lessons.

Lesson Wrap-Up: Remind the student to check all of her answers before turning in her Final Exam.

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Lesson 180 Final Exam

Complete the following problems. Be sure to check all of your answers before turning in your Final Exam.

1. Evaluate for y = 2

1 + 5y – 2y ____________ 7

2. Simplify.

8 + 5x – 2x – 7 ____________ 3x + 1

3. Simplify.

3(n+11) _______________ 3n + 33

Solve.

4. 7x – 1 = 27 _______________ x = 4

5. x/3 + 4 = 3 _______________ -3

6. Find the slope. _______________ m = ½

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STUDEN MANUAL EIGHTH GRADE MATH—LESSON 180—3

7. Find the x- and y-intercept. 2x – 3 = y

_____________________________________________ x-intercept: 3/2, y-intercept: -3

8. Graph y = 3x – 2.

9. Find 44% of 728 = _______________ 320.32

10. What percent of 334 is 292? _______________ 87.4%

11. Find the price of a $34 meal with 20% tip. _______________ $40.80

12. How much will you pay for a $56 bat that is on sale for 25% off? ____________ $42.00

13. Use the compound interest formula to find the balance of a bank account in the following situation: Beginning amount: $4000, Interest rate: 6%, Number of years: 28

_______________

14. Nancy is shopping at a store that is running a sale of 15% off everything. She also has a coupon for another 25% off. Find the price of a CD originally costing $17 after both discounts.

_______________ $10.84

15. Dave drove for 8 hours and went 525 miles. What was his rate?

___________________________________ 65.6 miles per hour

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60. Find the surface area of the cube. _______________ cm2

61. Find the surface area of the rectangular prism. _______________ 184 cm2

62. Find the surface area of the pyramid. _______________ 84 cm2

63. Find the volume of the cereal box. _______________ 308 in3


8 cm

4 cm

5 cm

4 cm

6 cm

6 cm

11 in

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64. Find the volume of the candy box. _______________ 60 in3

65. Find the volume of the water bottle. _______________ 70.7 in3

66. Find the mean, median and mode of the set of data.

Grades: 93, 85, 66, 79, 87, 90

_________________________________________________________________________ mean: 83.3, median: 86, mode: none


10 in

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Use a tree diagram to show the number of choices possible for each situation.

67. Colored pencil or crayon

Yellow, blue, or pink

68. Use the Counting Principle to find the number of choices possible for each situation.

8 classes, 3 days _______________ 24 ways


colored pencil

crayon

yellow

blue

pink

yellow

blue

pink

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LESSONS 1-180 EIGHTH GRADE SCIENCE / TABLE OF CONTENTS

TABLE OF CONTENTSLesson 1: Review of Earth Science/Earth System ScienceObjectives: The students will review:

� Define Earth science; Earth’s four major spheres, the formation of Earth/solar system � Differentiate among the three parts of the geosphere� State the value of the theory of plate tectonics to Earth Science� Describe the primary goal of Earth system science and Earth’s two major sources of energy

Lesson 2: Review of Earth Science: Scientific Inquiry/MapsObjectives: The students will review:

� What information maps can provide about natural and human-made features� How to find exact locations on Earth; why all maps distort Earth’s surface� Contour lines: topographic maps and their common symbols� Define the terms hypothesis, theory and skepticism� How remote-sensing images provide detailed/accurate information about Earth � How geographic data can be displayed in layers to help create maps

Lesson 3: Test: Earth Science/Earth Science System: Lessons 1-2Objective: The students will review:

� Display an understanding of the concepts and vocabulary from Lessons

Lesson 4: Review: MineralsObjectives: The students will review:

� The characteristics of minerals and how they are classified into groups � Which mineral group is most common � Which mineral properties are most important in identification and how they are identified by

their properties� How minerals form and how they are mined� How minerals are used in industry and art

Lesson 5: Review of Rocks: The Rock Cycle: Igneous/Sedimentary/MetamorphicObjectives: The students will review:

� What the three types of rocks are and how one type of rock can change into another and how new minerals can grown in existing rocks

� How common each rock type is in the Earth’s crust� Why igneous rocks formed at the Earth’s surface are different from those formed within the

Earth � Why silica content is important in classifying igneous rocks and why igneous rocks can

make long-lasting landforms � What kind of materials make up sedimentary rocks and what the processes are that form

sedimentary rocks and how these rocks record past conditions

Lesson 6: Test: Minerals and Rocks: Lessons 4-5Objective: The students will:

� Display an understanding of the concepts and vocabulary from Lessons 4-5.

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Lesson 7: Review of Weathering SoilObjectives: The students will review:

� How mechanical weather breaks down and chemical weathering changes rocks� What factors affect the rate at which weathering occurs� What soil consists of and how the properties of soil differ� How climate and landforms and activities of organisms affect a soil’s characteristics � Why soil is a necessary resource; how people’s use of land affects soil and how they can

conserve soil

Lesson 8: Review of Erosion and Deposition: Part One Objective: The students will review:

� How erosion moves and deposits rock and soil� How gravity causes movement of large amounts of rock and soil � How moving water shapes the Earth’s surface� How water moving underground forms caves and other features

Lesson 9: Review of Erosion and Deposition: Part TwoObjectives: The students will review:

� How waves and currents shape shorelines� How wind shapes land� How moving ice erodes land� How moving ice deposits sediment and changes landforms

Lesson 10: Test: Weathering Soil/Erosion and Deposition: Lessons 7-9Objective: The students will:

� Display an understanding of the concepts and vocabulary from Lessons 7-9

Lesson 11: Review of Matter: Part OneObjectives: The students will review:

� What matter is and how to measure the mass and volume of matter� About the smallest particles of matter� How atoms combine into molecules and how atoms and molecules move� How pure matter and mixed matter are different� How atoms and elements are related and how they form compounds� About the different states of matter and how these states behave

Lesson 12: Review of Matter: Part TwoObjectives: The students will review:

� About physical and chemical properties� About physical changes and chemical changes� How liquids can become solids, and solids can become liquids� How liquids can become gases, and gases can become liquids� How energy is related to changes of state� How properties can help you identify substances� How properties of substances can be used to separate substances

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Lesson 13: Test: Matter: Lessons 10-12Objective: The students will:


Lesson 14: Review of EnergyObjectives: The students will review:

� How energy causes change and how energy conversions may be inefficient� About common forms of energy – kinetic energy, potential energy and the law of the

conservation of energy� How energy can be converted from one form to another; how technology can improve

energy conversions and the advantages and disadvantages of different types of energy conversions

� How technology can improve the use of natural resources

Lesson 15: Review of Temperature and HeatObjectives: The students will review:

� How temperature depends on kinetic energy and how temperature is measured� How changes in temperature can affect matter � How heat is different from temperature and how heat is measured� Why some substances change temperature more easily than others� How energy is transferred through heat� How materials are used to control the transfer of energy through heat

Lesson 16: Test: Energy/Temperature/Heat: Lessons 14-15Objective: The students will:


Lesson 17: Review of WavesObjectives: The students will review:

� How forces cause waves; how waves are classified; how waves cause energy� How amplitude, wavelength, and frequency are measured and how to find a wave’s speed� How waves change as they encounter a barrier and how they interact with other waves� What happens when waves enter a new medium

Lesson 18: Review of Sound: Part OneObjectives: The students will review:

� How sound waves are produced, detected and transfer energy� What affects the speed of sound waves � How the frequency of a wave affects the way it sounds� How sound quality differs from pitch� How the Doppler effect works

Lesson 19: Review of Sound: Part TwoObjectives: The students will review:

� How the intensity of a wave affects its loudness� How sound intensity can be controlled� How loudness can affect hearing

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� How ultrasound is used� How musical instruments work� How sound can be recorded and reproduced

Lesson 20: Test: Wave and Sound: Lessons 17-20Objective: The students will:


Lesson 21: Review of Science and Math: Writing Fractions as PercentsObjective: The students will review:

� Express fractions as percentages

Lesson 22: Review of Science and Math: Creating a Line GraphObjectives: The students will review:

� Use data to create a line graph� Use a line graph to evaluate data

Lesson 23: Review of Science and Math: DensityObjective: The students will review:

� How to calculate density using proportions

Lesson 24: Review of Science and Math: Energy EfficiencyObjective: The students will review:

� Calculate energy efficiency ratios Lesson 25: Review of Science and Math: Metric ConversionsObjective: The students will review:

� Convert temperatures from Celsius to Fahrenheit and Fahrenheit to Celsius

Lesson 26: Review of Science and Math: Wave LengthsObjectives: The students will review:

� Understand mean, median, and mode� Calculate mean, median, and mode

Lesson 27: Review of Science and Math: Interpreting GraphsObjectives: The students will review:

� How to read an audiogram� Analyze an audiogram � How mechanical weather breaks down rocks � How chemical weathering changes rocks � What factors affect the rate at which weathering occurs

Lesson 28: Weathering: Weathering Forms Soil Objectives: The students will learn:

� What soil consists of � How climate and landforms affect a soil’s characteristics � How the activities of organisms affect a soil’s characteristics � How the properties of soil differ

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Lesson 29: Weathering: Human Activities Affect SoilObjectives: The students will learn:

� Why soil is a necessary resource � How people’s use of land affects soil � How people can conserve soil

Lesson 30: Weathering Review: Lessons 27-29Objective: The students will:

� Review vocabulary and ideas from Lessons 27-29 in preparation for the test.

Lesson 31: Test: Weathering: Lessons 27-30Objective: The students will:

� Display an understanding of the concepts and vocabulary from Lessons 27-30.

Lesson 32: Erosion and Deposition: Forces Objectives: The students will learn:

� How erosion moves and deposits rock and soil� How gravity causes movement of large amounts of rock and soil

Lesson 33: Erosion and Deposition: Moving WaterObjectives: The students will learn:

� How moving water shapes the Earth’s surface� How water moving underground forms caves and other features

Lesson 34: Erosion and Deposition: Waves and WindObjectives: The students will learn:

� How waves and currents shape shorelines� How wind shapes land

Lesson 35: Erosion and Deposition: Glaciers Objectives: The students will learn:

� How moving ice erodes land� How moving ice deposits sediment and changes landforms

Lesson 36: Design your Own Experiment: Kettle Lakes Objective: The students will:

� Design an experiment to teach others about the formation of kettle lakes Lesson 37: Science and Math: Creating a Line GraphObjectives: The students will:

� Use data to create a line graph� Use a line graph to evaluate data

Lesson 38: Erosion and Deposition Review: Lessons 31-37Objective: The students will:

� Review vocabulary and ideas from Lessons 31-37 in preparation for the test

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Lesson 39: Test: Erosion and Deposition: Lessons 31-38Objective: The students will:


Lesson 40: Earths Resources: Energy and MineralObjectives: The students will:

� Distinguish between renewable and nonrenewable resources� Identify which energy resources are fossil fuels� Predict which energy resources might replace dwindling petroleum supplies in the future� Describe the processes that concentrate minerals into large deposits as they form� Recognize how nonmetallic mineral resources are used

Lesson 41: Active Exploration: Oil TrapObjectives: The students will:

� Create a model� Observe the difference in densities of rock, oil and water

Lesson 42: Earths Resources: Alternate EnergyObjectives: The students will:

� Evaluate the advantages of solar energy� Explain how nuclear power plants use nuclear fission to produce energy� Evaluate wind power’s potential for providing energy in the future� Relate how hydroelectric power, geothermal energy and tidal power contribute

Lesson 43: Science in Action: Solar Oven Objective: The students will:

� Create a model to observe the effects of solar energy Lesson 44: Active Exploration: Hydroelectric PowerObjective: The students will:

� Determine how the amount of energy from falling water increases with increasing height

Lesson 45: Earth’s Resources: Water, Air and LandObjectives: The students will:

� Explain why fresh water is a vital resource� Recognize why the chemical composition of the atmosphere is important� Identify Earth’s important land resources

Lesson 46: Earth’s Resources: Protecting our ResourcesObjectives: The students will:

� Identify the first laws passed to deal with water pollution� Name the most important law passed to deal with air pollution� Explains what is involved in protecting land resources

Lesson 47: Active Exploration: Making an Oil SlickObjective: The students will:

� Examine the way oil reacts when it mixes with water

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Lesson 48: Active Exploration: Conserving ResourcesObjectives: The students will:

� Measure the dimensions of three different-sized juice cartons� Calculate the surface area of three cartons� Compare the amount of cardboard in the three cartons� Evaluate the packaging as to which conserves resources the best

Lesson 49: Earth’s Resources Review: Lessons 40-48Objective: The students will:


Lesson 50: Test: Earth’s Resources: Test Lessons 40-49 Objective: The students will:


Lesson 51: Water: Running WaterObjectives: The students will:

� Explain how the water cycle circulates Earth’s water supply in an unending cycle� Explain how the water cycle is kept in balance� Describe the ability of a stream to erode and transport material� Compare and contrast the changes in gradient and discharge between a stream’s

headwaters and mouth� Define base level

Lesson 52: Water: StreamsObjectives: The students will:

� Explain how streams erode their channels and transport sediments� Explain how stream deposition occurs� Identify the two general types of stream valleys� Predict the causes of floods and describe major flood control measures� Explain the relationship between streams and drainage basins

Lesson 53: Active Exploration: Deltas Objective: The students will:

� Model the formation of a delta

Lesson 54: Water: Beneath the SurfaceObjectives: The students will:

� Describe the location and movement of groundwater� Describe the formation of a spring� Explain environmental threats to water supplies� Describe the formation of caverns� Describe landforms in karst areas

Lesson 55: Active Exploration: Soil PermeabilityObjective: The students will:

� Explain how the permeability of soil affects its ability to move water

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Lesson 56: Water Review: Lessons 51-55Objective: The students will:


Lesson 57: Test: Water: Lessons 51-56Objective: The students will:


Lesson 58: Glaciers, Deserts and Wind: Glaciers (Day 1)Objectives: The students will:

� Describe the different types of glaciers and where each type is found� Explain how glaciers move and describe the different types of glacial drift� Identify the landscape features that glaciers form� Explain the causes of the most recent ice age

Lesson 59: Glaciers, Deserts and Wind: Glaciers (Day 2)Objectives: The students will:

� Describe the different types of glaciers and where each type is found� Explain how glaciers move and describe the different types of glacial drift� Identify the landscape features that glaciers form� Explain the causes of the most recent ice age

Lesson 60: Design Your Own Experiment: Glacial DepositionObjective: The students will:

� Design an experiment that models glacial deposition of till

Lesson 61: Glaciers, Desert and Wind: DesertsObjectives: The students will:

� Describe how running water affects deserts� Explain the roles mechanical and chemical weathering play in the formation of deserts

Lesson 62: Active Exploration: Desert Water Erosion Objective: The students will:

� Observe how water erodes a barren landscape and how alluvial fans form

Lesson 63: Glaciers, Deserts and Wind: WindObjectives: The students will:

� Describe two ways that wind can cause erosion� Identify types of landforms that are deposited by the wind� Describe how sand dunes differ

Lesson 64: Activity: Interpreting LandscapesObjectives: The students will:

� Use a topographic map to identify geographic features formed by glaciers� Infer how geographic features were formed

Lesson 65: Glaciers, Deserts and Wind Review: Lessons 58-64Objective: The students will:


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Lesson 66: Test: Glaciers, Deserts and Wind: Lessons 58-65Objective: The students will:

� Display and understanding of the concepts and vocabulary from Lessons 58-65

Lesson 67: Earthquakes: What is an Earthquake?Objectives: The students will:

� Compare and contrast the epicenter and focus of an earthquake� Identify the cause of earthquakes� Compare and contrast aftershocks and foreshocks

Lesson 68: Earthquakes: MeasuringObjectives: The students will:

� Identify the three types of seismic waves� Describe how seismic waves are recorded� Describe the different ways earthquakes are measured� Explain how to locate the epicenter of an earthquake

Lesson 69: Activity: Seismic WavesObjective: The students will:

� See the ways that the three different seismic waves move through substances with the use of a coiled spring toy

Lesson 70: Earthquakes: HazardsObjectives: The students will:

