Eighth Grade Week 27: March 25-29, 2024

One week until Spring Break!  Please make sure you are turning your work in each day.  I am proud of how hard you are working.  I love you!

Math  - Elementary Algebra

Please come ask me if you don't understand something she taught you or have other questions.  MATH MUST BE DONE EACH DAY BEFORE YOU DO VIDEO GAMES!

Chapter 11 Lesson 3.  Watch video and then do Set 1 and Set 2.

Chapter 11 Lesson 4.  Watch video and then do Set 1 and Set 2.

Chapter 11 Lesson 4.  Do Set 3.

Chapter 11 Lesson 5.  Watch video and then do Set 1 and Set 2.

Chapter 11 Lesson 5.  Do Set 3.

Religion

• Read Faith & Life Chapter 24
• Read Mark 14:26-52 and the corresponding pages in Heaven's Roar.  
• Read Mark 14:53-72 and the corresponding pages in Heaven's Roar. 
• Read Mother Teresa's Lessons of Love pages 78-93

-Language Arts 

Literature- How to Kill a Mockingbird

This week you will read chapters 19-23.
Answer the following questions when you are done reading:

1. What details make the reader feel pity for Mayella Ewell?
2. Do you think Atticus should have called Link Deas or other character witnesses to vouch for Tom Robinson? Explain your view.
3. What might have happened had Tom Robinson stayed at the scene?
4. Mr. Gilmer reminds the jury of Robinson’s place in Maycomb society. What are some of the ways that Gilmer disrespects Robinson?
5. According to Mr. Gilmer, some aspects of Tom’s testimony point to guilt. What are they?
6. Scout remarks, “Well, Dill, after all he’s just a Negro.” Were you surprised by this comment? Why or why not?
7. Can you explain the logic behind Mr. Raymond’s plan to act drunk all the time?
8. Why are many residents upset that Tom Robinson felt pity for Mayella Ewell? What’s wrong with that?
9. In the Chapter 21 paragraph that begins, “But I must have been reasonably awake...” the narrator makes a strange comparison. To what does the narrator compare the courtroom scene? What is the meaning of this comparison?
10. Why do you think Judge Taylor appointed Atticus to defend Tom Robinson when the job should have gone to Maxwell Green?
11. Why does Miss Maudie think that the trial was a step forward for the town?
12. What does Dill mean when he says he is going to be a new kind of clown? What is his point?
13. Do you think Atticus is right about having nothing to fear from Bob Ewell? Make a prediction on this subject.
14. Do you think Jem is right about eliminating juries from the system? Explain your view.
15. What evidence is there that Atticus is also prejudiced?
16. Aunt Alexandra says that Scout cannot play with Walter Cunningham. What does she mean when she says that Walter Cunningham is “good folks” and also trash?
17. What life lessons does Jem learn from the trial?

Windows to the World

1. Read the Necklace on page 82-85 and annotate it. (You can annotate it in the book or make a copy)
2. Do the Vocabulary in the Necklace exercise .
3. Do exercise #6 on pages 86-87 for the Necklace. Then come discuss The Necklace with Mom, especially the differences between Fate, Chance and Providence. Just a note – next week after Spring Break, you will work on an essay answering the question (Is Madame Loisel’s ten years of poverty and labor a result of fate or of her own actions and character?) so if you want to discuss any of this with Mom now is the time to do so.

English From the Roots Up 

• Test on Friday for the words this quarter.  Study them all, please!

Modern World History

1. Watch this video on the Vietnam War then read the articles I printed on Ho Chi Minh, the Cu Chi tunnels and Vietcong Booby Traps
2. Read the article on the draft during the war then answer these questions:  What are the ways young men avoided the draft?  What do you think the US government should do to those who illegally avoid the draft?  What would you have done if you were drafted?
3. Look at the chart on US Military deaths in Vietnam.  What was the worst year of the war in terms of casualties?  Did the war come to a sudden or gradual end.  Explain why you think so.  Now read the article on Agent Orange.
4. Watch this video on protests during the Vietnam War.  Now pick two of the songs below and listen to them completely.  Fill out the following for each:  What is the name of the song?  Who is the artist or group?  Is the song pro or anti war?  Explain why you think it is pro or anti.
1. War by Edwin Starr
2. What's Going On by Marvin Gaye
3. Fortunate Son by Credence Clearwater Revival
4. Goodnight Saigon by Billy Joel
5. Ballad of the Green Beret by Staff Sgt. Barry Sadler
6. What We're Fighting For by Dave Dudley
5. Watch this video on the Fall of Saigon and the end of the Vietnam War

World Geography

Do the work for cultural geography south of the Sahara

WA State History

Test on Thursday on Unit II – Chapters 4-7. The best way to prepare is to make sure you know the vocabulary and can answer the chapter questions at the end of each chapter.

