8Th Grade Agenda

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May 26-29 Name ______Teacher ______Period ______(First & Last Name) SPED Ms. Longfellow’s Classes: https://classroom.google.com Mr. Wing’s Classes: https://classroom.google.com

CMS Library Welcome to Week 8 of Take a Library Break - Tech & Coding! CMS Library Home Page

Read or Listen to Books Online - CMS Library Home Page

Returning Library Books: If you have library books to return for ANY Sedro-Woolley school, there will be a library book collection box next to the packet boxes in front of Cascade Middle School every Monday and Tuesday from 7:30 am to 2:30 pm. Please DO NOT put your books in the packet boxes!

If you have any questions, please contact me, Meriden Huggins at [email protected], or call 360-855-3071. Thank you!

Counseling https://sites.google.com/swsd101.org/cms-counseling-center/home

Electives ART: “BEAUTIFY YOUR SPACE” SCULPTURE ● Art ● Read through the attached handout and complete Week 1: your sketches & plan ● AVID including needed materials. Remember: YOU are choosing what materials you ● Music want to use to create your sculpture so everyone’s sculpture will be different! ● Band You should not need to buy anything to create this project! Be creative as usual ● Choir and think big! ● Orchestra KODIAK STRONG ● Kodiak Strong ● Tuesday: Read the article about a court case involving students’ rights to a basic education, answer the questions ● Thursday: Answer the reflection questions ● Friday: Answer the question regarding personal preference Choir ● Complete music theory worksheet on dotted quarter notes: Worksheet 14 ● Complete this week’s listening journal All Music Classes ● Complete this week’s listening journal Band ● Record and submit your solo in Smart Music. Orchestra: See ALL MUSIC CLASSES plus Smart Music.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Pre-Algebra & Algebra

Teacher: Contact: Office Hours:

[email protected] or *Use Discussion tab on Canvas to ask questions Monday-Friday Mrs. Jones: or 10:00-11:00 AM (360) 855-3042 Leave a message on school voicemail

Monday-Friday Mr. Acosta: [email protected] 9:00-11:00 AM Monday-Friday [email protected] 10:00-11:00 AM & 1:30-2:30 PM or Mr. Thompson: Zoom Meetings: *Use Discussion tab on T-F 1:00pm-1:30pm Canvas to ask questions ID: 970498881 Password:030984 Monday-Friday 9:00-10:00 AM Mrs. Pittis: [email protected] Email me anytime and I will get back to you as soon as possible. Office Hours - Time when your teacher will be reading and responding to e-mail messages quickly.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Week 8 Answer Key Practice 3-4 (pg. 47)

1. Rational, Whole, 5. Rational, Whole, 8. Irrational Integer Integer 9. > 2. Rational, Integer 6. Rational, Integer 10. < 3. Rational 7. Rational, Whole, 11. > 4. Irrational Integer 12. >

(pg. 48)

1. Rational, Integer 13. < 2. Rational, Integer, 14. <

Whole 15. = 10. 3. Irrational 16. > 4. Rational 17. = 5. Rational 18. 2.75, √8 , 2.8, √10 6. Rational 19. 26, 5.01, 5.01, 5.01 7. Rational, Integer, 11. √ 20. 3.5, 12 , 3.5, 13 Whole − − √ √ 21. 40 8. Irrational 22. 97.98 inches 9. 12. >

3-5 Study Guide and Intervention p49 1. c= 6.4 ft 2. c= 10.3m 3. a= 20in 4. c= 13.9km 5. b= 22.9yd 6. a= 14.3ft

3-5 practice p50 1. b= 6ft 2. a= 10in 3. c= 9.9cm 4. a= 24.2yd 5. c= 70.7cm 6. c= 45.5m 7. b= 69.3cm 8. c= 27.2yd 9. No 10. Yes 11. b=10.2in 12. a= 18m 13. Height is 15.7in

3-6 Study Guide and Intervention p51 1. c = 8.5in 2. c= 16.7in 3. b=11.2ft 4. h=16.6yd

3-7 Study Guide and Intervention p53

1. c= 5.4 units 2. c= 6.3 units 3. c= 3.6 units 4. c= 5 units 5. c= 4.4 units

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Week 8 Quiz

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

English

Teacher: Contact: Office Hours:

[email protected] Monday-Friday O’Reilly (360) 855-3005 10:00-11:00 AM Leave a message on school voicemail [email protected] Monday-Friday Stevens (360) 855-3022 9:00-10:00 AM Leave a message on school voicemail

[email protected] Monday-Friday Dorman (360) 855-3010 10:00-11:00 AM Leave a message on school voicemail

[email protected] Monday-Friday Lewis (360) 855-3061 1-2pm Leave a message on school voicemail

[email protected] Monday-Friday Westendorf (360) 855-3012 9:00-10:00 AM Leave a message on school voicemail Office Hours - Time when your teacher will be reading and responding to e-mail messages quickly.

PRO TIP: Rookie students will read the entire assignment, get caught up in the jumble of the lengthy instructions, lose hope, and say, "I don't get it." Experienced students will read the entire assignment and then go back to the start and DO EACH STEP, ONE AT A TIME, WITHOUT GETTING BOGGED DOWN BY ALL THE OTHERS.

The purpose of this assignment is to do some important writing review in preparation for 9th-grade English. The first time you write in your new high school English class will be before the teacher has had much time to review, so you will need to rely heavily on what you have learned in 8th grade. Those of you who are taking Honors English next year might even find yourselves having to write an essay during the summer. This is the usual assignment for Honors 9 summer, anyway; I don't know what changes this truncated school year might cause (truncated means shortened).

This assignment has four steps. Again, if you take it one step at a time, it should be a manageable challenge.

Step 1: If you haven't already done so, read the new story called "Two-Man-Tent Fever" by Patrick McManus on either Canvas or Google Classroom.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Step 2: Over the next two weeks, we are going to review the Introductory Paragraph and the Body Paragraph. So you will need to choose a text to write about. You can choose any of the short stories or poems on Canvas, or you may choose a book you have been reading on your own. You will need to choose textual evidence from it, so make sure you've got the book on hand. Remember, you cannot choose "Petals in the Wind," since it will be the text that generates all the examples for our writing review.

Step 3: Develop a thesis for your essay (remember, this thesis will end up being the last sentence in your intro paragraph). One of the ways to develop a thesis is to ask yourself a question about the text that you think most casual readers might not be able to easily answer. For example, for "Petals in the Wind," I might ask why Erdro, the bully, is so cruel at first and then ends up being a pretty nice guy at the end? Or I might ask what it is about the story, other than the humor, that draws us in? Or, is Flower a sort of super-hero, or is he somehow more of an Everyman character? Or, maybe, what is the moral lesson of the story? Your thesis is the answer to this question.