� Identify the major hazards associated with earthquakes� Describe how earthquake damage can be reduced

Lesson 71: Activity: Causes of Earthquake DamageObjective: The students will:

� Create a model to observe the effects of an earthquake on a manmade structure

Lesson 72: Earthquakes: Earth’s LayersObjectives: The students will:

� List the layers of Earth based on composition and physical properties� Describe the composition of each layer of Earth� Explain how scientists determined Earth’s structure and composition

Lesson 73: Activity: The Floating LithosphereObjective: The students will:

� Model the characteristics and behavior of the lithosphere and asthenosphere

Lesson 74: Earthquakes Review: Lessons 67-73Objective: The students will:


Lesson 75: Test: Earthquakes: Lessons 66-73Objective: The students will:


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Lesson 76: Plate Tectonics: Continental DriftObjectives: The students will:

� Describe the hypothesis of continental drift� Evaluate the evidence in support of continental drift� Identify the main objections to Wegener’s hypothesis of continental drift

Lesson 77: Plate Tectonics: Sea-Floor Spreading Objectives: The students will:

� Identify mid-ocean ridges and deep-ocean trenches� Explain the processes of seafloor spreading and subduction� Explain the processes of seafloor spreading, including paleomagnetism and magnetic

reversals, earthquake patterns, and the age of the ocean floor

Lesson 78: Plate Tectonics: Theory of Plate Tectonics Objectives: The students will:

� Explain the theory of plate tectonics� Describe lithospheric plates� Identify the three types of plate boundaries

Lesson 79: Activity: Create a Continental RiftObjective: The students will:

� Observe how fractures grow to create a continental rift as a result of the stretching of the lithosphere

Lesson 80: Plate Tectonics: Mechanisms of Plate Motion Objectives: The students will:

� Relate the unequal distribution of heat in Earth and the mechanism of mantle convection to the movement of tectonic plates

� Compare the mechanisms of slab-pull and ridge-push as contributing to plate motion

Lesson 81: Plate Tectonics Review: Lessons 76-80Objective: The students will:


Lesson 82: Test: Plate Tectonics: Lessons 76-81Objective: The students will:


Lesson 83: Volcanoes: Volcanoes and Plate TectonicsObjectives: The students will:

� Describe the origin of magma� Explain the relationship between plate tectonics and volcanism, including intraplate

volcanism

Lesson 84: Activity: Observing Plate MovementObjective: The students will:

� Observe convergent plate movements

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Lesson 85: Volcanoes: Volcanic Eruptions Objectives: The students will:

� Explain the factors that determine the type of volcanic eruptions that occur� Describe the various types of volcanic materials that are ejected from volcanoes� List the three main types of volcanoes� Distinguish how the different types of volcanic landforms form

Lesson 86: Activity: Why are some Volcanoes Explosive?Objective: The students will:

� Be able to explain why trapped gases cause explosive reactions in volcanoes

Lesson 87: Volcanoes: Intrusive igneous ActivityObjectives: The students will:

� Describe the major intrusive igneous features such as dikes, sills and laccoliths, and how they form

� Describe batholiths and how they form

Lesson 88: Active Exploration: Melting Temperatures of RocksObjective: The students will:

� Describe the temperature gradient for the Earth’s interior� Explain the relationship between depth and the melting temperatures of granite and basalt

rocks

Lesson 89: Review Volcanoes: Lessons 83-88Objective: The students will:


Lesson 90: Test: Volcanoes: Lessons 83-88 Objective: The students will:


Lesson 91: Mountains: Forces in the Earth’s Crust Objectives: The students will:

� Identify the factors that determine the strength of rock and explain how rocks permanently deform

� Distinguish among the types of stresses that affect rock� Explain how isostatic adjustment is involved in mountain formation

Lesson 92: Science in Action: Modeling IsostasyObjective: The students will:

� Model the principle of isostasy by measuring how high blocks of varying density float in water

Lesson 93: Mountains: Folds, Faults and Mountains Objectives: The students will:

� List the three main types of folds� Identify the main types of faults� Describe folded mountains and fault-block mountains and explain how they form� Describe plateaus, domes and basins and explain how they form

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Lesson 94: Mountains: Mountains and plates Objectives: The students will:

� Identify the type of mountains associated with the different types of convergent plate boundaries

� Identify the type of mountains associated with divergent plate boundaries� Describe the role of accretion in the formation of continents and mountain building

Lesson 95: Science in Action: Partial MeltingObjective: The students will:

� Observe the process that generates magma during boundary convergence

Lesson 96: Review Mountains: Lessons 91-95Objective: The students will:


Lesson 97: Test: Mountains: Lessons 91-96Objective: The students will:


Lesson 98: Geologic Time: Earth’s History Objectives: The students will:

� List the three main ideas that geologists use in studying Earth’s history� List the key principles of relative dating and describe how geologists use relative dating in

their work� Describe how geologists use inclusions, unconformities and correlation of rock layers to

interpret the rock record

Lesson 99: Geologic Time: Fossils Objectives: The students will:

� Describe the different types of fossils and how they form� Identify the factors that determine if an organism will become a fossil� Explain how the principle of fossil succession and the theory of evolution help scientists

interpret the fossil record� Describe how geologists use fossils to correlate rock layers and reconstruct past

environments. Lesson 100: Science in Action: Making FossilsObjective: The students will:

� Examine a “fossil” to identify the object that made each fossil

Lesson 101: Geologic Time: Dating with RadioactivityObjectives: The students will:

� Define radioactivity and half-life� Explain radiometric dating� Describe how carbon-14 is used in radiometric dating� Explain how radiometric dating of igneous rock layers can help date sedimentary rock

layers indirectly

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Lesson 102: Science in Action: Radiometric DatingObjectives: The students will:

� Use half-life properties of isotopes to determine the age of different “rocks” and “fossils” made out of a bags of beads

� Will gain an understanding of how scientists are able to use isotopes such as U-235 and Pb-207 to determine the age of ancient minerals

Lesson 103: Science in Action: The Age of RocksObjective: The students will:

� Be able to use fossils to assign relative dates to rocks and rock sequences

Lesson 104: Review Geologic Time: Lessons 98-103Objective: The students will:


Lesson 105: Test: Geologic Time: Lessons 98-104Objective: The students will:


Lesson 106: Earth’s History: Precambrian TimeObjectives: The students will:

� Describe the major geologic developments of Precambrian time � Describe the major developments in the evolution of living things during Precambrian time

Lesson 107: Earth’s History: Life Explodes, Day 1Objectives: The students will:

� List the kinds of environmental changes that have affected the evolution of life over geologic time

� Describe the major developments in Earth’s geology and life forms during the Paleozoic era

Lesson 108: Earth’s History: Life Explodes, Day 2Objectives: The students will:

� List the kinds of environmental changes that have affected the evolution of life over geologic time

� Describe the major developments in Earth’s geology and life forms during the Paleozoic era

Lesson 109: Earth’s History: The Age of ReptilesObjectives: The students will:

� Describe the major developments in Earth’s geology and life forms during the Mesozoic era� State the cause of the mass extinction at the end of the Mesozoic era

Lesson 110: Earth’s History: The Age of MammalsObjectives: The students will:

� Explain why mammals became widespread and successful in the Cenozoic era � Describe the major developments in Earth’s geology and life forms during the Cenozoic era

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Lesson 111: Science in Action: Modeling the Geologic Time ScaleObjectives: The students will:

� Represent the geologic time scale in a way that allows a clear visual understanding of the time scales involved

� Gain a sense of how long the Precambrian really was and how short the other eras and periods were in comparison

Lesson 112: Review Earth’s History: Lessons 106-111Objective: The students will:


Lesson 113: Test: Earth’s History: Lessons 106-112Objective: The students will:


Lesson 114: Oceans: The World of OceansObjectives: The students will:

� Recognize that most of Earth’s surface is covered by water � List Earth’s four main ocean basins and identify their locations � Describe the topography of the ocean floor and compare it to land � Identify and describe three major technologies used to study the ocean floor

Lesson 115: Oceans: Ocean Floor FeaturesObjectives: The students will:

� List the three main regions of the ocean floor � Differentiate between the continental margins of the Atlantic and Pacific Oceans � Explain the formation of new ocean floor at deep-ocean trenches, abyssal plains and mid-

ocean ridges Lesson 116: Oceans: Seafloor SedimentsObjectives: The students will:

� List the three types of ocean floor sediments � Describe the formation of terrigenous, biogenous, and hydrogenous sediments

Lesson 117: Oceans: ResourcesObjectives: The students will:

� Identify ocean resources used for energy production � Explain how gas hydrates are formed � List other types of ocean resources

Lesson 118: Science in Action: Evaporative SaltsObjective: The students will:

� Observe that any salt dissolved in water is left behind when the water evaporates

Lesson 119: Review Oceans: Lessons 114-118Objective: The students will:


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Lesson 120: Test: Oceans: Lessons 114-119Objective: The students will:


Lesson 121: Ocean Life: SeawaterObjectives: The students will:

� Identify the units used to express the salinity of ocean water � List the sources of salt in ocean water � Recognize the factors that affect the density of ocean water � Compare and contrast the three main zones of the open ocean

Lesson 122: Ocean Life: DiversityObjectives: The students will:

� Recognize how marine organisms can be classified � Differentiate between plankton and nekton� Describe the area of the ocean in which most benthic organisms live � List the factors used to divide the ocean into marine zones

Lesson 123: Ocean Life: ProductivityObjectives: The students will:

� List the factors that influence a region’s photosynthetic productivity � Describe the transfer of energy from one trophic level to another � Compare and contrast food webs and food chains

Lesson 124: Active Exploration: How does Temperature Affect Water Density?Objectives: The students will be able to:

� Create a model of how temperature affects water density � Plot density data on a line graph � Infer how environmental conditions in different ocean regions affect, and are affected by,

temperature-related differences in water density Lesson 125: Review Ocean Life: Lessons 121-124Objective: The students will:


Lesson 126: Test: Ocean Life: Lessons 121-125Objective: The students will:

� Display an understanding of the concepts and vocabulary from Lessons 121-125 Lesson 127: The Dynamic Ocean: Ocean CirculationObjectives: The students will:

� Explain how surface currents develop � Describe how ocean currents affect climate � State the importance of upwelling � Describe the formation of density currents

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Lesson 128: Science in Action: Creating Density CurrentsObjective: The students will:

� See how temperature and salinity create density currents Lesson 129: The Dynamic Ocean: Waves and TidesObjectives: The students will:

� Describe how ocean waves get their energy � State three factors that determine the characteristics of a wave � Describe how energy moves through a wave � Explain the forces that produce tides

Lesson 130: The Dynamic Ocean: ShorelinesObjectives: The students will:

� List the agents responsible for the movement of sediments along the shoreline� Explain how refraction affects wave action along the shore� Describe the processes that form shoreline features � List the structures that can be built to protect a shoreline

Lesson 131: Review The Dynamic Ocean: Lessons 127-130Objective: The students will:


Lesson 132: Test: The Dynamic Ocean: Lessons 127-131Objective: The students will:

� Display an understanding of the concepts and vocabulary from Lessons 127-131 Lesson 133: The Atmosphere: CharacteristicsObjectives: The students will:

� Compare and contrast weather and climate � Explain why seasonal changes occur

Lesson 134: The Atmosphere: Heating the AtmosphereObjectives: The students will:

� Explain how heat and temperature are related� List the three major mechanisms of heat transfer� Describe how the atmosphere is affected by heat transfer mechanisms

Lesson 135: The Atmosphere: Temperature ControlsObjectives: The students will:

� Explain what a temperature control is� Compare and contrast the heating of land and water� Explain why some clouds reflect a portion of sunlight back to space

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Lesson 136: Active Exploration: Heating Land and WaterObjectives: The students will:

� Conduct an experiment investigating the differential heating of dry sand, water and damp sand

� Measure temperature changes in these materials with time as they are exposed to radiation from a light source

� Interpret time/temperature data obtained from irradiating the materials with a light source

Lesson 137: Review The Atmosphere: Lessons 133-136Objective: The students will:


Lesson 138: Test: The Atmosphere: Lessons 133-137Objective: The students will:

� Display an understanding of the concepts and vocabulary from Lessons 133-137 Lesson 139: Clouds: Water in the AtmosphereObjectives: The students will:

� Identify the gas that is most important for understanding atmospheric processes� Describe what happens during a change of state� Compare and contrast the abilities of cold air and warm air to hold water vapor� Define relative humidity� Describe the factors that affect the relative humidity of air

Lesson 140: Clouds: Cloud FormationObjectives: The students will:

� Describe what happens to air when it is compressed or allowed to expand � List four mechanisms that cause air to rise � Compare and contrast movements of stable and unstable air � Describe the conditions in air that favor condensation of water

Lesson 141: Clouds: Cloud Types and PrecipitationObjectives: The students will:

� Describe how clouds are classified � Compare and contrast clouds and fogs� Explain what must happen for precipitation to form� Identify what controls the type of precipitation that reaches Earth’s surface

Lesson 142: Active Exploration: Measuring HumidityObjectives: The students will:

� Calculate relative humidity from air moisture content data� Determine the relative humidity inside and outside using a psychrometer

Lesson 143: Review The Clouds: Lessons 139-142Objective: The students will:


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Lesson 144: Test: The Clouds: Lessons 139-143Objective: The students will:

� Display an understanding of the concepts and vocabulary from Lessons 139-143 Lesson 145: Air Pressure: Understanding Air PressureObjectives: The students will:

� Describe how air pressure is exerted on objects � Explain how changes in air pressure affect the mercury column of a barometer � Identify the ultimate energy source for wind � Describe how the Coriolis effect influences freely moving objects

Lesson 146: Air Pressure: Pressure Centers and WindObjectives: The students will:

� Explain how winds blow around pressure centers in the Northern and SouthernHemispheres

� Describe the air pressure patterns within cyclones and anticyclones � Describe how friction controls the net flow of air around a cyclone and an anticyclone � Explain how the unequal heating of Earth’s surface affects the atmosphere a events

Lesson 147: Science in Action: Warm Air RisesObjective: The students will:

� See that air rises upward as it is warmed by a heat source Lesson 148: Air Pressure: Wind SystemsObjectives: The students will:

� Identify the causes of local winds � Describe the general movement of weather in the United States � Compare and contrast weather patterns characteristic of El Niño and La Niña events

Lesson 149: Review Air Pressure: Lessons 145-148Objective: The students will:


Lesson 150: Test: Air Pressure: Lessons 145-149Objective: The student will:

� Display an understanding of the concepts and vocabulary from Lessons 145-149 Lesson 151: Weathering: Air massesObjectives: The students will:

� Define air mass � Explain how air masses are classified � Explain the characteristic features of each air mass class � Explain the influence of continental polar and maritime tropical air masses on the majority

of North America

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Lesson 152: Weathering: FrontsObjectives: The students will:

� Describe the formation of a front � Differentiate among the formation of a warm front, cold front, stationary front, and occluded

front� Describe the weather patterns associated with each type of front

Lesson 153: Science in Action: Homemade TornadoObjective: The students will:

� Observe a visual model of a tornado Lesson 154: Weathering: Severe StormsObjectives: The students will:

� Explain the formation of a thunderstorm � Describe the conditions needed for a tornado to form � Identify the conditions that must exist for a hurricane to form

Lesson 155: Review Weathering: Lessons 151-154Objective: The students will:


Lesson 156: Test: Weathering: Lessons 151-155Objective: The students will:

� Display an understanding of the concepts and vocabulary from Lessons 151-154 Lesson 157: Climate: Factors that Affect ClimateObjectives: The students will:

� Describe how latitude affects climate � Describe how elevation and mountain ranges affect climate � Describe how large bodies of water affect climate � Describe how global winds affect climate � Describe how vegetation affects climate

Lesson 158: Active Exploration: Observing How Land and Water Absorb and Release EnergyObjective: The students will:

� Be able to state that land and water absorb and release heat differently

Lesson 159: Climate: World ClimatesObjectives: The students will:

� Explain the Köppen climate classification system � Describe humid tropical climates � Compare and contrast humid mid-latitude climates � List the characteristics of dry climates � List the characteristics of polar climates � Compare and contrast highland climates with nearby lowland climates

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Lesson 160: Climate: Climate ChangesObjectives: The students will:

� Describe natural processes that can cause changes in climate � Explain the greenhouse effect � Define global warming � List some of the consequences of global warming

Lesson 161: Review Climate: Lessons 157-160Objective: The students will:


Lesson 162: Test: Climate: Lessons 157-161Objective: The students will:

� Display an understanding of the concepts and vocabulary from Lessons 157-161 Lesson 163: Astronomy: Early AstronomyObjectives: The students will:

� Describe the contributions of ancient Greeks to astronomy � Compare and contrast the geocentric and heliocentric models of the solar system � Explain the contributions to astronomy of Copernicus, Brahe, Kepler, Galileo, and Newton

Lesson 164: Science in Action: Planetary OrbitsObjective: The students will:

� Draw ellipses to develop an understanding of the shape of an orbit

Lesson 165: Astronomy: Earth-Moon-Sun SystemObjectives: The students will:

� Describe the movements of Earth known as rotation, revolution, and precession � Explain how the moon goes through phases � Explain how eclipses occur

Lesson 166: Astronomy: The Earth’s MoonObjectives: The students will:

� Describe how the physical features of the lunar surface were created � Explain the history of the moon

Lesson 167: Review Astronomy: Lessons 163-166Objective: The students will:


Lesson 168: Test: Astronomy: Lessons 163-166Objective: The students will:


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Lesson 169: The Solar System: Our Solar SystemObjectives: The students will:

� List the major differences between the terrestrial and Jovian planets � Explain how the solar system formed

Lesson 170: The Solar System: Terrestrial PlanetsObjective: The students will:

� Describe the distinguishing characteristics of each terrestrial planet

Lesson 171: The Solar System: Outer PlanetsObjectives: The students will:

� Describe the distinguishing characteristics of each Jovian planet� Explain why Pluto is not considered a planet

Lesson 172: My PlanetObjectives: The students will:

� Use their knowledge of planet characteristics and create their own planet.