Cultural Geography South of the Sahara

Fossil remains and stone tools found at sites in eastern Africa point to the region as the home of humankind's earliest known ancestors.  While the origins of humanity may not be completely understood, it is clear that African culture stretches back for millennia.  The countries of Sub-Saharan-Africa -- the and south of the Sahara Desert -- share a common past shaped by ancient civilizations, European colonization, and the drive for independence.  At the same time, the region is incredibly diverse.  Thousands of African ethnic groups reside in this region, as well as other ethnic groups from other continents.

Today, nearly one billion people live in Africa south of the Sahara.  Most people live in densely populated areas along the coastal belt of West Africa, along the Gulf of Guinea, and along the eastern coast of southern Africa.  Fertile soils, abundant water supplies, and mild climates help to support agriculture, industry, and commerce in these areas.  While the vast majority of Africans south of the Sahara live in rural areas, the world's fastest rate or urbanization occurs in this region.  Diseases such as AIDS and malaria, along with famine and poor nutrition, threaten the population, although great strides have been made in the past decades.  The promise of better economic opportunities, health care, and public services causes many people to migrate form the countryside to cities.

Ancient civilizations in Africa developed powerful kingdoms that dominated patterns of trade throughout the region.  Later, the development of agriculture and trade led to the rise of African city-states, kingdoms, and empires.  These African civilizations left few written records of their achievements.  Through oral traditions, legends, and history, early African peoples passed down knowledge about their cultures.  Thus, archaeologists and historians have had to rely on these traditions and artifacts to learn about early African civilizations.  African cultures developed technologies and trade based on regional natural resources.  Civilizations rose and declined and were influenced by the movement of peoples and by the way in which natural resources (such as gold, salt, and iron) were developed.  In northeast Africa, the Kush kingdom and later the Axum empire thrived.  On the west coast of the region, the empires of Ghana, Mali, and Songhai traded their abundant gold for scarce salt resources from the Sahara.

From the 16th to the 19th century, Europeans explored the African continent, enslaved many Africans, and sent them across the Atlantic Occean to Brazil, the Caribbean Islands, and the southern part of the present-day United States.  Europeans began colonizing the sub-Sharan region in the 19th century.  By 1914 Europeans had divided nearly all of Africa among themselves.  They often established colonial borders without regard to the different ethnic groups living in the area.  Their boundaries cut across ethnic homelands; replaced traditional, small-scale farming with plantations; and generally promoted European culture over African ways.

In many parts of Africa, however, Africans resisted European rule.  By the late 1960s, most of Africa was made up of independent nations.  Descendants of European settlers, however, continued to rule the country of South Africa, carrying out the policy of apartheid that withheld many rights from black Africans and other non-Europeans.  In the early 1990s, South Africa became a genuine democracy, extending civil rights and the right to vote to all of its citizens.

Since independence, African countries have struggled to forge national identities and to diversity and develop their economies.  Saddled with colonial-era boundaries, many nations have diverse populations, often bitterly divided by their ethnic differences.  In many countries, loyalty to an ethnic group is more important than loyalty to a national government.  Ethnic tensions have engulfed countries such as Nigeria, Liberia, Rwanda, and Burundi in devastating civil wars.  Africa gained a new nation in 2011 - the Republic of South Sudan - and changes are likely to continue.

Africans belong to many different ethnic groups, most of which are indigenous to the region.  Language, religion, and ways of life unite members of each group and define ethnic homelands that cross the boundaries of the countries of Africa today.  More than 2,000 languages are spoken in Africa, including Agrican dialects such as Swahili and Zulu.  With so many languages, communication among ethnic groups can be a challenge.  Millions of people in the region speak more than one language, however, and Arabic, Hausa, Swahili, and various European languages are used widely.  English and French serve as lingua franca (the common language used when people have different first languages).

Most Africans in this region are either Christians or Muslims, or follow one of the many traditional religions.  African traditions often are transmitted through the arts.  One art form flourishing today is textiles with patterns that reflect distinct ethnic groups.  Music, dance, and oral literature also have strong traditions.