Step 4: Using either your notes from class or the review notes in Canvas or Classroom ("Review: How to Write a Perfect Introductory Paragraph"), write an Introduction that leads up to and ends with your Thesis. Focus on the following: a. Writing at length (some of you like to write short, choppy little intros that lack smoothness and style). Use the sample paragraphs in either your notes or Canvas as a guide to length. b. Writing with a variety of sentence lengths. If all your sentences are the same length, this causes elementary-school-sounding choppiness. c. Making use of as many of our Comma Rules as you can.

[Upcoming Assignment: Next week, you will write a first Body Paragraph that follows the intro you just wrote. You may start working on that any time you want, but this week all that is required is the Introduction.]

Advanced Writers: 1. Make sure you work Comma Rules #3 (the appositive) and #6 (ending participial phrase) into a couple sentences. 2. Be very conscious about how each sentence connects backward to the one before it. 3. Avoid pronouns like I , me , my , and you . These words will actually end up having a role in your writing in college, but most high school teachers strictly forbid them. 4. Avoid Comma Splices; they are still the bane of our writing (bane means something that ruins, spoils, destroys, like the One Ring in Lord of the Rings). Suffice it to say, Comma Splices are bad; they are the Coronavirus of good sentence crafting. What the serpent was to the Garden of Eden, Comma Splices are. . . . Well, you get the idea.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Two-Man-Tent Fever Patrick McManus 1983

Fenton Quagmire was telling me recently about the weekend he had just suffered through at his lakeside retreat. “Rained the whole time, and I didn’t get outside once,” he said. “By Sunday I had a case of the cabin fever like you wouldn’t believe!” Wouldn’t believe? Why, I could barely keep from doubling over in a paroxysm of mirth! I happen to know that Quagmire’s “cabin” is a three-bedroom, shag-carpeted, TV-ed and hot-tubbed villa overlooking a stretch of sandy beach that sells per linear foot at the same rate as strung pearls. Obviously, what Quagmire had experienced was nothing more than villa fever, which compares to cabin fever as the sniffles to double pneumonia. True cabin fever requires a true cabin, four buckling walls, a leaky roof, a warped floor, a door and a few windows. Furnishings consist of something less than the bare necessities. Wall decorations, while permitted, should not be such as to arouse any visual interest whatsoever. (The old Great Northern Railroad calendar with the mountain goat on it is about right.) A wood stove, preferably one made from a steel barrel, provides the heat, and also the only excitement, when its rusty tin pipe sets fire to the roof. That’s your basic true cabin. When I was six, we lived for a year in just such a cabin. My father speculated that it had been built by a man who didn’t know his adz from his elbow, or words to that effect. The shake roof looked as if it had been dealt out by an inebriated poker player during a sneezing fit. Proper alignment of one log over another was so rare as to suggest coincidence, if not divine intervention. The man who rented the cabin to us, apparently a buff of local history, boasted that it had been built toward the end of the last century. “Which end?” Dad asked him. Within a short while after we moved in, Dad had the cabin whipped into shape, a shape that might now be regarded as unfit for human habitation but which in those days would generally have been thought of as unfit for human habitation. After hammering in the last nail, Dad unscrewed the cap from a quart of his home brew, took a deep swig, and told my mother, “This is as good as it gets!” I have, of course, recreated the quote, but it captures the proper note of pessimism. One might suppose that a family of four would be miserable living in a tiny, sagging log cabin in the middle of an Idaho wilderness, and one would be right. My mother and sister accepted our situation philosophically and cried only on alternate days. Dad arose early each morning and went off in search of “suitable work,” by which he meant work that paid anything at all. I spent my time morosely digging away at the chinking between the logs, not realizing that the resulting cracks would let all the cold out. One day in the middle of January, Mom looked up from her bowl of gruel at breakfast, as we jokingly referred to it, and announced. “Well, we’ve finally hit rock

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) bottom. Things just can’t get any worse.” We soon discovered that Mom lacked the gift of prophecy. Within hours, the mercury was rattling about like a dried pea in the bulb of the thermometer, and the wind came blasting out of the north. Strangely, Dad seemed delighted by the onset of a blizzard. Even now, four decades later, I can still see him bending over, rubbing a hole in the window frost with his fist and peering out at the billowing snow. “Let her blow!” he shouted. “We’ve got plenty of firewood and enough grub to last out until spring if we have to!gosh, we’ll just make some fudge, pop corn and play Monopoly until she blows herself out! It’ll be like a little adventure, like we’re shipwrecked!” The rest of the family was instantly perked up by his enthusiasm and defiance of the blizzard. Mom stated making fudge and popping corn, while my sister and I rushed to set up the Monopoly game. The blizzard lasted nearly two weeks, give or take a century. The third day my sister and I were forbidden even to mention Monopoly, fudge or popcorn. And Dad no longer regarded the blizzard as a little adventure. “Why are you making that noise with your nose!” he would snarl at me. “I’m just breathing.” “Well, stop it!” “Whose idea was that calendar!” he’d snap at my mother. “What’s wrong with it, dear?” “That stupid mountain goat watches every move I make, that’s what! Look how its eyes follow me!” A day or two later, as Dad himself admitted at the time, he became irritable. Shortly after that, he came down with cabin fever. Spending several days trapped in close quarters with a person who had cabin fever toughened me up a lot psychologically. A couple of years later, when I saw the movie “Frankenstein Meets the Wolf Man,” I thought it was a comedy. At the peak of his cabin fever, Dad could have played both leads in the film simultaneously and sent audiences screaming into the streets. The only good thing about cabin fever is that it vanishes the instant the victim is released from enforced confinement. When the county snowplow finally opened the road and came rumbling into our yard, Dad strolled out to greet and thank the driver. “Snowed in fer a spell, weren’t ya?” the driver said. “Bet you got yerself a good case of the cabin fever.” “Naw,” Dad said. “It wasn’t bad. We just made fudge and popped corn and played a few games of Monop…Monop…played a few games.” “Well, you certainly seem normal enough,” the driver said. Then he pointed to Mom, Sis, and me. “That your family?” It seemed like an odd question, but I suppose the driver wondered why a normal man like my father would have a family consisting of three white-haired gnomes.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