Lesson 173: The Solar System: Minor MembersObjectives: The students will:

� Identify the location within our solar system where most asteroids are found � Describe the structure of a comet � Explain the possible origins for a meteoroid

Lesson 174: Review Solar System: Lessons 169-173Objective: The students will:


Lesson 175: Test: Solar System Lessons 169-174Objective: The students will:


Lesson 176: The Sun: The Study of LightObjectives: The students will:

� Describe the waves that compose the electromagnetic spectrum� Describe what the different types of spectra reveal about stars � Explain how the Doppler effect is applied to the motion of stars in relation to Earth

Lesson 177: The Sun: Tools for Studying SpaceObjectives: The students will:

� Explain how refracting, reflecting, and radio telescopes work � Describe the advantages and disadvantages of each type of telescope � Explain the advantages that a space telescope has over an Earth-based telescope

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Lesson 178: The Sun: Our Solar System’s SunObjectives: The students will:

� Explain the structure of the sun � Describe the physical features on the surface of the sun � Explain how the sun produces energy

Lesson 179: Review The Sun: Lessons 176-178Objective: The students will:


Lesson 180: Test: The Sun: Lessons 176-179Objective: The students will:


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TEACHER MANUAL EIGHTH GRADE SCIENCE / LESSON 1

Lesson 1 Review of Earth Science/Earth System Science

Objective: The student will:

• Define Earth science; Earth’s four major spheres and the formation of Earth and the solar system

• Differentiate among the three parts of the geosphere • State the value of the theory of plate tectonics to Earth Science • Describe the primary goal of Earth system science and Earth’s two major sources

of energy Key Vocabulary Needed:

Astronomy: The study of the universe.

Earth science: The study of Earth materials and processes subdivided into a group of four interconnected spheres of activity: atmosphere, geosphere, hydrosphere, and biosphere.

Geology: Study of the Earth’s surface and interior.

Meteorology: The study of processes that govern the Earth’s atmosphere.

Oceanography: The scientific study of the ocean and seas.

Atmosphere: A mixture of gases that surrounds a planet or moon

Biosphere: All living organisms in the Earth system and their environments; one of the four spheres of the Earth system

Core: The central part of the Earth below the mantle

Crust: The thin and solid outermost layer of the Earth above the mantle

Mantle: The layer of rock between the Earth’s crust and core

Lithosphere: The rigid outer layer of Earth composed of the crust and uppermost mantle

Geosphere: The rocks, mountains, lithospheric plates, and other physical features of the Earth, except for water; one of the four spheres of the earth system

Hydrosphere: All water in the Earth system—gaseous, solid, and liquid; one of the four spheres of the Earth system.

System: A group of objects or phenomena that interact.

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Environment: Refers to everything that surrounds and influences an organism.

Renewable Resources: Natural resources (as wood or solar energy) that can be replenished naturally over relatively short time spans.

Non-renewable Resources: Is a natural resource that cannot be re-made, re-grown or regenerated on a scale comparative to its consumption. It exists in a fixed amount that is being consumed or used up faster than it can be made by nature.

Materials Needed: Science Notebook, pencil

Literary/Text Selection: Review of Earth Science and Earth System Science

Engage: Engaging Question: What do you remember from 7th grade Science? Let’s review!

Technology Resources: Computer with Internet Access

Additional Notes to Teacher: The first 27 lessons of this Eighth Grade Digital Text heavily review content standards from the previous year. The teacher may choose to include all or some of the lesson content.

In today’s Lesson, the student will be reviewing Earth Science and Earth Systems from 7th

Grade Science. As the student reads today’s Lesson, have them take notes and record any vocabulary words they may be having difficulty with or don’t understand in their Science Notebook.

After the student has finished the reading, ask them to complete the Lesson review activities.

Lesson Wrap-Up: Encourage the student to discuss anything that he/she may not understand. Sam

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Lesson 1 Review of Earth Science/Earth System Science

Student Assignment: In today’s Lesson, you will review what you have learned about Earth Science and Earth System Science in 7th Grade Science. As you read today’s Lesson, take notes and record the vocabulary words that you may be having difficulty with.

After you have finished today’s reading, complete the Lesson review activities.

Lesson Wrap-Up: Discuss with your teacher any vocabulary words or text that you need assistance with.

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Review: Earth Science

Earth Science is the name for the group of sciences that study the Earth and its’ neighbors in the Solar System. Earth science includes many subdivisions of geology such as: geochemistry, geophysics, geobiology and paleontology, as well as oceanography, meteorology, and astronomy.

The word Geology means “study of Earth.” Geology is divided into two areas – physical geology and historical geology. Physical geology includes the study of the materials that make up the Earth and the possible explanations for the processes that shape our planet. There are many processes that shape the Earth; some we can see and some that happen below the surface of the Earth.

Processes below the surface create earthquakes, build mountains, and produce volcanoes. Processes at the surface break rock apart and create different landforms. Erosion by water, wind, and ice results in different landscapes. Rocks and minerals form as a result of the Earth’s internal and external processes. Understanding the origin of rocks and minerals is an important part of understanding the Earth.

While physical geology studies the Earth in its current form, the aim of Historical geology is to understand Earth’s long history. Historical geologists try to create a timeline of the vast number of physical and biological changes that have occurred in the past. By studying physical geology before historical geology, we are able to first understand how the Earth works before we try to unravel its past.

Oceanography combines the sciences of chemistry, physics, geology, and biology. Oceanographers study the composition of seawater as well as the movement of seawater. Oceanography also includes the study of coastal processes, the topography of the seafloor, and marine life.

Meteorology is the study of the atmosphere and the processes that produce weather and climate. Different weather conditions are caused by the combined effects of Earth’s motions and energy from the sun. Like oceanography, meteorology also involves other branches of science.

Astronomy - the study of the universe, is useful in understanding the creation of our own environment and helps us to understand the Earth and its position in the universe. The same physical laws govern all objects in space, including Earth. Learning about the other members of our solar system and the universe beyond helps us to understand the Earth.

As long as the Earth has existed, it has been changing. The Earth is changing right now and will continue to change for as long as it exists. Many of these changes take place very slowly, so slowly that they aren’t even noticed in a lifetime. Other changes are rapid and violent, such as when tornadoes, landslides, or volcanic eruptions occur.

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The Earth’s Formation

The Earth is only one of several planets that revolve around the sun. Scientists have determined that the Earth and the other planets in our solar system formed during the same time span and from the same material as the sun. Scientists have created a hypothesis that explains the formation of our universe. The nebular hypothesis suggests that the bodies of our solar system evolved from an enormous rotating cloud called the solar nebula. It was made up mostly of hydrogen and helium, with small percentages of heavier elements.

When the solar system formed, the inner planets had high temperatures and weak fields of gravity. These inner planets were not able to hold onto the lighter gases of the nebular cloud. The solar wind carried the lightest gases, hydrogen and helium, toward the heavier planets. Earth, Mars, and Venus had stronger fields of gravity and were able to hold onto some heavier gases including water vapor and carbon dioxide. The outer planets contained mostly hydrogen and helium, but also high percentages of water, carbon dioxide, ammonia, and methane, in addition to rock and metal cores. These planets were

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much larger than the inner planets and because of their large size; the outer planets’ gravity was strong enough to hold all of these gases.

Earth’s Layers

Not long after the Earth formed, heat and radioactive decay caused some of the interior to melt. Gravity then caused the denser elements, such as iron and nickel, to sink to the Earth’s center. The lighter, or less dense, materials floated toward the surface. As a result of this, the Earth’s interior is not made of uniform materials. It consists of layers of materials that have different properties. This process allowed gases and liquids to escape from the Earths interior; creating an atmosphere and the oceans. This process is still believed to be happening today, but on a much smaller scale. The Earth is referred to as a dynamic planet because it is constantly changing.

The Earth’s Spheres

The Earth’s physical environment is traditionally divided into three major spheres: the hydrosphere, the water portion of the planet; the atmosphere, the gases that surround the planet; and the geosphere, the physical features of the Earth. These three spheres continuously interact with one another. The last sphere, the biosphere, is made up of all of the life forms on Earth and also interacts with each of the other three spheres. While the physical environment is divided into three spheres, the Earth can be thought of as consisting of four major spheres: the hydrosphere, atmosphere, geosphere, and biosphere.

Hydrosphere - The presence of water is one of the things that make the Earth unique. All of the water on Earth makes up the hydrosphere. We are continually surrounded by water in many different forms. The water cycle moves water through each of the spheres of the Earth; water evaporates from the oceans to the atmosphere, falls back to Earth as rain, and runs back to the ocean.

Approximately 97 percent of the water on Earth is found in the oceans. The remaining 3 percent is fresh water and is present in groundwater, streams, lakes, and glaciers. Freshwater makes up a very small percentage of the water on the Earth, but it is incredibly important. Streams, glaciers, and groundwater are responsible for sustaining life and creating many of Earth’s landforms.

The properties and presence of water are major factors that affect life on Earth. Living things require liquid water. The availability of water also helps to determine where many organisms, including humans, can live. For example, fewer people live in desert areas than in areas where water is abundant.

Atmosphere - A thin, gaseous layer called the atmosphere surrounds Earth. Earth’s atmosphere reaches beyond 100 kilometers above the Earth, but 90 percent occurs within 16 kilometers of Earth’s surface. This thin layer of air is an important part of Earth; it provides the air that we breathe and protects us from the sun’s intense heat and

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dangerous radiation. Exchanges of heat and energy between the atmosphere and the Earth’s surface produce the weather and climate that we experience here on Earth.

Geosphere - Includes all of the physical features of the Earth, except water. The geosphere is divided into three main parts based on differences in composition – the core, the mantle, and the crust. The dense or heavy inner sphere is called the core; the less dense sphere is called the mantle; and the lightest, thinnest sphere is called the crust. The crust is not uniform in thickness. It is thinnest beneath the oceans and thickest beneath the continents.

The crust and uppermost mantle make up a rigid outer layer called the lithosphere.

Beneath the lithosphere, the pressure causes an increase in temperature and the rocks become partially molten, or melted. Because heat is not distributed evenly within the Earth, the molten rocks slowly flow. This region of partially molten rocks is called the asthenosphere. Beneath the asthenosphere, the rock becomes denser; this region of Earth is called the lower mantle. Wikimediacommons USGS/USGov modified by Eurico Zimbres/Free for all use Oceanic-continent plate convergence internationalization.

1-Oceanic crust; 2-Lithosphere; 3-Asthenosphere; 4-Continental crust; 5-Volcanic arc; 6-Trench

Inner Core

Crust

Outer Core

Mantle

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Lesson 19 Review of Sound: Part Two

Student Assignment: In today’s Lesson, you will review what you have learned about Sound in 7th Grade Science. As you read today’s Lesson, take notes and record the vocabulary words that you may be having difficulty with or don’t understand in your Science Notebook.

After you have finished today’s reading, complete the Lesson review activities.

Lesson Wrap-Up: Discuss with your teacher any vocabulary words or text that you need assistance with.

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Sound: Intensity

The intensity of a sound is the amount of energy its’ sound wave has. The more intense a sound is, the louder it will sound to listeners. The decibel (dB) is the unit used to measure sound intensity. Some of the softest sounds measure less than 10 decibels. Other sounds, such as a loud television or an airplane taking off can hurt your ears; very loud sounds measure more than 100 decibels.

The amplitude of a sound wave can tell us about its intensity. Amplitude is the measure of wave energy. A drummer can vary the loudness, or intensity, of a sound by varying the energy with which he hits the drum. The distance between the source and the listener also affects the loudness.

Sound waves travel in all directions from their source. As the waves travel farther from their source, they become spread out over a greater area. This means that their intensity is decreased. Sound waves with lower intensities are heard a quieter sounds.

There are other forces that can take energy away from sound waves. The force of friction can act on the medium of a sound wave to decrease the intensity of the waves.

Approximate Sound Intensities

10

20

30

50

60

70

90

100

120

150

150

leaves rustling

light rainfall

whisper

conversation

dog barking

traffic

lawn mower

motorcycle

amplified music

firecrackers

airplane taking off

Decibels (dB)

Controlling the Intensity of Sound

A sound wave gets weaker over time and distance. The pitch does not typically change as the sound grows weaker. Even as the amplitude of a sound wave decreases, the frequency stays the same. Sometimes it is desirable and even necessary, to change the intensity of a sound without changing the pitch and quality of the sound. We can do this by adding or taking energy from a sound wave. Changing the intensity of a sound wave changes its amplitude.

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Devices like mufflers can control the intensity of sounds. Mufflers reduce the intensity of the sound wave that travels through them. Mufflers are designed to absorb some of the energy of the sound waves which decreases the amplitude of the wave. As a result, the intensity of the sound that you hear is much lower than it would be without the muffler.

Amplification is the increasing of the strength of an electrical signal. It is often used to increase the intensity of a sound wave. When you listen to a stereo, you experience the effects of amplification. Sound input to a stereo is in the form of a weak electrical signal form a microphone. Transistors in an electronic circuit amplify the signals. The electrical signals are converted into vibrations in a coil in your stereo’s speakers. The coil is attached to a cone, which also vibrates and sends out sound waves. You can control the intensity of the sound waves by adjusting you stereo’s volume.

This file is licensed under the Creative Commons Attribution-Share Alike 3.0/ Unported license. Wikimedia Commons

Acoustics is the scientific study of sound. Acoustics involves both how sound is produced and how it is received and heard by humans and animals.

Acoustics also refers to the way sound waves behave inside a space. Engineers design buildings to reduce unwanted echoes by designing walls and ceiling with acoustical tiles in a way that controls sound intensity. Acoustical tiles are designed to absorb or redirect some of the energy of sound waves.

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Sound can Damage Hearing

Continual exposure to sounds of 90 dB or louder can damage your hearing. The hair cells in the cochlea are extremely sensitive. This sensitivity makes hearing possible, but it also makes it easy to damage the cells.

Earplugs can help prevent damage from exposure to high intensity sounds. In the United States, there are laws that require employers to reduce sounds at work sites to below 90 dB or to provide workers with ear protection.