Much of the region's working population derives its living from agriculture.  Most families only grow enough to feed themselves or their villages.  Commercial farms, typically foreign-owned, usually rely on only one or two cash crops.  Some countries have rich deposits of minerals, such as gold, diamonds, bauxite, and oil, but profits are often diverted into the hands of foreign owners.  Industrial growth has been slow in these developing countries due to a lack of skilled workers, capital resources, equipment, and reliable energy sources.  Several countries have given high priority to developing their highway and railroad systems.  Radio continues to be the dominant form of mass communication, while the low literacy rate limits the impact of printed materials.

Starvation threatens millions in the region.  Climactic changes have transformed semi-arid lands, which were once capable of sustaining marginal levels of agriculture, into desert lands.  Extended periods of drought and wars also led to food shortages.  The region is working to preserve its environment.  Rapid deforestation of rainforests causes animal habitats to disappear.  Hunting and poaching also threaten big game animals. Some countries have created huge game preserves that have helped some animals make a comeback.  The resulting ecotourism brings millions of dollars into African economies.

Today, sub-Saharan Africa is making the slow transition from an economy based on subsistence agriculture to one that is a part of the global economy.  The region is working to resolve human-made conflicts and environmental challenges that have interrupted the supply of food and endangered its plant and animal life.  Improving standards of living, fighting diseases such as AIDS, raising literacy rates, and settling regional conflicts are among these challenges.  Some African countries are joining together to deal with the issues that affect the region as a whole.

LEARNING:

Read Geography the Human and Physical World pages 489-500, 511-524, 535-548, 559-570, 581-592

MAPPING:  With nearly 50 countries located in sub-Saharan Africa, it helps to divide them into regions.  Focus on one region at a time on your map.  Try to label one section per day rather than hurrying through them all.  Add the national capitals.

West Africa
Benin
Burkina Faso
Cameroon
Chad
Cote d'Ivoire
Equatorial Guinea
Gabon
The Gambia
Ghana
Guinea
Guinea-Bissau
Liberia
Mali
Mauritania
Niger
Nigeria
Senegal'
Sierra Leone
Togo

Central Africa

Burundi

Central African Republic

Democratic Republic of Congo (DRC)

Republic of Congo

Rwanda

East Africa

Djibouti

Eritrea

Ethiopia

Kenya

Republic of South Sudan

Somalia

Sudan

Tanzania

Uganda

Southern Africa

Angola

Botswana

Lesotho

Malawi

Mozambique

Namibia

South Africa

Swaziland

Zambia

Zimbabwe

African island nations

Cape Verde

Sao Tome and Principe

Seychelles

Comoros

Madagascar

Mauritius

Eighth Grade Week 26: March 18-22, 2024

 Please make sure you are turning your work in each day.  I am proud of how hard you are working.  I love you!

Math  - Elementary Algebra

Please come ask me if you don't understand something she taught you or have other questions.  

Chapter 11 Lesson 1.  Watch video and then do Set 1 and Set 2 #4, #5, #6 a, c, e, g, I; #7 b, d, f, #8, #9, #10 c, d; #11 a, d; #12, #13 a, c, e, g, i, j; #14 a, c, e, f, h.

Chapter 11 Lesson 2.  Watch video and then do Set 1 and Set 2.

Chapter 11 Lesson 3.  Watch video and then do Set 1 and Set 2.

Chapter 11 Lesson 4.  Watch video and then do Set 1 and Set 2.

Chapter 11 Lesson 4.  Do Set 3.

Religion

• Read Faith & Life Chapter 23
• Read Mark 14:1-21 and the corresponding pages in Heaven's Roar.  
• Read Mark 14:22-25 and the corresponding pages in Heaven's Roar. - 
• Read Mother Teresa's Lessons of Love pages 66-78

-Language Arts 

Literature- How to Kill a Mockingbird

1.  This week you will read chapters 15-18.

2. Answer the following questions when you are done reading:

1. What does Atticus think of the hate group known as the Ku Klux Klan? Do you find his attitude reasonable? Explain.
2. How does Lee build suspense and anticipation in this reading?
3. Why does the lynch mob suddenly lose interest and head home? They had every advantage, so what happened?
4. When the narrator thinks back on the lynch mob at the jailhouse, she sees the “sickeningly comic aspect of an unfunny situation.” What does she mean? What is funny about it?