There are numerous kinds of fever brought on by the boredom of enforced confinement over long periods. I myself have contracted some of the lesser strains - coldwater-flat fever, mobile-home fever and split-level fever, to name but a few. I have never been able to afford the more exotic and expensive fevers, like those of my wealthy friend Quagmire. In addition to his villa fever, he will occasionally run a continent fever, one of the symptoms of which is the sensation that the Atlantic and Pacific coastlines are closing in on him. The treatment, as I understand it, is to take two aspirin and a Caribbean cruise. Of all such fevers, by far the most deadly is two-man-tent fever, which, in its severity, surpasses even the cabin variety. I had the opportunity of studying two-man-tent fever close-up a few years ago, when Parker Whitney and I spent nearly 20 hours in his tiny tent waiting for a storm to blow over. Parker is a calm, quiet chap normally and it was terrible to see him go to pieces the way he did, after the fever overtook him. For a while, during the first few hours of the storm, we were entertained by the prospect that we might momentarily be using the tent as a hang glider. After the wind died down to a modest gale, we were able to devote our whole attention to the rippling of the orange rip-stop nylon that enveloped us. Fascinating as this was, its power to distract was limited to a few hours.then, I was formulating a geological theory that a major earth fault lay directly beneath, and crossed at right angles to, my half-inch thick ensolite pad. While several of my more adventuresome vertebrae were testing this theory, I gradually became aware that Parker was beginning to exhibit certain signs of neurotic behavior. “I hate to ask this, old chap,” I said, kindly enough, “but would you mind not chewing that gum quite so loud?” Parker replied with uncharacteristic snappishness, “For the 14th time, I’m not chewing gum!” Mild hallucination is one of the early symptoms of two-man-tent fever. Not only did Parker fail to realize that he was chomping and popping his gum in a hideous manner, he clearly was of the impression that I had mentioned the matter to him numerous times previously. Since hallucinations do not yield readily to logical argument, I thought that confronting him with the empirical evidence might work. Unfortunately, Parker was now in the grip of paranoia and responded to my effort by shouting out that I had “gone mad.” I suppose he was referring to the manner in which I had grabbed him by the nose and chin and forced his mouth open, a maneuver that proved ineffective, since he had somehow managed to hide the gum from my vision and probing thumb, possibly by lodging it behind his tonsils. Such deception, I might add, is not at all unusual among victims of two-man-tent fever. Parker remained quiet for some time, although I could tell from the look in his eyes that the paranoia was tightening its hold on him, and I began to wonder if my life might not be in danger. I warned him not to try anything. “Why don’t you get some sleep?” Parker replied. “Just try to get some sleep!” “Ha” I said, not without a trace of sarcasm. “Do you really think I’m going to fall for that old one?” / May 26-29 Name ______Teacher ______Period ______(First & Last Name)

I twisted around in my bag and propped up on an elbow so I could watch Parker more closely. It was easy to see that the two-man-tent fever was taking its toll on him. He was pale and trembling, and stared back at me with wide, unblinking eyes. He looked pitiful, even though posing no less a threat to my life. Then, as if our situation were not perilous enough already, I noticed that Parker had dandruff. Under normal circumstances, I can take dandruff or leave it alone, but not in a two-man-tent. It wasn’t the unsightly appearance of the dandruff that bothered me, but the little plip plip plip sounds it made falling on his sleeping bag. I soon deduced that Parker had contrived this irritation for the sole purpose of annoying me, a sort of Chinese dandruff torture, although I hadn’t realized until then that Parker was Chinese. Informing him that I was on to his little game, I told Parker to get his dandruff under control or suffer the consequences. Not surprisingly, he denied any knowledge of his dandruff or its activities. I therefore retaliated by doing my impression of Richard Widmark’s maniacal laugh every time I heard a plip. Parker countered by doing his impression of a man paralyzed by fear. It wasn’t that good, as impressions go, but I withheld criticism of the poor devil’s performance, since it seemed to take his mind off the fever. At the first break in the storm, Parker shot out of the tent, stuffed his gear into his pack, and took off down the trail, leaving me with the chore of folding up the tent and policing camp. Before I was finished, a ranger came riding up the trail on a horse. We exchanged pleasantries, and I asked him if he had happened to pass my partner on the trail. “I don’t know,” he said. “Is he a whitehaired gnome?” No doubt about it, two-man-tent fever can take a lot out of a person.

From Never Sniff a Gift Fish by Patrick F. McManus, 1983.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Science

Teacher: Contact: Office Hours:

[email protected] Monday-Friday Mr. Fairbank Or Use Comments through Google Classroom 10:00-11:00 AM

[email protected] Monday-Friday Mr. Bell Or use Comments through Google Classroom. 9:00-10:00 AM Zoom on Tuesdays and Fridays at 10:00am to answer questions (check you email for invites) 1:00-2:00 PM

[email protected] Monday-Friday Mr. Bachmeier (360) 855-3034 9:00-10:00 AM Leave a message on school voicemail

Science 8 Help Sessions: Zoom video conference sessions with at least 2 teachers who can answer questions and provide guidance on 8th grade science lessons.

Tuesdays: 10:00-10:30 AM | Meeting ID: 975 6886 0461 | Password: 108801

Thursday: 2:00-2:30 PM | Meeting ID: 973 3997 0619 | Password: 869283 Office Hours - Time when your teacher will be reading and responding to e-mail messages quickly.

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May 26-29 Name ______Teacher ______Period ______(First & Last Name) Moon Observation Journal Reflection Answer these questions as you fill out your observations. Take your time, some of the questions require almost a full month of observations to figure out.

1. Why do you think the rise and set time of the moon changes every day?

2. What direction does the moon move across the sky? Is it the same as the sun?

3. What direction do changes happen to the moon? In other words what direction does the shadow or light side appear to move over time?

4. Is the moon ever visible during the day when the sun is out?

5. Are there any other patterns that you notice as you fill in the journal? Pattern 1

Pattern 2

Pattern 3

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Moon Phase & Eclipse Explanations Directions: Read through each of the different explanations for why the moon’s phase, or how much of the moon is bright, changes each day. The explanation will also provide possible reasons for why the moon sometimes blocks the sun (solar eclipse) or why the moon sometimes goes dark during a “full moon” (lunar eclipse). For each explanation, draw a picture or write a few sentences describing why you think the theory is correct or incorrect. Please refer to the example explanations for the moon’s color.