Brief, one-time exposures to extremely loud noise can destroy hair cells in the cochlea. Noises above 130 dB are especially dangerous; noises above 140 dB can even be painful!

Sound: Uses

Ultrasound Waves

Sound has uses beyond communication. Animals and people use reflected ultrasound waves to detect objects. Some animals use ultrasound waves to find food. People use ultrasound waves to detect objects underwater or even to create images of the inside of the body.

Echolocation is sending out ultrasound waves and interpreting the returning sound echoes. Bats use echolocation to find food in the dark. They send out as many as 200 ultrasound squeaks per second. When they receive the returning echoes, they can tell where prey is and how it is moving. Bats can also use echolocation to avoid running into walls, trees, and other big objects.

Animals such as dolphins, whales, and porpoises also use echolocation to find fish and other food in the water. Source: Bigstock

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Sonar - instruments that use echolocation to locate objects. Sonar stands for “sound navigation and ranging”. During World War I, scientists developed instruments that used sound waves to locate enemy submarines. This technology has developed into modern sonar. Sonar information is used to create images of underwater objects and obstacles.

People use sonar for many things. Fishing boats use sonar to locate schools of fish. Oceanographers use sonar to map the sea floor. People have even used sonar to find ancient sunken ships in deep water.

Medical Uses of Ultrasound

Ultrasound has many uses in medicine. Because humans cannot hear ultrasounds, ultrasound can be used at very high intensities. The high-intensity vibrations can be used to break up kidney stones in patients. Medical equipment is cleaned with the energy transferred by ultrasound waves.

The ultrasound scanner is one of the most important uses of ultrasound. Ultrasound scanners rely on the same principles as sonar. The ultrasound scanner sends waves into a human body and then records the echoes that are reflected from inside the body.

The ultrasound scanner is used to examine internal organs or a fetus during pregnancy. Ultrasound is safer than other imaging such as x-rays which are harmful.

Source: Bigstock

Sound can be Recorded and Reproduced

In the late 1800s, two inventions changed the world of sound. In 1876, the telephone was invented and in 1877, Thomas Edison played the first recorded sound on a phonograph.

The invention of the telephone has made long distance communication possible. Before the invention of the phone, people had no way to send their voices long distances except by yelling.

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A telephone must do two things, it must record the sound that is spoken into it and it must reproduce the sound that arrives as a signal from somewhere else. When you speak into the mouthpiece of a telephone, a small disk inside the mouthpiece begins to vibrate. A microphone turns these vibrations into electrical signals. The phone then sends these electrical signals through wires and to a switching station. Your friend then receives the signals by listening to the earpieces on his phone. The electrical signals that arrive are turned into vibrations that shake a different disk called a diaphragm. The vibrating diaphragm produces sound wave that are a copy of your voice.

Source: Bigstock

The first devices to record sound used needles to cut grooves in pieces of foil. The sound waves were translated into bumps along the grooves. These grooves contained all of the information necessary to reproduce the sound waves.

Today, most people listen to music from CDs. A CD is a hard plastic disc that has millions of microscopic pits arranged in a spiral. These pits contain all of the information that a CD player can change into electrical signals that are then turned into sound waves.

Lesson Wrap-Up: Reminder - Discuss with your teacher any vocabulary words or text that you need assistance with.

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Lesson 19 Review of Sound: Part Two

NAME: _________________________________________________________________

DATE: __________________________________________________________________

Directions: Complete the following questions.

1. Explain how the terms intensity, decibel, and amplitude are related.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Describe one way in which sound intensity can be controlled.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. How do loud sounds cause damage to hearing?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. A wind chime produces both soft and loud sounds. If you could see the waves, how would they differ?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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5. Which of these acoustical designs would be best for a concert hall? Why?

a. bare room with hard walls, floor, and ceiling.

b. room padded with sound-absorbing materials such as acoustical tile

c. room with some hard surfaces and some sound padding

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

6. Describe one medical use for ultrasound.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

7. How does a telephone record and reproduce sound?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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8. Draw a simple diagram to show how telephone communication works. Begin your diagram with the mouthpiece and end with the earpiece. See diagram in Lesson.

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Lesson 129 The Dynamic Ocean: Waves and Tides

Introduction: In today’s Lesson, you will learn about ocean waves and tides. Complete today’s reading—remember to continue to use two column notes and word triangles as you gather new information – these should be kept in your Science notebook.

Engaging Question: What causes tides?

Assignment: You will write a half-page response to the above question. Worksheets are provided at the end of this Lesson.

You will read The Dynamic Ocean: Waves and Tides text and then answer the questions provided at the end of this Lesson. Worksheets are provided.

Terms for today: fetch, neap tide, spring tide, tidal range, tide, wave height, wave period, wavelength

After you have finished the reading, complete the Lesson review activities.

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The Dynamic Ocean: Waves and Tides

Waves

Ocean waves are energy traveling along the boundary between ocean and atmosphere. Waves often transfer energy from a storm far out at sea over distances of several thousand kilometers. That’s why even on calm days the ocean still has waves that travel across its surface. The power of waves is most noticeable along the shore, the area between land and sea where waves are constantly rolling in and breaking.

Sometimes the waves are low and gentle. Other times waves are powerful as they pound the shore. If you make waves by tossing a pebble into a pond, or by splashing in a pool, or by blowing across the surface of a cup of hot chocolate, you are giving energy to the water. The waves you see are just the visible evidence of the energy passing through the water. When observing ocean waves, remember that you are watching energy travel through a medium, in this case, water.

Source: Wikimedia Commons / Sea Storm in Pacifica, California / Mila Zinkova / GNU-FDL

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Wave Characteristics

Most ocean waves obtain their energy and motion from the wind. When a breeze is less than 3 kilometers per hour, only small waves appear. At greater wind speeds, more stable waves gradually form and advance with the wind.

Source: Created by: Complete Curriculum / Parts of a wave

The tops of the waves are the crests, which are separated by troughs. Halfway between the crests and troughs is the still water level, which is the level that the water would occupy if there were no waves. The vertical distance between trough and crest is called the wave height. The horizontal distance between two successive crests or two successive troughs is the wavelength. The time it takes one full wave—one wavelength— to pass a fixed position is the wave period.

The height, length and period that are eventually achieved by a wave depend on three factors: (1) wind speed; (2) length of time the wind has blown; and (3) fetch. Fetch is the distance that the wind has traveled across open water. As the amount of energy transferred from the wind to the water increases, both the height and steepness of the waves also increase. Eventually, a point is reached where waves grow so tall that they fall over, forming ocean breakers called whitecaps.

Wave Motion

Waves can travel great distances across ocean basins. In one study, waves generated near Antarctica were tracked as they traveled through the Pacific Ocean basin. After more than 10,000 kilometers, the waves finally expended their energy a week later along the shoreline of the Aleutian Islands of Alaska. The water itself does not travel the entire distance, but the wave does. As a wave travels, the water particles pass the energy along by moving in a circle. This movement is called circular orbital motion.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Calm sea level

Direction of travel

Crest Trough

- - - - - -

A B Wave length

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Wave Frequency The number of wave crests passing point A each second

Wave Period The time required for the wave crest at point A to reach point B

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Circular Orbital Movement

Source: Wikimedia Commons / A particle motion in an ocean wave / Original uploader was Vargklo at Wikipedia / Released into the public domain (by the author).

Observations of a floating object reveal that it moves not only up and down but also slightly forward and backward with each successive wave. This movement results in a circle that returns the object to essentially the same place in the water. Circular orbital motion allows energy to move forward through the water while the individual water particles that transmit the wave move around in a circle.

The energy contributed by the wind to the water is transmitted not only along the surface of the sea but also downward. However, beneath the surface, the circular motion rapidly diminishes until—at a depth equal to one-half the wavelength measured from still water level—the movement of water particles becomes negligible. The dramatic decrease of wave energy with depth is shown by the decreasing diameters of water-particle orbits in the image above.

Progression of wave

Crest

Trough

At deep water

At shallow water

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Breaking Waves

As long as a wave is in deep water, it is unaffected by water depth. However, when a wave approaches the shore, the water becomes shallower and influences wave behavior. The wave begins to “feel bottom” at a water depth equal to half of its wavelength. Such depths interfere with water movement at the base of the wave and slow its advance.

Source: Wikimedia Commons / USGS – PD / Additional notations added by: Complete Curriculum

As a wave advances toward the shore, the slightly faster wave’s farther out to sea catch up and decrease the wavelength. As the speed and length of the wave decrease, the wave steadily grows higher. Finally, a critical point is reached when the wave is too steep to support itself and the wave front collapses, or breaks, causing water to advance up the shore.

The turbulent water created by breaking waves is called surf. On the land side of the surf zone, the turbulent sheet of water from collapsing breakers, called swash, moves up the slope of the beach. When the energy of the swash has been expended, the water flows back down the beach toward the surf zone as backwash.

Tides

Tides are regular changes in the elevation of the ocean surface. Their rhythmic rise and fall along coastlines has been noted throughout history. Other than waves, they are the easiest ocean movements to observe. The cause of tides was not well understood until Sir Isaac Newton applied the law of universal gravitation to them. Newton showed that there is a mutually attractive force, gravity, between any two bodies, as between Earth and the moon. Recall that the strength of the force of gravity between two objects decreases as the distance between the objects increases.

Velocity decreases (wave height increases)

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At any given time, different areas of Earth’s surface are different distances from the moon. The pull of the moon’s gravity is greater at parts of Earth’s surface that are closer to the moon and less at more distant locations. Ocean tides result from differences in the gravitational attraction exerted upon different parts of Earth’s surface by the moon and to a lesser extent, by the sun.

The Cause of Tides

The primary body that influences the tides is the moon, which makes one complete revolution around Earth every 29 and a half days. The sun also influences the tides. It is far larger than the moon, but because it is much farther away, its effect is considerably less. The sun’s tide-generating effect is only about 46 percent than that of the moon.

To visualize how tides are produced, imagine Earth as a rotating sphere covered to a uniform depth with water. Think about the gravitational forces in the Earth-moon system, ignoring the influence of the sun for now. This gravitational pull is strongest on the side of Earth closest to the moon and weakest on the far side of Earth from the moon. This difference causes Earth to be stretched slightly. The shape of the solid Earth is not affected much by this difference in pull. However, because water is a fluid, it can easily flow from location to location in response to differences in the pull of the moon’s gravity.

On the side of Earth closest to the moon, the pull of the moon’s gravity on the oceans is greater than it is on the solid Earth. Ocean water flows toward this area, producing a tidal bulge, or high tide. On the side of Earth farthest from the moon, the pull of the moon’s gravity on the oceans is weaker than it is on the solid Earth. As a result, water flows toward that area and a second, equally large tidal bulge forms on the side of Earth directly opposite the moon.

N

S

Tidal Bulge

To Moon Earth’s

Rotation

Source: Created by: Complete Curriculum /Tidal bulge

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Because the position of the moon changes only moderately in a single day, the tidal bulges remain in place while Earth rotates “through” them. If you stand on the seashore for 24 hours, Earth will rotate you through alternating areas of higher and lower water. As you are carried into each tidal bulge, the tide rises. As you are carried into the troughs between the tidal bulges, the tide falls. Most coastal locations experience two high tides and two low tides each day.

Tidal Cycle

Although the sun is farther away from Earth than the moon, the gravitational attraction between the sun and Earth does play a role in producing tides. The sun’s influence produces smaller tidal bulges on Earth. These tidal bulges are the result of the same forces involved in the bulges created by the moon. The influence of the sun on tides is most noticeable near the times of new and full moons. During these times, the sun and moon are aligned, and their forces are added together.

The combined gravity of these two tide-producing bodies causes larger tidal bulges (higher high tides) and larger tidal troughs (lower low tides). This combined gravity produces a large tidal range. The tidal range is the difference in height between successive high and low tides. Spring tides are tides that have the greatest tidal range due to the alignment of the Earth–moon–sun system. They are experienced during new and full moons.

Source: Wikimedia Commons / Tides schematic. Due to the bathymetry of some areas, neap and spring tides reach their maximum force 2 days after the first quarter moon, third quarter moon and new moon, full moon, respectively. In the absence of complications due to bathymetry, spring tides are exactly at the full and new moons and neap tides are exactly at the one-quarter and three-quarter moon. Every six hours the water also lowers or heightens; as such four tides are created: Low water spring tide; High water spring tide; Low water neap tide and High water neap tide / Public domain image: which was based on an image in "Leidraad voor het Stuurbrevet" by Richard Vooren, Paul Van den Keybus

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At about the time of the first and third quarters of the moon, the gravitational forces of the moon and sun act on Earth at right angles. The sun and moon partially offset the influence of the other and as a result, the daily tidal range is less. These tides are called neap tides. Each month there are two spring tides and two neap tides, each about one week apart.

Tidal Patterns

You now know the basic causes and types of tides. However, many factors—including the shape of the coastline, the configuration of ocean basins, and water depth—greatly influence the tides. Consequently, tides at various locations respond differently to the tide-producing forces. Because of this, the nature of the tide at any coastal location can be determined most accurately by actual observation. The predictions in tidal tables and tidal data on nautical charts are based on such observations.

Three main tidal patterns exist worldwide: semidiurnal tides, mixed tides and diurnal tides. A semidiurnal tidal pattern exhibits two high tides and two low tides each tidal day. The two highs are about the same height, and the two lows are about the same height. This type of tidal pattern is common along the Atlantic Coast of the United States.

A mixed tidal pattern is similar to a semidiurnal pattern except that it is characterized by a large inequality in high water heights, low water heights, or both. In this case, there are usually two high and two low tides each day. However, the high tides are of different heights, and the low tides are of different heights. Such tides are found along the Pacific Coast of the United States and in many other parts of the world.

A diurnal tidal pattern is characterized by a single high tide and a single low tide each tidal day. Tides of this type occur along the northern shore of the Gulf of Mexico.

Source: Wikimedia Commons / Types of Tides / NOAA - PD

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When air pressure increases, the mercury in the tube rises. When air pressure decreases, so does the height of the mercury column. With some improvements, the mercury barometer is still the standard instrument used today for measuring air pressure.

The need for a smaller and more portable instrument for measuring air pressure led to the development of the aneroid barometer.

Source: FAA / This image shows three common ways that atmospheric pressure is measured - using a mercurial barometer, an aneroid barometer or a barograph / Using images from FAA / PD

The aneroid barometer uses a metal chamber with some air removed. This partially emptied chamber is extremely sensitive to variations in air pressure. It changes shape and compresses as the air pressure increases, and it expands as the pressure decreases. One advantage of the aneroid barometer is that it can be easily connected to a recording device. The device provides a continuous record of pressure changes with the passage of time.

Factors Affecting Wind

As important as vertical motion is - far more air moves horizontally - the phenomenon we call wind. What causes wind?

Wind is the result of horizontal differences in air pressure. Air flows from areas of higher pressure to areas of lower pressure. You may have experienced this flow of air when opening a vacuum-packed can of coffee or tennis balls. The noise you hear is caused by air rushing from the higher pressure outside the can to the lower pressure inside. Wind is nature’s way of balancing such inequalities in air pressure. The unequal heating of Earth’s surface generates pressure differences. Solar radiation is the ultimate energy source for most wind.

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If Earth did not rotate, and if there were no friction between moving air and Earth’s surface, air would flow in a straight line from areas of higher pressure to areas of lower pressure. But both factors do exist, so the flow of air is not that simple. Three factors combine to control wind: pressure differences, the Coriolis effect, and friction.

Pressure Differences

Wind is created by differences in pressure— the greater these differences are, the greater the wind speed is. Over Earth’s surface, variations in air pressure are determined from barometric readings taken at hundreds of weather stations. These pressure data are shown on a weather map, like the one below, using isobars.

Source: NOAA.gov / Each isobar represents a 4mb pressure difference /PD Surface Weather Maps - courtesy NOAA Central Library Data Imaging Project Isobars are lines on a map that connect places of equal air pressure. The spacing of isobars indicates the amount of pressure change occurring over a given distance.