5. How might the attack on Tom Robinson have ended differently had the kids not arrived?
6. Even though To Kill a Mockingbird has taken a turn toward the serious, Lee still includes humor. Find one example of humor from this reading and offer analysis.
7. Have you noticed that flowers have special importance in To Kill a Mockingbird? What might be the meaning behind Mayella’s geraniums?
8. Why does Jem feel sorry for the kids that are half European American and half African American?
9. If the court has ordered Atticus to defend Tom Robinson, why are the people of the town angry with him?
10. How does the Ewell family fit into the town of Maycomb?
11. Lee creates a vivid and memorable character in Bob Ewell. How does the author create Bob Ewell in the mind of the reader?
12. Why do you think the Sheriff and Bob Ewell failed to get a doctor for Mayella?
13. The content of the Robinson trial is upsetting and troubling, yet many people want to be there. Why is this so? Make connections to human nature in your answer.
14. Why does Mayella feel mocked in court even though Atticus is treating her with complete respect?
15. What aspects of the Ewells’ testimony cast doubt on their version of the events?
16. It appears that the Ewells may be lying. Before you hear Tom Robinson’s testimony, suggest a theory about what is really going on.

Windows to the World

1. Read pages 73-75 on What Kinds of Characters. I want you to pick the Percy Jackson series, and make connections between the types of characters in the book and the list of character types. Who is the protagonist? The Antagonist? The foil? Etc.
2. Read pages 75-80 on How Author’s Develop Character. After you’ve read the Juanita’s Story on page 77, answer the following questions: Who was responsible for the accident? About how old was Juanita? What kind of a mother was Juanita? Is Juanita wealthy? Were the people in the car wearing seatbelts? Why is Juanita willing to sacrifice herself for her children?
3. Read the Grimm’s version of Cinderella. Now, read pages 80-81 on Character Arc and look at the Character Arc for Cinderella.

English From the Roots Up 

• Learn the three new roots for this week - lithos, petros, astron
• List as many extra words that fit the new roots as you can on a piece of paper.
• Study the roots throughout the week.  TEST NEXT WEEK!

Modern World History

Watch about Emmit Till and the start to the Civil Rights movement

Watch about the Montgomery Bus Boycott

Watch about Dr. Martin Luther King, Jr.

Watch about Student Civil Rights Activism

Watch about Malcom X and the Rise of Black Power

World Geography

Do the work for cultural geography of Northern Africa

WA State History

Read Chapter 7 on Fur Traders and Missionaries pages 93-108. Do the chapter review activities on page 108, #1 and 2.

We will have a test next week on Unit II – Chapters 4-7. The best way to prepare is to make sure you know the vocabulary and can answer the chapter questions at the end of each chapter.

Cultural Geography of Northern Africa

 Northern Africa encompasses the nations of Egypt, Libya, Tunisia, Algeria, Morocco, and Western Sahara.  Each of these coastal countries touches the Mediterranean Sea, with the exception of Western Sahara, which is on the Atlantic Coast.

Western Sahara has been involved in a lengthy dispute between the indigenous Saharawi and Morocco.  This small nation, which has been officially recognizes as an independent nation by the African Union, has a mostly desert climate and rich fishing grounds off the coast.  During the protracted dispute, nearly 100,000 people have been displaced, moving to refugee camps in neighboring Algeria.

The northern tip of Morocco is just 8 miles off the coast of Spain.  Arabic is the official language, but many Moroccans are multilingual, reflecting their Berver, Arab, French and Spanish ties.  Morocco is known for its beaches, lively marketplaces, spices, and early Islamic architecture.  Nearly 99% of the country is Muslim.  Most Moroccans have Berber or Arab ancestry; Moors are those of Berber and Arab descent.  Berbers have a long history as merchants, transporting goods across the Sahara Desert.  Many Berbers today are farmers in the mountains and valleys.

Algeria, the largest country in Africa, is bracketed by the Atlas Mountains to the north and the Ahaggar Mountains to the south.  The Sahara Desert, which claims 80% of the nation's area, lies between these mountain ranges.  About 90% of the population live along the fertile Mediterranean coast.  About 80% of the population are of Arb descent.  In 1962, more than one million Algerians died fighting France for their independence.  In the 1990s, the region became embroiled in another political conflict that cost hundreds of thousands of lives.  Despite its troubles, the country boasts incredible natural beauty along its rocky coast and high plateaus, and has spectacular ruins from the time of the Roman Empire.