Why is the moon grey in color? Sample Explanation 1: I AGREE / DISAGREE because:

The moon is grey because the moon is made of cheese The is no ar in sa, so mo co no go on te mo. Alo, that is very old. The cheese on the moon’s surface has we asnu we to te mo, te coc sal of ros developed a layer of grey mold that covers up the an du fo te mo’s suc ta we al ge in co. original cheese color underneath.

Sample Explanation 2: I AGREE / DISAGREE because:

The moon is grey because the moon is made of rocks The is no ar in sa or on te mo, so te ros on te mo’s that are grey and absorb all colors of the light spectrum suc cat oxe (fo ru) an tu re. The is no wa except grey which they reflect back. on te mo, so no pat ca go on te ros mag te ge.

Why does the moon have phases and causes eclipses sometimes? Explanation #1 I AGREE / DISAGREE because:

The moon phases are caused by the sun’s movement around the Earth. As the sun revolves around the Earth, more or less light shines on the moon depending on the angle of the sun and moon.

Solar eclipses are caused when the sun orbits in front of the moon and blocks the moon from view. The moon goes completely dark sometimes during a full moon because a cloud or some other object blocks the sun’s light (lunar eclipse).

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Explanation #2 I AGREE / DISAGREE because:

The moon phases are caused by the moon’s position in orbit around the Earth. As the moon travels around the Earth, different amounts of the sun’s light reflect off of the moon making the moon’s surface visible on earth.

Solar eclipses are caused when the moon’s path around the Earth lines up exactly with the sun, blocking out some or all of the sun’s light from hitting Earth. The moon goes dark during a full moon (lunar eclipse) when passing through the Earth’s shadow.

Explanation #3 I AGREE / DISAGREE because:

The moon phases are caused by the moon’s movement around the sun. As the moon gets farther from the Earth, less of the moon’s surface is illuminated, or bright. When the moon is closer to the sun, more of the moon is lit up and we see a full moon.

Lunar eclipses are caused when the moon goes completely behind the sun and is not visible from Earth for a period of time. A solar eclipse happens when one side of the Earth is facing away from the sun.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Social Studies

Teacher: Contact: Office Hours:

[email protected] Monday-Friday Mr. Sherburne (360) 855-3069 9:30-10:30 AM [email protected] Monday-Friday Mrs. Lewis (360) 855-3061 1:00-2:00 PM [email protected] Monday-Friday Ms. Garlatz (360) 389-2268 (call or text) 9:30-10:30 [email protected] Monday-Friday Mrs. Henning (360) 855-3028 10:00-11:00 AM Office Hours - Time when your teacher will be reading and responding to e-mail messages quickly.

SHERBURNE, GARLATZ, & HENNING

Directions This week you will read about four events or topics that demonstrate how divided our nation was and ultimately led to the Civil War. For each topic, record your answer in the chart provided, be sure to include enough detail to refer back to for a writing assignment next week (the week of June 1-5). At the end of this week either take a picture of your graphic organizer to refer back to during the following week or keep the assignment and turn it in with the assignments due the ﬁrst week of June . There are too many important topics, we couldn’t squeeze them into one week and they are all so signiﬁcant that they needed to be included.

America Dividing

As the United States (the Union) grew, the topics that divided the nation between North and South became obvious. The economic and cultural diﬀerences caused increasing tension between the two regions, and the bonds that held the country together were weakening. With each new divisive topic, the connections between North and South grew more and more strained. As you read and analyze the topics that caused such tensions, please keep in mind that the Civil War cost over 600,000 Americans their lives (more than all other wars from the Revolution to present day combined), and these topics tore apart the ties that bound the North and South together .

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SHERBURNE, GARLATZ, & HENNING ***Turn this in next week June 5th, you will need to use it next week*** TOPIC THAT DIVIDED HOW/WHY DID THIS LEAD TO DIVISIONS BETWEEN PEOPLE LIVING IN THE THE COUNTRY NORTH AND SOUTH?

The Missouri Compromise (Tuesday, 5/26)

The Compromise of 1850/Fugitive Slave Act (Wednesday, 5/27)

Uncle Tom’s Cabin (Thursday, 5/28)

Dred Scott Case (Friday, 5/29)

Friday (5/29) Prompt: Which of these topics surprises you the most? Why?

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SHERBURNE, GARLATZ, & HENNING Tuesday May 26: MISSOURI COMPROMISE

Vocabulary ● Secession: withdrawing formally from a group or political body (country)

By 1820, the issue of slavery was causing major problems in Congress. The country was divided equally between states that allowed slavery and states that did not: there were 11 free and 11 slave states. Missouri territory was part of the land that the U.S. gained in the Louisiana Purchase. By 1820, the people living in the territory applied for statehood. Missouri territory allowed slavery, and this fact created a major problem for the U.S. If Missouri was allowed to enter as a slave state, it would give the Southern pro-slave states a majority. Congress struggled to ﬁnd a way to allow Missouri to become a state without causing problems between the North and South. As the debate dragged on and tempers wore thin, Southerns began using words like secession and civil war. Representative Thomas Cobb of Georgia, who wanted Missouri to enter as a slave state, warned, “If you persist, the Union will be dissolved. You have kindled a ﬁre which a sea of blood can only extinguish.” Representative James Tallmadge of New York, who wanted Missouri to enter as a free state, replied, “If disunion must take place, let it be so! If civil war must come, I can only say, let it come!”

A Compromise is Reached Rather than risk the breakup of the U.S., Congress ﬁnally agreed to a compromise crafted by Representative Henry Clay of Kentucky. The Missouri Compromise of 1820 admitted Missouri to the Union as a slave state, and admitted Maine as a free state. Maine had previously been part of Massachusetts, so was already free territory. This compromise maintained the balance of power between slave and free states. At the same time, Congress drew an imaginary line across the territory gained in the Louisiana Purchase at 36°30’N (36 degrees and 30 minutes North latitude). North of this imaginary line, slavery was banned forever with the exception of Missouri. South of this imaginary line, slavery was legal.

Reactions to the Compromise The Missouri Compromise kept the U.S. together, but it pleased few people. In the North, congressmen who voted to accept Missouri as a slave state were called traitors. In the South, slaveholders deeply resented the ban on slavery in territories that might later become states. The Compromise had not settled the future of slavery in the U.S. It was a temporary ﬁx.