These pressure changes are expressed as the pressure gradient. A steep pressure gradient, like a steep hill, causes greater acceleration of a parcel of air. A less steep pressure gradient causes a slower acceleration. Closely spaced isobars indicate a steep pressure gradient and high winds. Widely spaced isobars indicate a weak pressure gradient and light winds. The pressure gradient is the driving force of wind. The pressure gradient has both magnitude and direction. Its magnitude is reflected in the spacing of isobars. The direction of force is always from areas of higher pressure to areas of lower pressure and at right angles to the isobars. Friction affects wind speed and direction. The Coriolis effect affects wind direction only.

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Coriolis Effect

The weather map above shows typical air movements associated with high- and low-pressure systems. Air moves out of the regions of higher pressure and into the regions of lower pressure. However, the wind does not cross the isobars at right angles as you would expect based solely on the pressure gradient. This change in movement results from Earth’s rotation and has been named the Coriolis effect.

The Coriolis effect describes how Earth’s rotation affects moving objects. All free-moving objects or fluids, including the wind, are deflected to the right of their path of motion in the Northern Hemisphere. In the Southern Hemisphere, they are deflected to the left.

Source: Wikimedia Commons / Coriolis force on earth / Amada44 / I, the copyright holder of this work, release this work into the public domain. This applies worldwide.

How the Coriolis effects work

The red line is an object on earth travelling from point P at the speed Vt (V total). For the Coriolis effect only the horizontal speed Vh (V_horizontal) is of importance. To get Vh from Vt one can say:

The Coriolis force is:

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STUDENT ANSWER KEY:

Part 1: Multiple Choice: Circle the letter of the statement that best answers the question or completes the statement. 1. Which of the following is true about air pressure acting on an object?

a. The amount pushing down on the object will gradually decrease with time. b. The amount pushing up on the object will gradually increase with time. c. There is more air pressure pushing up on the object than there is pushing down. a. There is just as much air pressure pushing up as there is pushing down on the object.

2. In a mercury barometer, when air pressure increases, the mercury in the tube a. rises. b. falls. c. rises, then falls. d. falls, then rises.

3. Which of the following is a difference between a mercury barometer and an aneroid barometer?

a. The mercury barometer is smaller. b. The mercury barometer can provide a continuous record of pressure changes. c. The aneroid barometer does not use mercury to measure pressure changes. d. The aneroid barometer is not as portable.

4. What is the ultimate source of energy for most wind? a. air pressure b. solar radiation c. changes in humidity d. air temperature

5. The pressure differences that make wind happen are caused a. by a sudden drop in humidity. b. when water vapor in the air rises then falls. c. by accumulations of clouds in different areas. d. by the unequal heating of Earth’s surface.

6. Pressure decreases from the outer isobars toward the center in a. cyclones. b. anticyclones. c. polar fronts. d. jet streams.

7. Because of the Coriolis effect, wind in the Northern Hemisphere a. is deflected to the left. b. rises higher into the atmosphere. c. is deflected to the right. d. sinks lower into the atmosphere.

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8. What are the most prominent features of airflow above the friction layer? a. jet streams b. vertically moving winds c. right-deflected winds d. left-deflected winds

9. On a weather map, what do isobars placed close together indicate? a. a steep pressure gradient and high winds b. a steep pressure gradient and weak winds c. a weak pressure gradient and high winds d. no pressure gradient and therefore no wind

10. In the Northern Hemisphere, pressure gradients and the Coriolis effect applied to low-pressure centers produce winds that blow a. outward and clockwise. b. outward and counterclockwise. c. inward and clockwise. d. inward and counterclockwise.

11. The effect of friction on the net flow of air around cyclones is that it causes air to flow a. inward in the Northern Hemisphere. b. outward in the Southern Hemisphere. c. inward in either hemisphere. d. outward in either hemisphere.

12. The net inward movement of air in a surface low-pressure system that causes the air mass to shrink is called a. surface convergence. b. surface divergence. c. horizontal convergence. d. horizontal divergence.

13. The atmosphere balances the unequal heating of Earth’s surface by moving a. cool air toward high latitudes and warm air toward the equator. b. warm air toward high latitudes and cool air toward the equator. c. cool air toward the east and warm air toward the west. d. warm air toward the east and cool air toward the west.

14. Local winds are caused by either topographic effects or by variations in a. temperature. b. surface composition. c. air pressure. d. the Coriolis effect.

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15. Weather in the United States is moved by the westerlies in a(n) a. east to west direction across the continent. b. northwest to southeast direction across the continent. c. west to east direction across the continent. d. southeast to northwest direction across the continent.

16. What is an instrument commonly used to measure wind speed? a. aneroid barometer b. mercury barometer c. wind vane d. anemometer

17. Which of the following is the initial major effect of an El Niño? a. Cold nutrient-rich offshore waters are replaced by warm equatorial waters. b. Warm nutrient-rich equatorial waters are replaced by cold offshore waters. c. Cold offshore waters are replaced by warm nutrient-rich equatorial waters. d. Warm offshore waters are replaced by cold equatorial waters.

18. How often does an El Niño event occur? a. about every other year b. every 10 years c. about every 2 to 3 years d. about every 3 to 7 years

19. Which of the following best describes a La Niña? a. It is the name for an unusually long El Niño event. b. It has the opposite effect than does an El Niño event. c. It is the cause of an El Niño event. d. Its effects are localized, not global.

20. According to researchers, how is a La Niña event triggered? a. by warmer than average surface temperatures in the eastern Pacific b. by colder than average surface temperatures in the eastern Pacific c. by warmer than average coastal water temperatures in the eastern Pacific d. by colder than average coastal water temperatures in the eastern Pacific

Part 2: Vocabulary

Complete each sentence on the line provided.

21. According to meteorologists, standard sea-level pressure is 1013.2 millibars.

22. In a mercury barometer, a(n) increase in air pressure causes a column of mercury to rise.

23. Wind is produced when air flows from an area of high pressure to an area of low pressure.

24. The ultimate source for most wind is solar radiation.

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25. Because of the Coriolis Effect, wind and other free-moving objects are deflected to the right or left, depending on the hemisphere.

26. In the Southern Hemisphere, winds around a low-pressure center move in a(n) clockwise direction.

27. In a(n) anticyclone system, air pressure increases from the outside toward the center.

28. Regardless of the hemisphere, friction causes a net flow of air inward around a cyclone and a net flow of air outward around an anticyclone.

29. The unequal heating of Earth occurs because at the equator, more solar energy is received than is radiated back to space, and at the poles, less solar energy is received than is radiated back to space.

30. Acting as a giant heat-transfer system, Earth moves warm air toward high latitudes and cool air toward the equator.

31. A local sea breeze can develop during the daylight in coastal areas when air above the land is heated, rises, and creates an area of low pressure.

32. A local mountain breeze can result when cool, dense air collects along mountain slopes after sunset and then moves downslope into a valley.

33. Weather moves generally from west to east across the United States because of the effect of the westerlies.

Part 3: Critical Thinking

In complete sentences, write the answers to the questions.

34. Explain why the weight of air pushing down on our bodies doesn’t make us collapse. Because air pressure is exerted in all directions, the air pressure pushing down on our bodies balances the air pressure pushing up on our bodies.

Use this diagram to answer questions 2 and 3. A A

B B

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35. Aside view of the airflow in a pressure system is shown. Identify the pressure system. cyclonic flow pressure system

36. Identify each type of flow indicated by arrows A and B. A is divergence aloft. B is surface convergence.

37. Explain how airflow on a non-rotating Earth would differ from the airflow on the rotating Earth. On a non-rotating model, heated air at the equator would rise to the tropopause, then flow toward the poles. At the poles, the air would sink, spread out, and eventually move back to the equator. Unlike the rotating models, there would be no Coriolis Effect and, therefore, no deflection of airflow. The three pairs of convection cells would not form.

38. How are the trade winds different from the westerlies? The trade winds form two belts between the subtropical highs and the equator. They blow from east to west. The westerlies are in the middle latitudes and blow from west to east.

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Lesson 166 Astronomy: The Earth’s Moon

Introduction: In today’s Lesson, you will learn about the Earth’s moon. Complete today’s reading—remember to continue to use two column notes and word triangles as you gather new information – these should be kept in your Science notebook.

Engaging Question: How did the moon form?

Assignment: You will write a half-page response to the above question. Worksheets are provided at the end of this Lesson.

You will read Astronomy: The Earth’s Moon text and then answer the questions provided at the end of this Lesson. Worksheets are provided.

Terms for today: crater, ray, mare, rille, lunar regolith

After you have finished the reading, complete the Lesson review activities.

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Astronomy: The Earth’s Moon

The Earth has hundreds of satellites. Only one natural satellite, the moon, accompanies us on our annual journey around the sun. Other planets also have moons. But our planet-satellite system is unusual in the solar system, because Earth’s moon is large compared to its parent planet. The diameter of the moon is 3475 kilometers, about one-fourth of Earth’s diameter of 12,756 kilometers.

Source: Wikimedia Commons / nearside of Moon, by Lunar Reconnaissance Orbiter / NASA-PD

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Much of what we know about the moon, comes from data gathered by the Apollo moon missions. Six Apollo spacecraft landed on the moon between 1969 and 1972. Un-crewed spacecraft such as the Lunar Prospector have also explored the moon’s surface.

Source: Wikimedia Commons / Layers of the Moon / NASA - PD

From calculation of the moon’s mass, we know that its density is 3.3 times that of water. This density is comparable to that of mantle rocks on Earth. But it is considerably less than Earth’s average density, which is 5.5 times that of water. Geologists have suggested that this difference can be accounted for if the moon’s iron core is small. The gravitational attraction at the lunar surface is one-sixth of that experienced on Earth’s surface. (A 150-pound person on Earth weighs only 25 pounds on the moon). This difference allows an astronaut to carry a heavy life-support system easily. An astronaut on the moon could jump six times higher than on Earth.

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The Lunar Surface

When Galileo first pointed his telescope toward the moon, he saw two different types of landscape— dark lowlands and bright highlands. Because the dark regions resembled seas on Earth, they were later named maria, which comes from the Latin word for sea.

Today we know that the moon has no atmosphere or liquid water. Therefore, the moon doesn’t have the weathering and erosion that continually change Earth’s surface. Also, tectonic forces aren’t active on the moon; therefore volcanic eruptions no longer occur. However, because the moon is unprotected by an atmosphere, a different kind of erosion occurs. Tiny particles from space continually bombard its surface and gradually smooth out the landscape. Even so, it is unlikely that the moon has changed very much in the last 3 billion years, except for the formation of a few craters.

Craters The formation of an impact crater is modeled in the diagrams to the left.

The most obvious features of the lunar surface are craters, which are round depressions in the surface of the moon. There are many craters on the moon. The larger craters are about 250 kilometers in diameter, about the width of Indiana.

Most craters were produced by the impact of rapidly moving debris or meteoroids. By contrast, Earth has only about a dozen easily recognized impact craters. Friction with Earth’s atmosphere burns up small debris before it reaches the ground. Evidence for most of the craters that formed in Earth’s history has been destroyed by erosion, deposition, or tectonic processes.

Upon impact, the colliding object compresses the material it strikes. This process is similar to the splash that occurs when a rock is dropped into water. In larger meteor craters, a central peak forms after the impact.

Most of the ejected material lands near the crater, building a rim around it. The heat generated by the impact is enough to melt rock. Astronauts have brought back samples of glass and rock formed when fragments and dust were welded together by the impact.

Source: Formation of a simple crater. Image Credit: Illustration from an educational poster, Geological Effects of Impact Cratering, David A. Kring, NASA Univ. of Arizona Space Imagery Center, 2006 / PD

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STUDENT ANSWER KEY:

Part 1: Multiple Choice:

Circle the letter of the statement that best answers the question or completes the statement.

1. What does a prism do? a. combines the many colors of visible light into white light by bending each wavelength at a

different angle b. separates sunlight into ultraviolet and infrared radiation c. separates visible light into its many colors by bending each wavelength at a different angle d. changes the wavelength of electromagnetic radiation that passes through it

2. Which of the following types of visible light has the longest wavelength? a. Red b. Green c. Violet d. Blue

3. A star’s spectrum can tell astronomers a. how big the star is. b. the star’s chemical composition. c. the age of the star. d. how far away the star is from Earth.

4. Which type of spectrum does the radiation from most stars produce? a. absorption spectrum b. emission spectrum c. discontinuous spectrum d. continuous spectrum

5. What does the use of the Doppler effect tell astronomers about a star? a. a star’s exact velocity as it moves in the galaxy b. the chemical composition of the star c. its diameter compared to that of the sun d. whether a star is moving toward or away from Earth

6. A typical incandescent light bulb produces a(n) a. absorption spectrum. b. emission spectrum. c. discontinuous spectrum. d. continuous spectrum.

7. What does a refracting telescope use to produce an image? a. a mirror b. a spectroscope c. a prism d. a lens

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8. Why is chromatic aberration a problem for astronomers? a. It blocks stars from most telescopes. b. It weakens the images of stars. c. It makes stars appear much larger than they are. d. It makes images of stars appear sideways.

9. What does a reflecting telescope use to produce an image? a. a mirror b. a spectroscope c. a prism d. a lens

10. Which of the following statements is NOT true of most large optical telescopes? a. They are refracting telescopes. b. They have greater light-gathering power. c. They have greater resolving power. d. They are reflecting telescopes.

11. What do radio telescopes use to gather and focus radio waves? a. a very large mirror b. a set of glass lenses c. a huge dish d. a tall rotating tower

12. Radio telescopes measure the galaxy’s distribution of a. dust ejected from asteroid impacts on other planets. b. photons from the sun. c. hydrogen from which stars are formed. d. X-rays given off by black holes.

13. What advantage do space telescopes have over Earth-based telescopes? a. They are much cheaper to build. b. They do not have interference from the atmosphere. c. They do not need lenses or mirrors to gather light. d. The weaker gravity around them makes images sharper.

14. The Chandra X-ray Observatory is used to study a. black holes. b. exploding stars. c. the solar system’s outer planets. d. the sun.

15. The visible surface of the sun is its a. corona. b. chromosphere. c. photosphere. d. prominence.

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16. Streams of electrons and protons that shoot out from the sun’s corona are the solar a. prominences. b. channels. c. chromosphere. d. wind.

17. Sunspots appear as darker areas on the sun’s surface because they are a. hotter than the rest of the surface. b. holes in the sun’s surface. c. solid areas on the sun’s surface. d. cooler than the rest of the surface.

18. Which of the following is an effect of solar flares on Earth? a. bombards Earth with radio waves b. creates auroras c. makes the climate warmer d. causes the magnetic poles to reverse

19. When the sun produces energy, it consumes hydrogen and produces a. radium. b. helium. c. nitrogen. d. chromium.

20. The sun can continue to exist in its present stable state for about another a. 1 billion years. b. 5.5 billion years. c. 10 billion years. d. 15.5 billion years.

Part 2: Vocabulary

Complete each statement on the line provided.

21. Electromagnetic radiation travels at the speed of light or 300,000 km/s.

22. Light sometimes acts like a stream of particles called photons.

23. The study of the properties of light that depend on wavelength is called spectroscopy.

24. Galileo is considered the first astronomer to have used telescopes for astronomical observations.

25. Chromatic aberration is an optical defect of refracting telescopes.

26. A telescope’s ability to produce sharper images and finer detail is its resolving power.

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27. A network of several radio telescopes wired together is a radio interferometer.

28. The Hubble Space Telescope was the first telescope in space.

29. The grainy appearance of the sun’s surface is due to moving columns of gases called granules.

30. The halo-like area around the sun’s disk that is visible on Earth during a total solar eclipse is the corona.

31. Energy is transmitted inside the sun through the processes of radiation and convection.

32. The sun’s energy is created in the area in and around its core.

33. The sun’s atmosphere consists of the corona and the chromosphere.

34. The number of sunspots increases and decreases in a cycle of 11 years.

Part 3: Critical Thinking

In complete sentences, write the answers to the questions.