Tunisia is a small nation bordering Algeria and Libya, with a long Mediterranean coastline.  Home to the ancient city of Carthage, traditional souks, ancient mosques, and modern architecture, Tunisia has a thriving, diverse culture.  In 2010, a protest against corruption and economic strife led to a movement called Arab Spring, the results of which are still shaping Tunisia, Libya, Egypt, and several Middle Eastern nations today.

Libya, which gained its independence from foreign rule in 1951, has a rich history and immense stores of oil.  Since an armed rebellion in 2011 overthrew the long-term government of Muammar Gaddafi, the nation has been politically volatile.  The Islamic State militant group (ISIS) has established a presence there, bringing acts of brutality and terrorism.  Libya is 90% desert and the vast majority of the population live along the coast.  Beautiful Roman ruins, such as those at Leptis Magna, Cyrene, and Sabratha, give testament to Libya's rich and complex heritage.

Egypt anchors northern Africa at the northwest corner, and it's usually considered part of the Middle East.  Like Tunisia and Libya, Egypt experienced its own revolution in 2011, resulting in political upheavals that are still affecting the region and beyond.  Egypt's influence spread far and wide in ancient times, as the fertile Nile River valley brought great wealth and enabled the culture to prosper and thrive.  The ancient artifacts and architecture tell a story of a powerful kingdom and complex social structure that dates back 5,000 years.

As in other places around the globe, northern Africa faces environmental concerns due to increases in population and industry, as well as threats to freshwater resources from climate change.  One example is the Aswan High Dam in Egypt.  Built in 1970 to generate hydroelectricity, the dam created Lake Nasser, which is used to irrigate land and provide fish.  However, the dam blocks rich alluvial soil from fertilizing the Nile Valley as it has for millennia, resulting in decreased soil fertility and agricultural productivity downstream.

LEARNING

Read Geography, The Human and Physical World pages 372-384

Read through the following links

Western Sahara dispute
Moroccan Berbers
Algeria history and demographics
Tunisian landmarks
Arab Spring
Libya landmarks
Egyptian revolution 2011 (photos)
Timeline of Egyptian revolution
Building the Great Pyramid
Ancient Egypt
Preserving antiquities

MAPPING

On a map of Africa, label the six countries of northern Africa and label their capital city.

Eighth Grade Week 25: March 11-15, 2024

I am proud of how hard you are working.  I love you!

Math  - Elementary Algebra

Please come ask me if you don't understand something she taught you or have other questions.  

Chapter 10 Summary set 1.  Make sure you give this to me when you are done Monday so I can look it over in case there is anything we need to review before the test.

Chapter 10 Summary set 2. 

Chapter 10 Test.

Chapter 11 Lesson 1.  Watch video and then do Set 1 and Set 2 #4, #5, #6 a, c, e, g, I; #7 b, d, f, #8, #9, #10 c, d; #11 a, d; #12, #13 a, c, e, g, i, j; #14 a, c, e, f, h.

Chapter 11 Lesson 2.  Watch video and then do Set 1 and Set 2.

Religion

• Read Faith & Life Chapter 22 
• Read Mark 13:1-13 and the corresponding pages in Heaven's Roar.  
• Read Mark 13:14-37 and the corresponding pages in Heaven's Roar. - 
• Read Mother Teresa's Lessons of Love pages 55-66

Language Arts 

Literature- How to Kill a Mockingbird

1.  This week you will read chapters 10-14.
2. In many ways, Atticus fits perfectly in Maycomb, but in other ways he does not. In what ways does he conform? In what ways does he stand out? Atticus often disagrees with the unwritten rules of Maycomb while characters like Mrs. Dubose and Aunt Alexandra support the popular point of view. Create a chart with at least two of the unwritten rules of Maycomb. Use textual evidence (paraphrase or quote) to show the rule in practice. In the third column explain whether or not Atticus conforms to the rule. For example:

Unwritten Rules of Maycomb (race, gender, family, etc.)

        African American domestic workers are not treated like members of the family.  

Textual evidence

           Aunt Alexandra is shocked to discover Scout and Jem attended Cal’s church. She forbids Scout from visiting Cal’s home.  

Atticus’ Point of View
            Atticus defends his choice in having Cal raise the kids. He says, “She’s a faithful member of this family ….”