Wednesday May 27: THE COMPROMISE OF 1850 AND FUGITIVE SLAVE ACT Vocabulary ● Abolitionist: a person who wants to see the end of something, most often slavery ● Fugitive: a person who ﬂees or tries to escape

The discovery of gold in California in 1849 made bringing that territory into the Union as a state as quickly as possible a major focus. The original dividing line of 36°30’ meant that at least part of California should be open to slavery. But in late 1849, the residents of the California territory applied for statehood as a free state. Northerners in Congress wanted to allow California in as a free state, but Southerners did not. Making California a free state, Southerners warned, would upset the balance between free and slave states, which stood at 15 each. The result would be unequal representation of free and slave states in Congress.

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SHERBURNE, GARLATZ, & HENNING

The year ended with Congress deadlocked over California’s request for statehood. Once again, Southerners spoke openly of seceding from the Union. On January 21, 1850, Henry Clay (now a senator from Kentucky - he was a representative from Kentucky in 1820), had come up with a plan to end the deadlock over California. But in order to get his plan through Congress, Clay would need support from the North. He turned to Senator Daniel Webster from Massachusetts.

Something for Everyone Clay’s new compromise had something to please just about everyone. It began by admitting California to the Union as a free state. That would please the North. Meanwhile, it allowed the New Mexico and Utah territories to decide for themselves whether or not to allow slavery, which would please the South. In addition, Clay’s plan ended the slave trade in Washington, D.C. Although slaveholders in Washington would be able to keep their slaves, human beings would no longer be bought and sold in the nation’s capital. Clay and Webster agreed that this compromise would win support from abolitionists without threatening the rights of slaveholders. Finally, Clay’s plan called for passage of a strong fugitive slave law. Slaveholders had long wanted such a law, which would make it easier to ﬁnd and reclaim runaway slaves.

Fugitive Slaves Slaves throughout the South tried to escape slavery by running away to freedom in the North. These fugitives from slavery were often helped in their escape by sympathetic people in the North. To slaveholders, these Northerners were no better than bank robbers. Slave owners saw a slave as a valuable piece of property. Every time a slave escaped, it was like seeing their property vanish into thin air - similar to an expensive piece of farm equipment disappearing without a trace. It was diﬃcult and expensive to replace that lost property. Slaveholders had asked for many years for Congress to pass a fugitive slave law to help them recapture their property.

The Compromise is Accepted Hoping that Clay’s compromise would end the crisis, Webster agreed to help get it passed in Congress. But despite Webster’s support, Congress debated the Compromise of 1850 for nine months. When it seemed that the Compromise would fail, Southern states talked of simply leaving the U.S. peacefully. Webster called such an idea foolish. “I see that [secession] must produce such a war as I will not describe.” Secession was avoided when Congress approved the Compromise in September of 1850.

The Fugitive Slave Act People in the North and South were unhappy with the Fugitive Slave Act, though for different reasons. Northerners did not want to enforce it. Southerners felt it did not do enough to make sure that their property was returned. Under the Fugitive Slave Act, a person arrested as a runaway slave had almost no legal rights. Many runaways fled all the way to Canada to avoid being caught and sent back to their owners. The Fugitive Slave Act also said that any person who helped a slave escape, or even refused to aid slave catchers, could be thrown in jail. This essentially required all Americans, North and South, to help catch escaped slaves. Finally, the greatest flaw in the Fugitive Slave Act was that there was no way to distinguish between free African Americans and escaped slaves. Bounty hunters combed the cities of the North looking for “escaped slaves” to return for the reward offered. The descriptions offered were often vague, and nearly any person with dark skin could be captured as an “escaped slave” and taken to the South. The true story “12 Years a Slave” is the first-hand account of exactly that: Solomon Northup was a free man and was captured and taken into slavery as a fugitive slave. He had never spent a single day in slavery before his capture. In exchange for California’s resources, the United States allowed the capture and enslavement of free men and women, and guaranteed that escaping slavery was even more difficult than ever before.

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SHERBURNE, GARLATZ, & HENNING

Thursday May 28: UNCLE TOM’S CABIN Vocabulary ● Overseer: a person who supervises others, especially slaves

Nothing brought the realities of slavery to Americans more than a novel by a woman named Harriet Beecher Stowe called Uncle Tom’s Cabin; Or Life Among the Lowly. Stowe was an abolitionist from a very religious family in the North. She had never been to the South, but was disturbed by the stories she heard of slavery. Stowe’s idea for the novel grew out of a vision she had while sitting in church on a wintry Sunday morning in 1851. The vision began with a saintly slave, known as Uncle Tom, and his fate when his kind slave owner was forced to sell him to another slaveholder. The vision continued, and Stowe imagined Uncle Tom on this new plantation. She pictured Uncle Tom being horribly mistreated by a cruel overseer , hired by the owner, named Simon Legree. Her vision concluded with Legree ordering the whipping of Uncle Tom in an act of rage. Racing home, Stowe scribbled down what she had imagined. Her vision of Uncle Tom became part of a much larger story. It included another slave, Eliza, who chose to risk death rather than be sold away from her young son. Chased by slave hunters and their dogs, Eliza dashed to freedom across the ice covered Ohio River, clutching her child in her arms. Many other characters made the story rich with details of a world Stowe had only read and heard about, but somehow managed to capture and spin into a moving and powerful web of stories.

National divisions and Slavery Exposed Stowe tried to find a publisher for her book, but no one was willing to publish a book about such a controversial topic, especially a book that was written by a woman. At this point, most Americans knew that slavery was breaking the country apart and they avoided the topic. Book publishers didn’t think Americans wanted to read about slavery. Stowe was finally able to convince a newspaper to publish the book in pieces. Each issue held a small part of the book, and within a matter of weeks, Stowe’s stories had gripped people’s attention across the United States. In 1852, Uncle Tom’s Cabin; or Life Among the Lowly was published as a novel. It was immediately a best-seller, and forced people to face the issue of slavery. No other work had ever aroused such powerful emotions of slavery in both the North and South. In the South, the novel and its author were dismissed (but only after people purchased the book and read it!). Southerners dismissed Stowe and the novel as overly dramatic and false. Southerners argued that Stowe had never been to the region herself. They could easily dismiss this as a work of fiction that bore no resemblance to life in the South. They labeled the stories as fantasies of an overly emotional woman who let her imagination get the better of her. In the North, the novel made millions of people even more sure that slavery was wrong, and that its cruelties had to be stopped.

The Impact of Uncle Tom’s Cabin Uncle Tom’s Cabin remained a best selling novel for over a decade. By the end of the 1800s, only 48 years after its release, Uncle Tom’s Cabin was the second best selling book for the entire century of the 1800s. The only book that sold more during the 1800s was the Bible. Uncle Tom’s Cabin forced Americans to face slavery, and further cemented people in their positions either for or against slavery. In fact, when President Abraham Lincoln met Harriet Beecher Stowe in 1862 (approximately 1 year after the Civil War began) he greeted her by saying, “So you are the little woman who wrote the book that started this great war.”