35. Describe the electromagnetic spectrum. The electromagnetic spectrum is made up of waves, each with its own range of wavelengths. The wavelengths range from radio waves that are several kilometers long to gamma rays, which are a tiny fraction of a centimeter. Most electromagnetic radiation is invisible to the human eye, with the exception of a narrow band that we call visible light.

36. Which type of radiation has a wavelength slightly longer than that of visible light? All electromagnetic radiation travels at the same velocity, which is the speed of light, or 300,000 km/s.

37. Compare and contrast the velocity at which X-rays and radio waves travel. Infrared radiation has a wavelength slightly longer than that of visible light.

38. Describe the way astronomers determine whether stars are moving toward or away from Earth. Astronomers use the Doppler effect when observing the spectra of stars. Light from a star moving away from Earth is shifted toward red or appears redder than normal because its waves are lengthened. Stars moving toward Earth have light waves that are shifted toward blue because its waves are shortened.

39. How does a refracting telescope work? Light from an object enters the telescope and passes through the objective lens, which bends the light rays so that they converge at the focus. The rays then travel to the eyepiece, which magnifies the image for the observer.

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Table of Contents

Lesson 1: Colonial Foundations Objective: The student will:

Be able to express vocabulary terms in written and graphical form Know and understand definitions of key terms

Lesson 2: Colonial Society Objective: The student will:

Be able to identify social classes and effect on society Be able to discuss the impact of the Great Awakening and Enlighten-ment Learn how the American colonies acquired a distinct way of life

Lesson 3: Colonial Communication Objective: The student will:

Be able to identify colonial literature Be able to demonstrate how literature impacted colonial life

Lesson 4: North American Claims Objective: The student will:

Be able to identify conflicts created by European claims to North American lands Lesson 5: Causes of the War Objective: The student will:

Be able to identify the causes of the French and Indian War

Lesson 6: Spreading the News of the War Objectives: The student will:

Be able to identify the results of the French and Indian war Determine how the outcome of the war affected North America

Lesson 7: The Colonies and Taxes Objectives: The student will:

Be able to detail how the colonies and Great Britain grew farther apart

Lesson 8: Enforcing the Taxes Objective: The student will:

Be able to identify causes of colonial distrust for Great Britain Know and explain the tax measures set up by Parliament Determine Parliament’s attempts to keep control of the colonies

Lesson 9: English Taxes Objective: The student will:

Know and explain the tax measures set up by English Parliament

Lesson 10: United Colonies Objective: The student will:

Be able to express vocabulary terms in written and graphical form

Know and understand definitions of key terms

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Lesson 11: United Against Great Britain Objective: The student will:

Be able to identify the events leading up the fighting that began the American Revolution. Discuss and interpret causes and events of April, 1775.

Lesson 12: The Continental Congresses Objective: The student will:

Be able to recall the actions of the first two Continental Congresses and their significance Lesson 13: The American Revolution Start Objective: The student will:

Be able to identify key terms in relation to the beginning of the American Revolution

Lesson 14: The Two Armies Objective: The student will:

Be able to recall early events of the war. Be able to discuss the loose organization of the Continentals

Lesson 15: Fighting in North America Objective: The student will:

Be able to determine the locations of events in the Revolution Be able to identify the area of operations for Arnold’s expedition

Lesson 16: The Two Armies Fight Objective: The student will:

Be able to discuss the major events that shaped the beginning of fighting in the American Revolution

Lesson 17: Natural Rights of Man Objective: The student will:

Be able to describe the natural rights theory of government. Be able to infer positive American political values from the list of grievances against the

King. Lesson 18: The Signers of the Declaration of IndependenceObjective: The student will:

Know and understand the position of the signers of the Declaration of Independence Be able to discuss the background of the men who declared out country independent

Lesson 19: Pressing the Case for Independence Objective: The student will:

Be able to identify the reason for the Declaration of Independence Take a stand on whether or not the colonists were justified

Lesson 20: Pressing the Case for Independence Objective: The student will:

Be able to identify the reason for the Declaration of Independence Take a stand on whether or not the colonists were justified

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Lesson 21: The Long Struggle of the War Objectives: The student will:

Be able to discuss the key terms relating to the middle Revolutionary War years

Lesson 22: Doubting the Cause Objectives: The student will:

Know how defeats caused doubts in Washington’s leadership Be able to discuss the outcomes of battles in the middles colonies

Lesson 23: Fighting in the Middle ColoniesObjective: The student will:

Be able to identify the battles that took place in the middle colonies Be able to discuss the outcomes of battles in the middles colonies

Lesson 24: The War Moves South Objective: The student will:

Be able to identify the battles that took place in the southern colonies Be able to discuss the outcomes of battles in the southern colonies

Lesson 25: Southern Strategy Objective: The student will:

Be able to identify the battles that took place in the southern colonies Will present the outcomes of the battles in the southern colonies

Lesson 26: Minorities Play a Part Objective: The student will:

Be able to recall how women and African Americans took part in the war Be able to recount events in the west and how the Treaty of Paris ended the war

Lesson 27: Creating Our Government Objectives: The student will:

Be able to identify key terms of the early republic period

Lesson 28: State Governments Objectives: The student will:

Be able to identify how state governments formed a quasi independence after the war Be able to tell how the confederation era developed a need to changes

Lesson 29: A Weak Federal Government Objectives: The student will:

Be able to identify how state governments formed a quasi independence after the war Be able to tell how the confederation era developed a need to changes

Lesson 30: The Articles of Confederation Objectives: The student will:

Be able to determine the shortcomings of the Articles of Confederation Will understand how state’s clung to power in the early period

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Lesson 31: Running a Government Obectives: The student will:

Be able to identify how the United States handled westward expansion and taxes in the new nation

Be able to recall how citizens reacted to their government

Lesson 32: Growing Problems Objectives: The student will:


Be able to recall how citizens reacted to their government

Lesson 33: Governing the West Objectives: The student will:


Illustrate and analyze how citizens reacted to their government

Lesson 34: The Constitutional Convention Objectives: The student will:

Be able to describe the two plans for government that were presented at the Constitutional Convention

Lesson 35: The Constitutional Convention Objective: The student will:

Know who the delegates are to the Constitution Understand the backgrounds of the delegates

Lesson 36: Running a Government Objectives: The student will:

Know and understand the plans for a new government as delivered in the Constitutional Convention.

Lesson 37: Dividing Power Objectives: The student will:

Be able to know and understand the influences that helped shape the Constitution Be able describe the government’s division of powers

Lesson 38: The Three Branches of Government Objectives: The student will:

Be able to identify and explain the three branches of government and what their functions are

Lesson 39: Checks and Balances Objectives: The student will:

Be able to identify and explain the checks and balances that the three branches of government have in relation to each other

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Lesson 40: The Federalists Papers Objectives: The student will:

Be able to identify and explain how the Federalist Papers played a role in the Constitution’s ratification

Be able to explain the Anti-Federalist’s position

Lesson 41: Constitutional Debates Objective: The student will:

Be able to analyze the debates over the ratification of the Constitution Be able to explain how the Bill of Rights protected basic freedoms and showed the fear of

many Americans of a strong central government

Lesson 42: The Structure of the Constitution Objectives: The student will:

Know and understand the structure of the Constitution

Lesson 43: The Structure of the Constitution Objectives: The student will:

Know and understand the structure of the Constitution Lesson 44: Constitutional Principles Objectives: The student will:

Be able to discuss the five principles of the Constitution

Lesson 45: Influencing the Constitution Objectives: The student will:

Explain the U.S. Constitution in the context of prior documents that have impacted its creation

Lesson 46: Amending the Constitution Objectives: The student will:

Be able to discuss how the Constitution has changed and can change

Lesson 47: Amendments Aplenty Objectives: The student will:

Be able to organize the amendments to the Constitution

Lesson 48: The Process of Amending Objectives: The student will:

Understand how informal changes to the Constitution take place Be able to discussion the amending process to the Constitution

Lesson 49: The Bill of Rights Objectives: The student will:

Understand the Bill of Rights and the freedoms it allows Be able to discuss the purpose of the Bill of Rights

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Lesson 50: The Government Objectives: The student will:

Be able to identify the purpose of each of the three branches of government and how they are organized

Lesson 51: Roles of the Three Branches Objectives: The student will:

Know and understand definitions of key terms relating to the roles of the three branches of government

Lesson 52: Functions of Government Objectives: The student will:

Know and understand some of the functions of the government See how government organizes and works its business of governing

Lesson 53: The Judicial Branch Objectives: The student will:

Be able to discuss the role of the Supreme Court and Judicial Branch Lesson 54: Rights and Responsibilities Objectives: The student will:

Be able to discuss the rights and responsibilities of citizenship

Lesson 55: Supreme Court Precedents Objectives: The student will:

Be able to discuss past judgments that have shaped civil rights

Lesson 56: Citizenship Objectives: The student will:

Be able to present the rights and responsibilities of American citizens Know what it means to be an active citizen in the United States

Lesson 57: A New Nation Objectives: The student will:

Know and understand the problems the new nation faced as it started

Lesson 58: Hamilton’s Plan Objectives: The student will:

Be able to know and understand the plan Hamilton had for the nation’s debt and the controversy it caused

Be able to reflect upon the precedents set by Washington during his first presidency

Lesson 59: Challenging the New Government Objectives: The student will:

Be able to discuss the importance of the government’s reaction to the Whiskey Rebellion. Know the causes and effects of the Whiskey Rebellion

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Lesson 60: The American Economy Objectives: The student will:

Be able to identify how Hamilton’s financial plan was designed to pay off the debt and establish American credit

Lesson 61: The French Revolution Objectives: The student will:

Understand how the French Revolution caused a difference in opinion in regards to foreign policy

Lesson 62: American Support Objectives: The student will:

Understand how the French Revolution caused a difference in opinion in regards to foreign policy

Lesson 63: Washington’s Farewell Objectives: The student will:

Analyze the Farewell Address and discuss the nation’s most important issues at the end of the Eighteenth Century

Lesson 64: Political Parties Objectives: The student will:

Be able to discuss the rise of political parties in the new nation

Lesson 65: Political Parties Objectives: The student will:

Be able to discuss the rise of political parties in the new nation

Lesson 66: Hamilton and Jefferson Objectives: The student will:

Analyze the opinions of the two men behind the rise of political parties

Lesson 67: Hamilton and Jefferson Objectives: The student will:

Analyze the opinions of the two men behind the rise of political parties

Lesson 68: President John Adams Objectives: The student will:

Be able to identify key terms in relation to the presidency of John Adams

Lesson 69: Problems with France Objective: The student will:

Know and understand how relations with France were rocky at best during the presidency of John Adams

Be able to explain the Alien and Sedition Acts and their effects on politics

Lesson 70: Election of 1800 Objectives: The student will:

Be able to discuss the political issues with the election of 1800

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Lesson 71: Jefferson Changes Government Objectives: The student will:

Be able to discuss the political issues with the election of 1800

Lesson 72: Marbury vs. Madison Objectives: The student will:

Know and understand the impact of the case of Marbury v. Madison on the role of the judiciary in the U.S. government

Lesson 73: Marbury Trial Lawyer Objectives: The student will:

Know and understand the impact of the case of Marbury v. Madison on the role of the judiciary in the U.S. government

Lesson 74: The Mississippi River’s Importance Objectives: The student will:

Be able to identify key terms in America’s dealings with foreign nations Be able to discuss the Louisiana Purchase

Lesson 75: The Louisiana Purchase Objectives: The student will:

Analyze the Louisiana Purchase

Lesson 76: Lewis and Clark’s Journey Objectives: The student will:

Be able to discuss the Lewis and Clark Expedition

Lesson 77: The New Territory of Louisiana Objectives: The student will:

Be able to determine the location of the Louisiana Purchase Be able to identify the routes of discovery for the Louisiana Purchase

Lesson 78: War on the Horizon Objectives: The student will:

Know and understand how the war in Europe made an impact on American economics and how the government chose to deal with it

Lesson 79: The Brink of War Objectives: The student will:

Know and understand how the war in Europe changed how America’s foreign relations were handled

Lesson 80: Impressment and Embargo Objectives: The student will:

Be able to discuss the foreign policy issues related to Jefferson’s presidency

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Lesson 81: Jefferson’s Foreign Policy Objectives: The student will:

Be able to discuss the foreign policy issues related to Jefferson’s presidency

Lesson 82: Toward War With Britain Objectives: The student will:

Be able to explain the key terms of the issues that led toward war

Lesson 83: Native American Unrest Objectives: The student will:

Be able to explain the issues that led toward conflict with Native Americans in the early 1800s

Lesson 84: Conflicts with Native Americans Objectives: The student will:

Be able to describe the issues that led toward conflict with Native Americans

Lesson 85: The War of 1812 (Day 1) Objectives: The student will:

Analyze the War of 1812 and be able to discuss the position of America in foreign relations

Lesson 86: The War of 1812 (Day 2) Objectives: The student will:

Analyze the War of 1812 and be able to discuss the position of America in foreign relations

Lesson 87: National Growth Objectives: The student will:

Be able to describe industry in the north and south and point out differences

Lesson 88: The Industrial Revolution Changes America Objectives: The student will:

Be able to describe industry in the north and south and point out differences

Lesson 89: Creative Ideas of Industry Objectives: The student will:

Be able to describe how industry changed during the Industrial Revolution

Lesson 90: Transportation Objectives: The student will:

Be able to discuss the idea of manifest destiny

Lesson 91: Moving Westward Objectives: The student will:

Be able to discuss and point out the routes of beginning westward expansion

Lesson 92: Moving Westward Objectives: The student will:


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Lesson 93: Sectionalism Development Objectives: The student will:


Lesson 94: Cory, Calhoun and Webster Objectives: The student will:

Know and understand the leadership positions of Clay, Calhoun, and Webster

Lesson 95: The Supreme Court’s Rulings Objectives: The student will:

Be able to explain the development of the power or the Supreme Court

Lesson 96: Latin American Independence Objectives: The student will:

Be able to identify key people in Latin American relations with the United States

Lesson 97: Independence Spreads Objectives: The student will:

Be able to analyze how American independence influenced Latin America, including the further influence of the Monroe Doctrine

Lesson 98: Latin American Map Skills Objectives: The student will:

Be able to identify key places in Latin American Be able to identify the area of protection of the Monroe Doctrine

Lesson 99: John Quincy Adams as President Objectives: The student will:

Be able to explain some of the key terms involved in the tumultuous election of 1824

Lesson 100: The Election of 1824 Objectives: The student will:

Be able to discuss the election of 1824 and its impact Know how new political parties formed with Jackson and Adams supporters

Lesson 101: New Political Parties Objectives: The student will:

Be able to discuss the election of 1824 and its impact Know how new political parties formed with Jackson and Adams supporters

Lesson 102: Jackson’s Presidency Objectives: The student will:

Know and understand key terms dealing with presidency of Andrew Jackson and the National Bank

Lesson 103: Closing the National Bank Objectives: The student will:

Be able to address the issues of Andrew Jackson and the National Bank

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Lesson 104: Kitchen Cabinet Objectives: The student will:

Be able to discuss the policies and qualities of Andrew Jackson

Lesson 105: Nullification and Indian Removal Objectives: The student will:

Be able to explain some of the key terms involved in nullification crisis and Indian removal

Lesson 106: Nullification and Indian Removal Objectives: The student will:

Be able to discuss how Jackson dealt with nullification Know and understand why the Native Americans had to leave their land in southeast United

States

Lesson 107: Indian Removal Objectives: The student will:

Be able to explain the removal of Native Americans from their land

Lesson 108: Van Buren’s Bank Objectives: The student will:

Know and understand key terms dealing with presidency of Martin Van Buren and the bank panic

Lesson 109: Economic Crisis Objectives: The student will:

Be able to describe the nation’s economic problems during Van Buren’s presidency

Lesson 110: Four Presidents Objectives: The student will:

Be able to describe the presidencies of Adams, Jackson, Van Buren, and Tyler

Lesson 111: Oregon Objectives: The student will:

Be able to discuss key terms in the movement and settlement to the Oregon country

Lesson 112: Getting to Oregon Objectives: The student will:


Lesson 113: Mapping the Road to Oregon Objectives: The student will:

Develop a reaction to the idea of manifest destiny

Lesson 114: Moving to Oregon Objectives: The student will:

Develop an argument based on evidence about the pros or cons of westward migration

Lesson 115: The Republic of Texas Objectives: The student will:

Know and understand key terms dealing with the independence and annexation of Texas

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Lesson 116: Texas Independence Objectives: The student will:

Be able to discuss the independence of Texas and how it came to be a part of the United States

Lesson 117: The Alamo Objectives: The student will:


Lesson 118: The Lure of California Objectives: The student will:

Know and understand key terms dealing with settlement in California and the American Southwest

Lesson 119: The Mormons Objectives: The student will:

Be able to describe the journey west in the context of migration and the lure of gold

Lesson 120: Settling the West Coast Objectives: The student will:

Be able to explain why Americans wanted to settle the southwest and northwest to the Pacific

Lesson 121: Mexico and America at War Objectives: The student will:

Be able to identify key terms related to the causes and results of the Mexican-American War

Lesson 122: Mexico and America at War Objectives: The student will:

Be able to explain why Americans wanted to settle the southwest and northwest to the Pacific

Lesson 123: The Mexican – American War Objectives: The student will:

Be able to demonstrate knowledge of the events of the Mexican-American War

Lesson 124: The Geography of War Objectives: The student will:

Be able to demonstrate knowledge of the geography of the Mexican-American War

Lesson 125: American Society and Reform Objectives: The student will:

Be able to identify key terms relating to social reforms movements of the Nineteenth Century

Lesson 126: American Society and Reform Objectives: The student will:

Be able to identify key terms relating to social reforms movements of the Nineteenth Century

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Lesson 127: Goals of the Reformers Objectives: The student will:

Evaluate the role of religion, temperance, and education in reform movements

Lesson 128: Abolition Objectives: The student will:

Be able to identify key terms relating to the growing abolition movement of the Nineteenth Century

Lesson 129: The Fight Against Slavery Objectives: The student will:

Be able to describe the formation of the abolition movement

Lesson 130: Slavery Objectives: The student will:

Be able to explain the difference between free and enslaved blacks Be able to discuss the institution of slavery and its policies

Lesson 131: Women’s Rights Objectives: The student will:

Be able to identify key terms relating to the women’s rights movement of the Nineteenth Century

Lesson 132: Women’s Rights Leaders Objectives: The student will:

Be able to discuss the goals of the leaders of the women’s rights movement in the early to mid Nineteenth Century

Lesson 133: Seneca Falls Conference Objectives: The student will:

Compare the Seneca Falls Resolution with the Declaration of Independence

Lesson 134: American Literature and Art Objectives: The student will:

Be able to identify key terms relating to American literature in the Nineteenth Century

Lesson 135: Settling the West Coast Objectives: The student will:

Discuss writers and painters and the work they did that captured American society

Lesson 136: Art of America Objectives: The student will:

Demonstrate what American artists accomplished

Lesson 137: Abolition and the West Objectives: The student will:

Be able to identify key terms relating to the growing argument over slavery in the west

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Lesson 138: Abolition and the West Objectives: The student will:

Be able to analyze events that promoted sectionalism in Nineteenth Century America

Lesson 139: Slave Resistance Objectives: The student will:

Be able to describe the resistance of enslaved people

Lesson 140: Compromise Timing Objectives: The student will:

Be able to put into order the events and compromises that lead to civil

Lesson 141: Kansas and the courts Objectives: The student will:

Be able to identify key terms relating to the growing argument over slavery in Kansas and the Supreme Court

Lesson 142: Social Reforms Objectives: The student will:

See how sectionalism caused a rift between the people of the nation Know and understand how a Supreme Court ruling drove sectionalism deeper

Lesson 143: Dred Scott Objectives: The student will:

Describe the Dred Scott decision and how it contributed to sectionalism

Lesson 144: Sectionalism Issues Objectives: The student will:

Describe how events related to slavery increases sectional tensions

Lesson 145: Slavery Becomes an Issue Objectives: The student will:

Be able to identify key terms relating to the growing argument over slavery in the nation

Lesson 146: Slavery Becomes an Issue Objectives: The student will:

Be able to know and understand how the creation of the Republican Party came about

Lesson 147: Abraham Lincoln Objectives: The student will:

Know and understand how Lincoln rose to his position after overcoming defeat

Lesson 148: The Republican Party Objectives: The student will:

Know and understand how Lincoln rose to his position after overcoming defeat

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Lesson 149: Sectionalism Worsens Objectives: The student will:

Be able to identify key people relating to the split over slavery and the election of 1860

Lesson 150: Division Objectives: The student will:

Be able to explain the reasons why southern states seceded

Lesson 151: Political and Social Division Objectives: The student will:

Know and understand the events that actually started the Civil War

Lesson 152: Sectionalism Issues Objectives: The student will:

Describe the events that caused the secession of southern states and the outbreak of civil war

Lesson 153: The Start of the Civil War Objectives: The student will:

Be able to identify key terms relating to the growing argument over slavery in the west


Determine both the North’s and South’s advantages and disadvantages in the Civil War


Determine both the North’s and South’s advantages and disadvantages in the Civil War

Lesson 156: The Early Years of the War Objectives: The student will:

Be able to identify key terms, specifically the battles of the early part of the

Lesson 157: The Early Years of the War Objectives: The student will:

Know and understand why the South was winning the early phase of the war

Lesson 158: The Civil War Timeline Objectives: The student will:

Be able to determine the time frame of events of the Civil War

Lesson 159: Changing Society Objectives: The student will:

Be able to identify key terms that relate to the changes brought about by the Civil War

Lesson 160: Fighting the War Objectives: The student will:

Know and understand the contribution of African Americans played in the war

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Lesson 161: Including Others Objectives: The student will:

Describe the role of African Americans in the war including resistance efforts

Lesson 162: The War Affects Everyone Objectives: The student will:

Be able to identify key terms relating to the battles that turned the tide in favor of the north and brought the war to a close

Lesson 163: The Tide Turns Objectives: The student will:

Be able to analyze events that changed the tide of the war in favor of the North

Lesson 164: The Gettysburg Address Objectives: The student will:

Examine Lincoln’s presidency with respect to the Gettysburg address

Lesson 165: The War Winds Down Objectives: The student will:

Be able to generalize on how the war affected the South

Lesson 166: The War Presentation (2 Days) Objectives: The student will:

Construct generalizations about the war including civilian, technology, and the battles

Lesson 167: The War Presentation (2 Days) Objectives: The student will:

Construct generalizations about the war including civilian, technology, and the battles

Lesson 168: Reconstructing the South Objectives: The student will:

Be able to identify key terms regarding the extent of damage to the South and the effort to rebuild


Know and understand Lincoln’s and Johnson’s plan for reconstructing the South


Reflect on the impact of Lincoln

Lesson 171: Radical Reconstructing Objectives: The student will:

Be able to identify key terms regarding the reconstruction and various plans for it

Lesson 172: Radical Reconstructing Objectives: The student will:

Be able to describe the new southern society that treated former slaves different

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Lesson 173: Reconstruction Planning Objectives: The student will:

Be able to represent the plans that were proposed for the South’s rebuilding Be able to identify key terms regarding the reconstruction and various plans for it

Lesson 174: Three Amendments of Freedom Objectives: The student will:

Be able to identify and explain Amendments XIII, XV and XVI

Lesson 175: A New South Objectives: The student will:

Be able to identify key terms regarding political/economical changes in the South

Lesson 176: Reshaping Southern Politics Objectives: The student will:

Be able to describe the new role of African Americans in southern politics

Lesson 177: Reshaping Southern Politics Objectives: The student will:

Be able to describe the new role of African Americans in southern politics

Lesson 178: The End of an Era Objectives: The student will:

Be able to identify key terms regarding the impact/effects of the Reconstruction Era

Lesson 179: The End of Reconstruction Objectives: The student will:

Be able to explain the impact of removing Union troops from the South to end Reconstruction.

Lesson 180: The Impact of Restoration Objectives: The student will:

Be able to explain the impact of Reconstruction on the South

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TEACHER MANUAL EIGHTH GRADE SOCIAL STUDIES / LESSON 1

Lesson 1 Colonial Foundations


• Be able to express vocabulary terms in written and graphical form • Know and understand definitions of key terms

Key Vocabulary Needed: Great Awakening, Enlightenment, Social mobility, Gentry, Mid-dle class, Revival, Meaner sort, Jonathan Edwards, John Locke, George Whitfield, Ben Franklin

Materials Needed: Lesson 2, Chapter 1, Section 1, text, paper, pencil and internet/library

Engage: Engaging Question: How did the colonists guide America toward democracy?

Additional Notes to the Teacher:

Anticipatory Set – Ask the question, “What is the Great Awakening? Was it when everyone woke up at the same time? In a sense, it may have been. How about the En-lightenment? Was that when everyone had the lights on? Again, it could be that simple. Also, what would happen if a slave wanted to own land? All of these questions are going to be addressed in the next three days.

Directed Teaching – Present the following terms: Great Awakening, Enlightenment, social mobility, gentry, middle class, revival and meaner sort, Jonathan Edwards, John Locke, George Whitfield and Ben Franklin. Have the students write each of these terms on a separate piece of paper. Explain to the students that they are going to define each of these terms both graphically and in written form.

Guided Practice – Students search the internet/library for information on each of the vocabulary words. After each term has been defined in words, they will draw a graphic de-piction or example of the terms. Their drawing does not have to be the specific item, but can be an image of it, either in action or not. For example, the term social mobility could be shown in a drawing of a marriage between a poor person and a rich person, or a shop keeper buying a new fleet or land.

Directed Teaching – When students are finished, have them describe their drawing.

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Lesson Wrap-Up: Explain to the students that life in the American Colonies was changing. Each of the terms they described today was a part of that change. Tomorrow, they will read to learn how these items were changing colonial life.

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Introduction: In the American colonies, the way of life was different from what it was back in England. Although many colonists tried to preserve their European way of life, an American distinctness began to emerge.

Engaging Question: How do you think the colonial life created a guide for American democracy?

Assignment: Search the internet/library for information on each of the vocabulary words so you can begin a familiarization of the terms.

Great Awakening Enlightenment Social mobility Gentry Middle class Revival Meaner sort Jonathan Edwards John Locke George Whitfield Ben Franklin

After each term has been defined in words, create a graphic depiction or example of the terms. Be prepared to describe your drawing. Sam

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NAME: _________________________________________________________________

DATE: __________________________________________________________________

Directions: Define each term. After each term has been defined, create a graphic depiction or example of the terms on the same paper it is defined. Be prepared to describe your drawing.

1. Great Awakening:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Lesson 45 Influencing the Constitution


Explain the U.S. Constitution in the context of prior documents that have impacted its creation

Materials Needed: Declaration of Independence; Common Sense; Mayflower Compact; Federalist Papers; paper; pen and library/internet

Engage: Engaging Question: On what principles would you base your government?


Anticipatory Set – Get the kids thinking about the documents we’ll look at. Ask them who wrote them; what do they remember about them; was there anything special about each? Promote discussion.

Directed Teaching – Write the following terms on the board: social compact, limited government, natural rights, separation of powers, bicameralism, and participation in government. Explain to the students that they should recall these from previous readings. Today, they are going to research and discover how each of these were influenced before the Constitution was written, yet were included in the Constitution.

Directed Teaching – Have the students get out their copy of the Declaration of Independence. Also, have them find a copy of the Federalist Papers, Common Sense and the Mayflower Compact either at the library or on the internet.

Guided Practice – Have them skim the documents to find out how, or if, they include the ideals put on the board. On the chart, have them indicate whether or not they are included by putting a yes or no in the appropriate box.

Guided Practice – When done with the chart, have them write a paragraph on how they think the documents on the chart influenced the Constitution. Tell them they must include specific areas of the Constitution as proof for their paragraphs.

** It is the educators’ choice to instruct the student to answer these questions with the form provided at the end of this Lesson or to have the student complete their work with the instructions provided above and with the materials provided.

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Lesson Wrap-Up: Remind the students that the Constitution was based on ideals from other political thinkers and writings. Remember, the Enlightenment influenced it as well. The writers studied these thoughts and ideas, which helped shape their views of government.

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Introduction – The Constitution was based on ideals from other political thinkers and writings. Remember, the Enlightenment influenced it as well. The writers of the Constitution studied these thoughts and ideas, which helped shape their views of government. Today’s activity requires re-reading these documents to find ideas that were the philosophical origins of the Constitution.

Engaging Question: On what principles would you base your government?

Assignment - Locate a copy of the following documents on the internet: Declaration of Independence, The Federalist Papers, Common Sense and the Mayflower Compact.

Read the documents to find out how, or if, they include the ideals in the chart provided. On the chart, indicate whether or not they are included by putting a yes or no in the appropriate box.

When done, write a paragraph on how you think the documents on the chart influenced the Constitution. You must include specific areas of the Constitution as proof in your paragraph.

social compact limited government

natural rights

separation of powers

Bicameralism participation in government

Declaration of Independence

Federalist Papers

Common Sense

Mayflower Compact

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NAME: _________________________________________________________________

DATE: __________________________________________________________________


social compact limited government

natural rights




Federalist Papers

Common Sense

Mayflower Compact

Write a paragraph on how you think the documents on the chart influenced the Constitution. You must include specific areas of the Constitution as proof in your paragraph.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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STUDENT ANSWER KEY:

Assess based on their answers to Constitution Principles.

social compact

limited government

natural rights




Yes Yes Yes No No Yes

Federalist Papers

No Yes Yes Yes Yes Yes

Common Sense

No No Yes No No No

Mayflower Compact

yes No No No No yes

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STUDENT ANSWER KEY:

Guided Reading Questions

1. What was the purpose of Pinckney’s Treaty? (to open the port of New Orleans to American farmers’ goods)

2. What events caused Pinckney’s Treaty to no longer be good? (Spain gave Louisiana to France; Napoleon wanted to use Louisiana to grow food)

3. Why did the French finally want to sell Louisiana? (Napoleon needed money for his wars in Europe)

4. Why was the Louisiana Purchase a tough decision for Jefferson? (because he believed in a weak central government; by purchasing it, he enforced the fact that the US had a strong central government; OR Jefferson believed in a strict interpretation of the Constitution, which did not say he could buy land. To get around this, Jefferson considered the purchase a treaty.)

5. What was the purpose for Lewis and Clark’s expedition? (to map a route to the Pacific, study the climate, wildlife, minerals and Native Americans)

6. What was the biggest hurdle the expedition had to overcome? (crossing the Rocky Mountains)

7. Which Native American group helped the expedition get over the Rockies? (Shoshone)

8. What as the impact of the expedition? (it returned a lot of useful information about the region)

9. What was another expedition to explore western land? (Zebulon Pike explored the southwest)

10. Why did the Spanish take Pike’s journals and maps? (the Spanish thought they were spying and didn’t want to let information go)

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Lesson 88 The Industrial Revolution Changes America

NAME: _________________________________________________________________

DATE: __________________________________________________________________


Read the sub section called The Industrial Revolution. When done reading answer the questions:

1. What kind of impact do you think Hargreaves’ spinning jenny had on industry?

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2. How are water-based mills efficient?

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Next, read the sub section called American Industry. When done reading answer the questions:

3. What was Samuel Slater’s contribution to America’s industrial revolution?

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4. Name one impact the Lowell mill had on society?

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Next, read the sub section called Changes in Lifestyles. When done reading answer the questions:

5. Why do you think children were allowed and encouraged to work in factories?

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6. How were working conditions different then than what they are now?

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7. How did factory work change roles?

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Next, read the sub section called Growth of Cities. When done reading answer the questions:

8. What contributed to the spread of diseases?

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9. How would you have changed cities to prevent hazards such as diseases?