3. After you read, answer the following questions:

1. What do Scout and Jem think of Atticus as a father? What are his strengths and shortcomings? Do you agree with their assessment?
2. It makes sense to pay special attention to any element that the author includes in the title. What references to mockingbirds and other birds have emerged so far?
3. A rabies infection is almost always fatal, so the people in town are terrified. What does the episode with the sick dog teach us about Atticus?
4. Jem finally has something to brag about when it comes to his father. Why does he decide against bragging about Atticus’ talent? Does this make sense to you?
5. Jem can usually keep his head, so why does he lose his mind and destroy Mrs. Dubose’ flowers?
6. Imagery is when an author helps us imagine with our senses. Descriptive details help us see, smell, touch, hear, and/or taste. Find one excellent example of imagery in the reading and explain how Lee creates it.
7. Describe the complicated relationship between Mrs. Dubose and Atticus. What do they think of one another?
8. What lessons does Atticus want Jem to learn from Mrs. Dubose? Do you think it worked?
9. Why does Lee label Chapters 12 onward as Part II? Speculate (make predictions) on how Part II will be different from Part I.
10. In what ways are Jem and Scout growing apart?
11. Why do you think Lula objects to Jem and Scout attending her church? Does Lula have a valid point?
12. What does Scout mean when she says that Calpurnia is leading a double life?
13. Do you think Aunt Alexandra is right about family tendencies? Is this a form of prejudice?
14. Aunt Alexandra suggests that Atticus end Calpurnia’s employment. What reasons does she offer? What inferences can you make about her reasons?
15. Why do you think little kids run away from home? Do you think that Dill’s case is typical or unusual?

Windows to the World

1.  Read page 69-70 on Parallellism. Write an example of a good parallel structure and a bad parallel structure, similar to the ones in the reading. You can use the ones in the book as an example but make your own.

2. Read pages 70-72 on Euphemisms. Brainstorm a number of euphemisms, and submit to me your top two favorites.

3. Read page 71 on simile and write me several similes that are funny/unusual but still get the point across. For example: The rain pelted the roof like popcorn on steroids.

4.  We are going to start Chapter 7 on Characterization. To start, I want you to pick someone you have met, but not a good friend. Maybe someone from youth group or one of your co-op classes – a person you’ve met a few times but are not close to. I want you to write a description of this person. Then, I want you to pick a person you know from a novel. Any character you wish and describe that person. Which do you know better? It’s most likely going to be the person from the novel. This is due to characterization. Authors have to paint a picture of the person quickly and deeply so that readers will care about their outcome.

English From the Roots Up 

• Learn the three new roots for this week - dormio/domitum, hypnos, annus
• List as many extra words that fit the new roots as you can on a piece of paper.
• Study the roots throughout the week.  

Modern World History

Watch this video on the legacy of John F Kennedy

Watch this video on the Cuban Missile Crisis

Read the article I printed for you on the arms and space races during the cold war

Watch this video on the space race to the moon

Watch JFK's speech to the nation on Civil Rights

World Geography

Do the work for landforms and features of the African Continent

WA State History

Read Chapter 6 on Fur Traders and Missionaries pages 80-92. Do the chapter review activities on page 92, #1, 2.

Landforms and Features of the African Continent

 Africa is the second largest continent on Earth, spanning over 11.6 million square miles.  Straddling the equator at about its midpoint, it covers a multitude of climate zones, including tropical rainforest, Mediterranean, savannah, desert, steppe, and highland climates.  Africa is surrounded by the Atlantic Ocean, Indian Ocean, Red Sea, and the Mediterranean Sea.  It includes the Nile River which rivals the Amazon for the title of the longest river in the world (depending on how it is measured).  The massive Sahara is the largest desert in the world: 3,000 miles across and covering 3.5 million square miles.  The Sahara stretches across the northern third of the continent.  The smaller Kalahari Desert in southern Africa is a rich mix of wildlife and vegetation.

Africa's major climate and vegetation areas can be roughly identified by the amount of rainfall each area receives.  Early civilizations developed where rainfall was plentiful, or near lakes or along rivers.  Near the equator, orchids and ferns grow amid the canopy of trees that tower up to 150 feet above the floor of the tropical rainforests - so thick that sunlight cannot reach the forest floor.  Drier tropical grasslands, known as savannas cover nearly half of the continent.  Further north and south of the savannas are drier steppe climates with low-growing grasses and acacia trees.  Grasses and trees can even be found in isolated deserts, such as the Kalahari in southern Africa, where little rain falls.  In southern Africa deserts give way to cool fertile highlands rimmed by coastal plains having Mediterranea-type climates.