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SHERBURNE, GARLATZ, & HENNING

Friday May 29: THE DRED SCOTT DECISION In 1857, the slavery controversy made its way to the Supreme Court. The Court had to decide a case concerning a Missouri slave named Dred Scott. Years earlier, Scott had traveled with his owner to Wisconsin, where slavery was banned by the Missouri Compromise. While in Wisconsin, Scott’s owner died. Scott had to return to Missouri, and when he did he went to court to win his freedom. He argued that his stay in Wisconsin had made him a free man.

Questions of the Case There were nine justices on the Supreme Court. Five, including Chief Justice Roger Taney, were from the South. Four were from the North. The justices had two key questions to decide. First, as a slave, was Dred Scott a citizen who had the right to bring a case before a federal court? Second, did his time in Wisconsin make him a free man? Chief Justice Taney hoped to use the Scott case to settle the slavery controvery once and for all. So he asked the court to consider two more questions: Did Congress have the power to make any laws at all concerning slavery in the territories ? And, if so, was the Missouri Compromise a constitutional use of that power? Nearly 80 years old, Taney had long been opposed to slavery. As a young Maryland lawyer, he had publicly declared that “slavery is a blot upon our national character and every lover of freedom conﬁdently hopes that it will be . . . wiped away.” Taney had gone on to free his own slaves. Many observers wondered whether he and his fellow justices would now free Dred Scott as well.

Two Judicial Bombshells On March 6, 1857, Chief Justice Taney delivered the Dred Scott Decision. The chief justice began by reviewing the facts of Dred Scott’s case. Then he dropped the ﬁrst of two judicial bombshells. By a vote of 5 to 4, the Court had decided that Scott could not sue for his freedom in a federal court because he was not a citizen. Nor, said Taney, could Scott become a citizen. No African American, whether slave or free, was an American citizen - or could ever become one. Second, Taney declared that the Court had rejected Scott’s argument that his stay in Wisconsin had made him a free man. The reason was simply. The Missouri Compromise was unconstitutional . Taney’s argument went something like this. Slaves are property. The Fifth Amendment to the Constitution that property cannot be taken from people without due process of law - that is, a proper court hearing. Taney reasoned that banning slavery in a territory is the same as taking property from slaveholders who would like to bring their slaves into that territory. And that is unconstitutional. Rather than banning slavery, he said, Congress has a constitutional responsibility to protect the propperty rights of slaveholders in a territory. The Dred Scott decision delighted slaveholders. They hoped that, at long last, the issue of slavery in the territories had been settled - and in their favor. Many Northerners, however, were stunned and enraged by the Court’s ruling. The New York Tribune called the decision a “wicked and false judgment.” The New York Independent expressed outrage in a bold headline: “The Decision of the Supreme Court Is the Moral Assassination of a Race and Cannot Be Obeyed!”

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Westendorf - Connections History

Turning Point in the Civil War

Read the text and answer the bold questions as you reach them.

Gettysburg: A Turning Point

While neither side won the battle of Antietam, it was enough of a victory for Lincoln to take his first steps toward ending slavery. When the Civil War began, Lincoln had resisted pleas from abolitionists to make emancipation, or the freeing of slaves, a reason for fighting the Confederacy. He himself opposed slavery, but the purpose of the war, he said, “is to save the Union, and is not either to save or destroy slavery.”

The Emancipation Proclamation As the war dragged on, Lincoln changed his mind and decided to make abolition a goal of the Union. Lincoln realized that European nations that opposed slavery would never support the side that wanted slavery to continue. Freeing slaves could also deprive the Confederacy of a large part of its workforce.

On January 1, 1863, President Lincoln issued the Emancipation Proclamation . The proclamation, or formal order, declared slaves in all Confederate states to be free. This announcement had little immediate effect on slavery. The Confederate states ignored the document, and slaves living in states loyal to the Union were not affected by the proclamation.

Still, for many in the North, the Emancipation Proclamation changed the war into a crusade for freedom. The Declaration of Independence had said that “all men are created equal,” and now the fight was about living up to those words.

Two reasons Lincoln Issued the Emancipation Two effects of Lincoln issuing the Emancipation Proclamation. Proclamation

The Battle of Gettysburg In the summer of 1863, Lee felt confident enough to risk another invasion of the North. He hoped to capture a Northern city and help convince the weary North to seek peace.

Union and Confederate troops met on July 1, 1863, west of Gettysburg, Pennsylvania. The Union troops, about 90,000 strong, were led by newly appointed General George C. Meade. After a brief skirmish, they occupied four miles of high ground along an area known as Cemetery Ridge. About a mile to the west, some 75,000 Confederate troops gathered behind Seminary Ridge.

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The following day, the Confederates attempted to find weak spots in the Union position, but the Union lines held firm. On the third day, Lee ordered an all-out attack on the center of the Union line. Cannons filled the air with smoke and thunder. George Pickett led 15,000 Confederate soldiers in a charge across the low ground separating the two forces.

Pickett's charge may have been the closest the Confederacy came to winning the war. However, as Confederate troops pressed forward, Union gunners opened great holes in their advancing lines. Those men who managed to make their way to Cemetery Ridge were struck down by Union soldiers in hand-to-hand combat.

Although Gettysburg was a victory for the Union, the losses on both sides were staggering. More than 17,500 Union soldiers and 23,000 Confederate troops were killed or wounded in three days of battle. Lee, who lost about a third of his army, withdrew to Virginia. From this point on, he would only wage a defensive war on Southern soil.

Opposition on the Union Home Front Despite the victory at Gettysburg, Lincoln faced a number of problems on the home front, including opposition to the war itself. A group of Northern Democrats were more interested in restoring peace than in saving the Union or ending slavery. Republicans called these Democrats “Copperheads” after a poisonous snake with that name.

Other Northerners opposed the war because they were sympathetic to the Confederate cause. When a proslavery mob attacked Union soldiers marching through Maryland, Lincoln sent in troops to maintain order. He also used his constitutional power to temporarily suspend the right of habeas corpus . During the national emergency, citizens no longer had the right to appear before a court to face charges, and people who were suspected of disloyalty were jailed without being charged for a crime.

Why did some Northerners oppose the war? How did President Lincoln respond when opposition turned violent?