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STUDENT ANSWER KEY:

1. What kind of impact do you think Hargreaves’ spinning jenny had on industry? (look for speculation on output increased exponentially)

2. How are water-based mills efficient? (they used the natural power of rivers to create energy) 3. What was Samuel Slater’s contribution to America’s industrial revolution? (brought ideas from Great Britain on how to build better mills) 4. Name one impact the Lowell mill had on society? (they built a town around it for workers)

5. Why do you think children were allowed and encouraged to work in factories? (because it would help the family with money)

6. How were working conditions different then than what they are now? (longer hours, less safety, less off time)

7. How did factory work change roles? (look for speculation women working out of the home, children not schooling)

8. What contributed to the spread of diseases? (close conditions, no sewers, garbage in streets)

9. How would you have changed cities to prevent hazards such as diseases? (look for speculation on cleaning up cities, passing laws, building sanitation) Sam

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Lesson 120 Settling the West Coast

Objectives: The student will:

• Be able to explain why Americans wanted to settle the southwest and northwest to the Pacific

Materials Needed: Chapter 9, Section 3 text in Lesson 119, , paper, pen and internet/

library Literary Text/Selection: Chapter 9 – Westward Expansion Section 3 – Migration Westward Engage:

Engaging Question: Why was the population of California so diverse?


Anticipatory Set – Ask students if they can describe California in less than two minutes. Go around asking for examples.

Directed Teaching – Have the students write down the questions provided, with only two questions per side of paper, evenly spaced.

Guided Practice – Allow students to complete questions on their own. Remind them there are no wrong answers, they are to think about possible answers to the questions. When they are finished ask for a volunteer to give their answer to each question. Discuss each possibility.

Directed Teaching – Explain to the students that they will be reading the text to discover the answers to these questions and then they will compare the text to their own ideas. Now, have the students read Chapter 9, section 3 of the text. Remind them they are reading to learn the answers to their questions.

Guided Practice – As students read, they may answer the questions with information from the text below their own answers. When finished go through each question and compare the students thought’s to the actual answer.

** It is the educators’ choice to instruct the student to answer these questions with the form provided at the end of this Lesson or to have the student complete their work with the instructions and materials provided.

Lesson Wrap-Up: Reiterate to the idea of Manifest Destiny and the American movement westward.

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Lesson 120 Settling the West Coast

Introduction – Many Americans held the feeling that the United States would and/or should take possession of all of North America between Mexico and Canada. Some called it Manifest Destiny; some called it American rugged individualism. The point is, Americans moved westward. In so doing, the groundwork had been laid for the inclusion of this land into the American culture and sovereignty.

Engaging Question: Why was the population of California so diverse?

Assignment - Write down the following questions, with only two questions per side of paper, evenly spaced:

1. Why did the Spanish set up many missions in the Southwest?

2. What attracted California to the Untied States so much so that the U.S. tried to buy it?

3. How did Native Americans benefit from missions?

4. What Manifest Destiny a government idea?

5. What helped Polk win the election of 1844?

6. The Mormons moved west to do what?

7. What was the main cause for California writing a constitution?

8. What did the gold rush do for the economy of California?

Complete questions on your own by using what you know of westward migration. Remember, there are no wrong answers. You are to think about possible answers to the questions.

You will be reading the text to discover the answers to these questions and comparing to the ideas you wrote down. Read Chapter 9, section 3 of the text. Remember, you are reading to learn the answers to your questions.

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Chapter 9 – Westward Expansion Section 3 – Migration Westward

In 1839, John O’Sullivan wrote that the United States was a people with a destiny.

“We are the nation of human progress, and who can set limits to our onward march? Providence is with us, and no earthly power can [limit us].”

Of course he was speaking of Manifest Destiny, the popular belief that America’s destiny was to possess lands of North America from the Atlantic all the way to the Pacific. As you have read, the first half of the Nineteenth Century was a period of great expansion for the United States. Manifest Destiny even became part of Polk’s campaign for President in 1844. California and the southwest also appealed to many eastern Americans.

New Mexico – The area of land between Texas and California was called the New Mexico Territory and was owned by Mexico. It stretched as far north as to border the Oregon Country. A lot of this land was mountainous, with areas of grassy prairie and desert. The Spanish had not done much with the land. The Native Americans before them hunted and grew crops by irrigating fields.

The Spanish settlement of Santa Fe, the capital of the territory, had grown into a busy trading center.

Spain had refused to let American settlers come into the New Mexico Territory and start settlements. From 1598, when Onate claimed the land for Spain, until 1821 when the Mexicans won their independence, Americans were not allowed in Santa Fe.

Source: Wikimedia commons / Re-enactment of a pioneer wagon train, Utah, 1912 Photographer Shipler Commercial Photographers; Shipler, Harry Commercial photo taken on assignment, published circa 1912

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http://en.wikipedia.org/wiki/Wagon_train�

http://en.wikipedia.org/wiki/Wagon_train�


One of the first Americans to arrive in Santa Fe to open up trade was William Becknell. He left Missouri in 1821 with a load of freight destined for Santa Fe. Again he led a party of traders to Santa Fe in 1822. The path he took came to be known as the Santa Fe Trail, the most used trade route between the United States and Mexico until the 1880s.

Source: Wikimedia Commons: Santa Fe Trail around 1845 plus connecting trading routes to commercial hubs and ports in the USA

Native Americans and the Spanish – Since the early explorer days, the Spanish had sent missionaries - people sent to spread Christianity in a foreign country, to the lands in North America. Those missionaries spread the Catholic faith by setting up missions to interact with and teach the Native Americans. There had been 21 Spanish missions in California by 1823 along the coast. Each mission claimed the land that surrounded it and use it to grow crops for the inhabitants and Spanish soldiers in nearby forts. Generally, the missions provided meat and produce to the forts while providing for the spiritual and educational needs of the local Native Americans.

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Lesson 157 The Early Years of the War

NAME: _________________________________________________________________

DATE: __________________________________________________________________

Directions: Complete the following.

Subsection Question Strategies 1. Why do you think the name Anaconda was used as a popular

nickname for Winfield Scott’s plan?

2. What did the South want to do to win the war?

3. What was the North’s plan to achieve victory?

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Subsection Question First Bull Run 4. What was the North’s first move in the war?

5. What lesson did both armies learn from First Bull Run?

6. What was the main criticism of General McClellan?

Second Bull Run 7. How did McClellan affect the outcome of Second Bull Run?

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Subsection Question Naval Action 8. What naval strategy did the Union take?

9. Why did the South come up with the idea of using iron ships to break the blockade?

10. What was the benefit of an ironclad?

Subsection QuestionThe Fighting Continues 11. Why were they fighting at Antietam, in Maryland?

12. What did McClellan do that got him the most criticism?

13. For what does the battle of Antietam stand out?

14. Why was Antietam considered a northern victory?

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Subsection Question At Fredericksburg 15. What aspect of the battle of Fredericksburg stands out?

16. Why was the victory at Chancellorsville a costly victory for the South?

17. Do you think the war would have turned out differently had Jackson lived?

In the West 18. Who was sent to gain control of the Mississippi River?

19. Why was Shiloh considered the bloodiest battle in U.S. History?

20. How the North finally gain total control of the Mississippi?

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STUDENT ANSWER KEY:

Subsection Question Strategies 1. Why do you think the name Anaconda was used as a popular

nickname for Winfield Scott’s plan? (Possible: the north was like a snake, surrounding and squeezing the south.) 2. What did the South want to do to win the war?” (Take a relaxed approach, fight defensively and hope the North would tire of the war.) 3. What was the North’s plan to achieve victory?” (By cutting off the South’s supply from Europe, capturing their government, and splitting the South in half, the North thought the war would be over quickly.)

First Bull Run 4. What was the North’s first move in the war? (Head south to take Richmond) 5. What lesson did both armies learn from First Bull Run? (War would be long, bloody; they each needed training and organization) 6. What was the main criticism of General McClellan? (He waited a year to advance, then was cautious and retreated)

Second Bull Run 7. How did McClellan affect the outcome of Second Bull Run? (He failed to reinforce Pope as ordered, most likely causing defeat)

Naval Action 8. What naval strategy did the Union take? (A naval blockade of the South) 9. Why did the South come up with the idea of using iron ships to break the blockade? (Because the blockade was quite successful) 10. What was the benefit of an ironclad? (Protective iron skin repelled cannon fire, ships would last longer)

The Fighting Continues

11. Why were they fighting at Antietam, in Maryland? (Lee wanted to attack the Union in northern territory) 12. What did McClellan do that got him the most criticism? (Failed to pursue the Confederate army.) 13. For what does the battle of Antietam stand out? (23,000 casualties in one day) 14. Why was Antietam considered a northern victory? (The south retreated back to Virginia)

At Fredericksburg 15. What aspect of the battle of Fredericksburg stands out? (It was similar to Gettysburg – frontal march into cannon fire – with the Union marching) 16. Why was the victory at Chancellorsville a costly victory for the South? (Stonewall Jackson, their best general other than

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Lee, was killed)

17. Do you think the war would have turned out differently had Jackson lived? (Look for speculation on Jackson being Lee’s trusted general and perhaps someone who could have won later battles; speculative)

In the West 18. Who was sent to gain control of the Mississippi River? (General US Grant) 19. Why was Shiloh considered the bloodiest battle in U.S. History? (More killed during this battle than the American Revolution, War of 1812 and Mexican-American war combined). 20. How did the North finally gain total control of the Mississippi? (Navy gained control of New Orleans and Memphis)

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Lesson 180 The Impact of Reconstruction

Introduction – The election of 1876, which was decided by Hayes bargaining a deal with southern Democrats for the presidency, brought the end of Reconstruction. Hayes had the Union troops out of the South within a couple of months. Power in the South shifted back to the conservatives. Although former slaves were given new freedom during Reconstruction, those liberties were largely ignored once Reconstruction ended and whites returned to power. Basically, blacks were relegated to second-class status, only slightly higher than when they were slaves. Many attempts were made to keep blacks from voting, such as poll taxes, literacy tests and intimidation through violence. African Americans were kept separate from white in a system of segregation that was justified by the Supreme Court decision in Plessy v. Ferguson.

Engaging Question: What improvements did Reconstruction cause in the South?

Assignment – Read Section 4 of Chapter 13 with a partner. Read one subsection at a time. When done with the subsection, you and your partner put the reading down and one of you summarizes it to the other. The other fills in the gaps when you are done. Switch roles for each subsection.

When done with Section 4, answer the following questions:

1. What caused many to lose faith in the Republicans?

2. How did Democrats regain their power in the South?

3. Why do you think many people referred to President Hayes as “Rutherford B. Hayes?”

4. Can an argument be made that the South did recover from the Civil War?

5. What would you say is the lasting legacy of Reconstruction?

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Chapter 13 – Reconstruction, 1865-1877 Section 4 – An End to Reconstruction

The tide was turning against the Republicans during the 1870s. Mainly, northerners were tried of the reconstruction efforts and they wanted to forget the Civil War and move on, letting the South take care of itself. Furthermore, corruption in President Grant’s administration caused the Republicans to lose the support of many. Grant had appointed friends to posts who were making a profit from the government illegally. In addition, Congress passed the Amnesty Act in 1872 that gave almost all former confederates amnesty. By the mid 1870s, the Republicans had lost their hold over the South.

The Election of 1876 – The conservative whites in the South gained more power as the Republicans declined. This resulted in violence in many areas. Whites terrorized African Americans who were suspected of voting Republican by destroying their homes and crops. In Mississippi’s election for state legislators, whites caused riots with Republicans, shooting and lynching black republicans. Other whites had Republican voter’s names published so businesses wouldn’t work with them. These attacks and intimidations caused many fearful Republican to stay away on election days. This way, white conservatives ensured the Democrats regained power in the South.

Source: Wikimedia Commons

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In the Presidential election of 1876, the focus turned to the national economy.

The country was experiencing a depression that distracted most from the events in the South. The Democrats nominated the governor of New York, Samuel J. Tilden. Tilden gained popularity by fighting corruption and favoring lower taxes.

Source: Wikimedia Commons

The Republican candidate was Rutherford B. Hayes, another governor, from Ohio. During the campaign, both pledged to fight corruption in the government.

Source: Wikimedia Commons / Portrait of Rutherford Hayes (1822-1893).

In the election, Tilden won 184 electoral votes, which was not a majority needed to win. The vote was so close in the states of Florida, Louisiana and South Carolina, that the Democrats disputed the count. The Republicans, who were still in charge of counting the votes in those states, claimed Democrats intimidated African Americans and therefore had illegally affected the vote. They gave the electoral votes of those three states to Hayes, giving him a total of 185, enough to win.

To settle the dispute, Congress selected a special commission, but while the commission was looking into the votes, Democrats struck a secret deal with Hayes and the Republicans. If Hayes would remove troops from the South and appoint at least one southerner to his cabinet, the Democrats would agree to his becoming President.

The Republicans agreed and Hayes was inaugurated the following March. Within a month, the Union Army let the South and Reconstruction, for intents and purposes, came to an end.

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The New South – Reconstruction did accomplish some rebuilding of the South. Programs of the Radical Republicans brought the South new rail lines, schools, hospitals, and some infrastructure. Agriculture slowly rebounded from the devastation of the war. By 1880, Cotton production doubled, as did tobacco harvests. Corn production, too, grew to near levels it had before the war. More and more the South moved to modernize its agricultural economy. More textile mills were built, and machinery to help harvest crops like tobacco were becoming more prevalent through out the region.

Other industries began to develop in the South. The mining of coal, copper, oil and granite started to flourish. Iron ore deposits helped the steel industry develop, as did drilling for oil, especially within states on the Gulf Coast. Lumber production in states like Georgia also helped create jobs. The economy of the South grew slowly, developing into a mix of agriculture and industry as it went. By the turn of the century, however, the North was still ahead in terms of manufacturing and the West had grown enormously in farming and lumber.

Moving Backwards – With the end of Reconstruction, the freedoms enjoyed by former slaves tended to decline. As the conservative Democrats returned to power, they used their influence to stop many of the advancements African Americans enjoyed. Scare tactics that included violence kept many freedmen from going to the polls during elections. Poll taxes and literacy tests were other ways whites kept poor freedmen out of the polls. Poll taxes required money to be paid in order to vote, while literacy tests required proof of a person’s ability to read. These tactics were successful, since almost all former slaves had no education.

Racial segregation, keeping people of different races separate, became the norm in the post-reconstruction South. Many states passed laws that promoted segregation. For example, seats on trains and street cars, were separated by black and white. Other places like theatres, restaurants, schools, and hospitals were the same. Laws that promoted segregation were called Jim Crow laws. Some African Americans brought lawsuits against segregation. One case made it to the Supreme Court in 1896. In the landmark decision of Plessy v. Ferguson, the Supreme Court ruled that segregation was legal, as long as facilities were equal for whites and blacks. This decision allowed “separate but equal” to rule the South until it was reversed in 1954.

In the end, Reconstruction can be seen as a triumph to some extent, and a failure to another. While it did usher in a new era giving new rights to a new group of citizens, it also saw those rights hindered by racist groups wanting to stay in power. Reconstruction provided the passage of the Fourteenth and Fifteenth Amendments to the Constitution. Although white southerners mainly ignored them, they would be the fundamental principle for the struggle for quality for all Americans.

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Lesson 180 The Impact of Reconstruction

NAME: _________________________________________________________________

DATE: __________________________________________________________________


1. What caused many to lose faith in the Republicans?

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2. How did Democrats regain their power in the South?

________________________________________________________________________

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3. Why do you think many people referred to President Hayes as “Rutherford B. Hayes?”

________________________________________________________________________

________________________________________________________________________

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4. Can an argument be made that the South did recover from the Civil War?

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5. What would you say is the lasting legacy of Reconstruction?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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STUDENT ANSWER KEY:

1. What caused many to lose faith in the Republicans? (Corruption in Grant’s administration; general tiredness of reconstruction)

2. How did Democrats regain their power in the South? (By terrorizing Republican voters, sometimes causing riots and killing them)

3. Why do you think many people referred to President Hayes as “Rutherford B. Hayes?” (Because of the bargain he made to become president)

4. Can an argument be made that the South did recover from the Civil War? (Yes, but it took a long time)

5. What would you say is the lasting legacy of Reconstruction? (Open ended; look for opinion based on facts.)

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