Africa's overall elevation is higher than that of any other continent.  High plateaus cover the continent, rising in elevation from the coast inland and from west to east.  In many parts of the region, this high flat land falls in dramatic cliffs to narrow, unbroken coastlines having few inlets, large bays, gulfs, or natural harbors.

Shifting tectonic plates formed the Great Rift Valley, a long, narrow break in the Earth's surface which runs from Syria to Mozambique. Formed by the folding and fracturing of Earth's crust over the last 60 million years, the valley area holds chains of sparkling lakes, such as Lake Vitoria, Africa's largest lake.  The valley's rich volcanic soil creates some of Africa's best farmland.  East of the valley, rising above plateau areas, are lofty, snow-capped mountains.  One of the most impressive of these is Kilimanjaro - Africa's tallest mountain with a height of 19,340 feet.

Extensive river systems such as the Congo, Niger, and Zambezi wind through Africa south of the Sahara.  The Congo, Africa's second longest river, and its tributaries traverse the vast rainforests of the Congo Basin, eventually draining into the South Atlantic Ocean.  Sharp escarpments and steep cataracts on some rivers have posed obstacles to travel over the centuries.  Limited river travel and few natural harbors isolated early African civilizations and made foreign invasions difficult in some areas.  Rivers, however, have long been an important means of local transportation for people in the region, especially in areas where dense rainforest prevails.

Africa is rich in natural resources, including oil, gold, uranium, and diamonds.  The continent also has an abundance of plants and animal species.  The preservation of these diverse biological resources has become a global concern. Many countries are working hard to achieve a balance between conserving habitats and meeting economic needs.

LEARNING

Read Geography of the Human and Physical World pages 365-371, 484-488, 504-510, 530-534, 554-558, 576-580.  Then look through the following links.

Sahara Desert
Kalahari Desert
Nile River
Desertification
Sahel region
Madagascar
Video: Congo Basin

Eighth Grade Week 24: March 4-8, 2023

Time to get back into it after out midwinter break/sick week last week. I am proud of how hard you are working.  I love you!

Math  - Elementary Algebra

Please come ask me if you don't understand something she taught you or have other questions.  

Chapter 10 Lesson 5.  Watch video and then do Set 1 and Set 2 

Chapter 10 Lesson 6.  Watch video and then do Set 1 and Set 2 

Chapter 10 Lesson 7.  Watch video and then do Set 1 and Set 2 #4 and #5

Chapter 10 Lesson 7.  Do Set 2 #6-8.

Chapter 10 Lesson 8.  Watch video and then do Set 1 and Set 2.

Religion & Bible History 

• Read Faith & Life Chapter 21
• Read Mark 12:13-12:44 and the corresponding pages in Heaven's Roar.  You might do this over two days.
• Read Mother Teresa's Lessons of Love pages 44-52

Language Arts 

Literature- How to Kill a Mockingbird

1.  This week you will read chapters 6-9.

2. Come to Mom to discuss the themes of TKAM, then complete The True Boo handout.

After you read, answer the following questions:
1. Lee tries to recreate the ways that young kids interact with one another. Does she succeed? Explain with examples.
2. How does Lee create a creepy mood in describing the kids’ nighttime visit to the Radley place?
3. What does the event with Mr. Radley and his shotgun show us about racism in Maycomb?
4. Why does the episode of the gift-giving tree bother Jem so much more than Scout? How does it inspire him to confess everything?
5. Do you believe Mr. Radley’s explanation of why he put cement in the tree? Support your view.
6. Find one example of humor from this reading. Explain the humor and its purpose. Is it simply to entertain or is there more to it?
7. Despite Scout’s loving relationship with Calpurnia, she uses the N-word freely. What do you make of this?
8. How does Atticus react in an emergency? Use examples from the fire in your answer.
9. What is learned from the discovery of the mystery blanket? What is the importance of this detail?
10. What do you learn about Miss Maudie’s character from her reaction to the loss of her house?
11. Atticus knows that defending Tom Robinson will impact his family negatively. His extended family is against it. What is Atticus’ explanation of why he must?
12. What is Atticus’ approach to dealing with Scout’s swearing? What does this approach tell you about his style of parenting?
13. What are some examples of sexism from this reading? Think about Aunt Alexandra’s views on how Scout ought to behave.
14. Why does Lee want to remind the reader that the Finch family comes from a plantation? (Finch’s Landing functioned through a cruel system of racism and slavery.)