Lincoln's Gettysburg Address In 1863, President Lincoln traveled to Gettysburg. Thousands of the men who died there had been buried in a new cemetery. Lincoln was among those invited to speak at the dedication of this new burial ground. The nation would never forget Lincoln's Gettysburg Address .

The president deliberately spoke of the war in words that echoed the Declaration of Independence. The “great civil war,” he said, was testing whether a nation “conceived in liberty, and dedicated to the proposition that all men are created equal . . . can long endure.” He spoke of the brave men, “living and dead,” who had fought to defend that ideal. “The world . . . can never forget what they did here.” Finally, he called on Americans to remain dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.

What is the mood of Lincoln’s speech? What is Lincoln trying to defend?

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Vicksburg: A Besieged City

The Civil War was a war of many technological firsts. It was the first American war to use railroads to move troops and to keep them supplied. It was the first war in which telegraphs were used to communicate with distant armies, and it was the first conflict to be recorded in photographs. It was also the first to see combat between armor-plated steamships.

List four technological firsts that happened during the Civil War and why they were important. · · · ·

The Merrimac and the Monitor Early in the war, Union forces withdrew from the navy yard in Norfolk, Virginia, but they left behind a warship named the Merrimac . The Confederacy, which began the war with no navy, covered the wooden Merrimac with iron plates and added a powerful ram to its prow.

In response, the Union navy built its own ironclad ship called the Monitor in less than 100 days. Said to resemble a “cheese box on a raft,” the Monitor had a flat deck and two heavy guns in a revolving turret.

In March 1862, the Merrimac , which the Confederates had renamed the Virginia , steamed into Chesapeake Bay to attack Union ships. With cannonballs harmlessly bouncing off its sides, the iron monster destroyed three wooden ships and threatened the entire Union blockade fleet.

The next morning, the Virginia was met by the Monitor , and the two ironclads exchanged shots for hours before withdrawing. Neither was harmed, but neither could claim victory.

The battle of the Merrimac and the Monitor demonstrated that ironclad ships were superior to wooden vessels, so both sides started adding ironclads to their navies. The South, however, was never able to build enough ships to end the Union blockade of Southern harbors.

Control of the Mississippi Ironclads were part of the Union's campaign to divide the South by taking control of the Mississippi River. After seizing New Orleans in 1862, Admiral David Farragut moved up the Mississippi to capture the cities of Baton Rouge and Natchez. At the same time, other Union ships gained control of Memphis, Tennessee.

The Union now controlled both ends of the Mississippi, which prevented the South from moving men and supplies up and down the river. However, the North was similarly unable to move along the river, as long as the Confederates continued to control one key location—Vicksburg, Mississippi.

The Siege of Vicksburg Located on a bluff overlooking a hairpin turn in the Mississippi River, the town of Vicksburg was easy to defend and difficult to capture. Whoever held Vicksburg could, with a few well-placed cannons, control movement along the Mississippi. Even Farragut had to admit to fellow officer David Porter that ships “cannot crawl up hills 300 feet high.” An army would be needed to capture Vicksburg.

In May 1863, General Ulysses S. Grant battled his way to Vicksburg with the needed army, and for six weeks, Union gunboats shelled the city from the river while Grant's army bombarded it from land. Slowly but surely, the Union troops burrowed toward the city in trenches and tunnels.

As shells pounded the city, people in Vicksburg dug caves into the hillsides for protection. To survive, they ate horses, mules, and bread made of corn and dried peas. “It had the properties of Indian rubber,” said one Confederate soldier, “and was worse than leather to digest.”

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Low on food and supplies, Vicksburg surrendered on July 4, 1863. The Mississippi was now a Union waterway, and the Confederacy was divided in two.

Explain what the Union navy and army did to maintain or make progress on Steps 1 and 2 of the Anaconda Plan from 1862 to 1863.

Step 1:

Step 2:

Problems on the Confederate Home Front As the war raged on, life in the South became grim. Because of the blockade, imported goods disappeared from stores, and what few items were available were extremely expensive.

Unable to sell their tobacco and cotton to the North or to other countries, farmers planted food crops instead. Still, the South was often hungry. Invading Union armies destroyed crops and cut rail lines, making it difficult to transport food and supplies to Southern cities and army camps.

As clothing wore out, Southerners made do with patches and homespun cloth. At the beginning of the war, Mary Boykin Chesnut had written of well-dressed Confederate troops in her journal, but by 1863, she was writing of soldiers dressed in “rags and tags.”

By 1864, Southerners were writing letters like this one to soldiers on the battlefront: “We haven't got nothing in the house to eat but a little bit o' meal. I don't want to you to stop fighten them yankees . . . but try and get off and come home and fix us all up some.” Many soldiers found it difficult to resist such pleas, even if going home meant deserting their units.

Suppose you are a civilian in the South in 1864. Write a short letter to your father in the Confederate army telling him what life is like for civilians back home.

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Fort Wagner: African Americans and the War

Early in the war, abolitionists had urged Congress to recruit African Americans for the army. At first, most Northerners regarded the conflict as “a white man's war,” but Congress finally opened the door to black recruits in 1862. About 186,000 African Americans, many of them former slaves, enlisted in the Union army, and another 30,000 African Americans joined the Union navy.

The Massachusetts 54th Regiment Massachusetts was one of the first states to organize black regiments. The most famous was the 54th Massachusetts Infantry, commanded by Colonel Robert Gould Shaw. Two of the 54th Infantry's 1,000 soldiers were sons of Frederick Douglass.

The men of the Massachusetts 54th were paid less than white soldiers. When the black soldiers learned this, they protested the unequal treatment by refusing to accept any pay at all. In a letter to Lincoln, Corporal James Henry Gooding asked, “Are we Soldiers, or are we Laborers? . . . We have done a Soldier's duty. Why can't we have a Soldier's pay?” At Lincoln's urging, Congress finally granted black soldiers equal pay.

After three months of training, the Massachusetts 54th was sent to South Carolina to participate in an attack on Fort Wagner outside of Charleston. As they prepared for battle, the men of the 54th faced the usual worries of untested troops, but they also faced the added fear that if captured, they might be sold into slavery.

African Americans at War The assault on Fort Wagner was an impossible mission. To reach the fort, troops had to cross 200 yards of open, sandy beach as rifle and cannon fire poured down on them. After losing nearly half of their men, the survivors of the 54th regiment retreated, but their bravery won them widespread respect.