Windows to the World

Write the analytical essay on how Richard Connell builds suspense in “The Most Dangerous Game.” Select two techniques and describe how they create suspense and how the suspense affects readers. Be sure to include the quotes you outlined last week.  Must be in full essay format with title, your name, 12-point font, double-spaced and at least four paragraphs.

English From the Roots Up 

• Learn the three new roots for this week - trans, geo, terra
• List as many extra words that fit the new roots as you can on a piece of paper.
• Study the roots throughout the week.  

Modern World History 

• Watch this video on the Chinese Communist Revolution
• Read this article on Jonas Salk and the development of the Polio Vaccine
• Watch this video on culture in the 1950s
• Watch this video on Civil Rights in the 1950s
• Read the graphic novel March by John Lewis

World Geography

Do the work for Geography and Cultures of Southwest Asia (Middle East)

WA State History

Read Chapter 5 on Sea and Land Exploration, pages 69-79. Do the chapter review activities on page 79 #1, #2.

Geography and Cultures of Southwest Asia (Middle East)

 This lesson looks at Southwest Asia, more commonly known as the Middle East.  This complex, vital, and sometimes volatile region includes the following nations:  Afghanistan, Bahrain, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Oman, Palestine, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates, Yemen.

The broad ethnic diversity of the Middle East stems from several early civilizations and three major world religions that evolved in the region.  Later control by outside powers and the nationalistic movements that followed have strengthened the diversity.  As a crossroads for three continents - Europe, Asia, and Africa - the region is a kaleidoscope of ethnic diversity that includes Arabs, Jews, Turks, Greeks, Iranians, Afghanis, and Kurds.  As a result, the region experiences cultural and political challenges today.

The region has seen the rise of some of the world's greatest civilizations, such as Sumerians, Persians, and Phoenicians, as well as the birth of three of the world's major relitiongs:  Judaism, Christianity, and Islam.

Farmers of the region were the first to raise many of the grains, vegetables, and animals that are still used as staple foods in much of the world.  After various empires, invasions, and rule by western European powers, independent states arose in the region during the 20th century.  Most of the region's people are Arabs who follow Islam.  The population of Israel is mainly Jewish.  There has been much conflict between Israel and Arab countries, dominated in recent decades by the disagreements between Israelis and Palestinians.  Other nationalistic, ethnic, and border conflicts create challenges for the region's governments.

Religion has both united and divided the region's peoples.  Arabic - the language of the Muslim faith's sacred text, the Quran - is the main language in the region.  Other languages include Hebrew, Berber, Pushtu, Kurdish, Farsi, Greek, and Turkic languages.  Art, architecture, and literature reveal the influences of religion as well as nationalism.  Although early civilizations produced fine metal work and sculptures, they are best known for their architecture.

Beginning in the 20th century, the ways of life of the people of Southwest Asia changed dramatically.  Population in the region has frown, and there have been many lifestyle changes as more people have moved from rural to urban areas.  In some areas, population growth has surpassed economic growth; as a result, governments often cannot meet people's basic needs

Although only small parts of the region are suitable for farming, much of the population works in agriculture.  Some crops are grown for export, but many foods must be imported.  The region holds much of the world's oil and natural gas reserves.  Countries rich in these resources have developed industries that boost their economies; as part of the Organizations of Petroleum Exporting Countries (OPEC), these nations have great control over the production and price of their oil.

Although the wealthier countries use revenues from oil and other resources to buy food from other countries, for others in this mostly arid region, producing enough food and access to fresh water for their rapidly growing populations is a major concern.  Cereal crops, citrus fruits, grapes, and dates are major products in countries with a Mediterranean climate.  The fishing industry is another source of food, with good harvests available in the Atlantic Ocean, Mediterranean, Black Sea, Caspian Seas, and Persian Gulf.

For thousands of years, the region's rivers, oases, and wells that draw from aquifers have been used as sources of fresh water for people and for irrigation of these parched lands, but only a few countries have enough water for their needs.  Moreover, as the region's population has grown, these sources are no longer enough.  In addition, the Persian Gulf War resulted in air and water pollution.  Sewage wastes, oil tanker accidents in the seas, and fertilizer runoff threaten the region's air, soil, and water.  Pollution and overuse of water for irrigation also threaten the three large seas of the region.  As a remedy, many countries have used oil wealth to build desalination plants to turn ocean water into precious freshwater.

LEARNING:

Read Glencoe World Geography pages 420-431, 439-457, 463-475

MAPPING

Label the major mountain ranges, river, and gulfs.

Label the Middle Eastern countries.

Label the capital city for each country.