During the war, 166 African American regiments fought in nearly 500 battles. In addition to initially receiving less pay than white soldiers, black soldiers often received little training and poor equipment. They also risked death or enslavement if captured. Still, African Americans fought with great courage to save the Union.

Fill in the Venn diagram to compare the experience of African American soldiers and white soldiers in the Union army. Give at least two important similarities and at least four key differences.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Immigrants and Indians During the Civil War

Both American Indians and immigrants played a key role in the fighting during the Civil War.

Approximately 20,000 American Indians served in the Union and Confederate armies during the Civil War In 1862, William Dole, the Commissioner of Indian Affairs, asked American Indians to engage in the war efforts. This resulted in the creation of the 1st and 2nd Indian Home Guard that included the Delaware, Creek, and Seminole, among many others. When the Civil War finally came to a close, it was a member of the Seneca tribe, General Ely S. Parker who drafted the articles of surrender.

Many American Indians hoped that by supporting the war and fighting alongside white Americans they would gain favor with the federal government. Many Indians also hoped that their service would end Indian relocation from tribal lands into new territories. However, this was not the case. Instead, the federal government continued to remove American Indians and push them further westward.

Immigrants also had a significant rule during the Civil War. The United States had, primarily in the North, received a large influx of European immigrants prior to the start of the war. This meant that the Union Army’s foreign population consisted of individuals of majority German and Scottish descent, as well as many British citizens from the colony of Bermuda who fought on behalf of the Union. There was also a strong Irish population in the United States. Most famously, many Irish immigrants came together to form the Irish Brigade, an immigrant military unit. The Irish Brigade led the Union in many of the Army of the Potomac’s major battles, including the Battle of Antietam and the Battle of Fredericksburg. However, this meant that the Irish Brigade suffered large numbers of casualties.

Many Irish immigrants had hoped that fighting on behalf of the Union would end anti-Irish discrimination in the United Sates. However, tensions continued to rise. These tensions finally came to light in New York City in July of 1863. Following the National Conscription Act, which established a draft for the war unless a fee could be paid, upset many Irish working-class people. Thousands of Irish immigrants violently protested in the streets for five days about the draft law, and many assaulted African Americans. This protest marked the end of organized Irish participation in the Civil War.

Highlight or underline ways Native Americans and immigrants helped during the Civil War. Use another color or circle what each group hoped to accomplish by fighting in the war.

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Wellness

Teacher: Contact: Office Hours:

Monday-Friday Jeannie Wright [email protected] 7:15 AM - 2:45 PM I will try and respond within the hour. Monday-Friday Jared Verrall [email protected] 7:15 AM - 2:45 PM I will try and respond within the hour. [email protected] Monday-Friday Joana Michaelson Phone: (408) 713-1052 11:00 AM - 12:00 PM Office Hours - Time when your teacher will be reading and responding to e-mail messages quickly.

How to turn in assignments/work: ● Students with internet/Canvas access → View and complete course work on Canvas ○ No need for the paper packet, everything you need will be on Canvas. ● Students without internet/Canvas access → View and complete coursework in this packet. Turn in “self-reflection” questions and “physical activity log” back to CMS each week.

Packet Instructions: 1. Choose 1 of the 2 workouts depending on your fitness level. We encourage you to challenge yourself in each workout. a. Do 2-3 sets of each workout, be sure to rest 1-2 minutes between each set. i. 1 set = completing all exercises listed 2. Complete daily physical activity log (20-30 minutes)

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Tuesday May 26 - Memorial Day Workout

GOAL: Get 30-60 minutes of moderate to intense physical activity each day! EXERCISE WILL MAKE YOU FEEL BETTER!

INSTRUCTIONS: In honor of Memorial Day I thought we could try one of these Military inspired workouts. Like always challenge yourself, try one or try them both!

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Wednesday May 27

Deck Of Cards Workout

Deck of cards workouts are a fun way to switch it up! Each suit corresponds to a different exercise and the number tells you how many reps to do. Flip over one card at a time until you've gone through the entire deck.

I like this type of workout because you never know what exercise is coming next and you’re never doing one thing for very long! This workout combines four strength training moves that work your legs, arms and core along with four cardio movements to keep your heart rate up!

EQUIPMENT: All you’ll need for this workout is a deck of cards.

INSTRUCTIONS: Every suit in the deck of cards represents a different exercise and the card value equals the number of reps:

● Spades: Squats

● Hearts: Push-ups

● Clubs: Lunges

● Diamonds: Sit-ups

Example: You flip over a 10 of hearts… you do 10 push-ups, flip over a 2 of diamonds...you do 2 sit-ups.

All face cards represent a high intensity cardio move and you do 20 reps of each.

● Jacks: 20 jumping jacks

● Queens: 20 high knee sprints in place

● Kings: 20 squat jacks

● Aces: 20 mountain climbers

Example: You flip over a Jack of any suit… you do 20 jumping jacks, flip over an Ace...you do 20 mountain climbers.

Try and go through the whole deck if you can!

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Thursday May 28 - Yoga Workout

GOAL: Get 30-60 minutes of moderate to intense physical activity each day! EXERCISE WILL MAKE YOU FEEL BETTER!

INSTRUCTIONS: Try something NEW! Try both of these Yoga routines today to build flexibility and strength! Just follow the directions and you will get a good workout and feel great afterwards.

Breathing: The key to breathing in yoga is to breathe with intention, and mindfulness. Focus on slow deep breaths; To keep it simple try an audible breath in through the nose for six counts and out through the nose for six counts.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Friday May 29 - HIIT Workout

Instructions:: Design your very own HIIT workout by choosing the exercises you want to do. Simply write in the exercises from the bank below or choose your own favorites and write them down in the order you want into the blank spaces next to each number.

Workout: H igh Intensity I nterval Training or HIIT Workout: Remember Complete each of the exercises below for 30 seconds, followed by 15 seconds of rest. Complete 2 sets - 1 set is doing all 8 exercises.

Equipment: Timer (Watch, phone, computer, cooking timer, etc) If you can’t find a timer just do 20 reps of each exercise. Oh and good music of your choice makes it more fun!

Exercise Word Bank: jumping jacks, Burpees, push-ups, mountain climbers, squats, squat jumps, squat jacks, lunges, lunge jumps, sit-ups, planks, plank jacks, plank up-downs, plank jump in-out, v-ups, leg extensions, flutter kicks, russian twists, bicycle crunches, Jog in place high knees/butt-kickers, tuck jumps, star jumps, or any other exercise you know and want to do. *Not sure of the name of an exercise?-just make up your own name.

1. - 30 seconds/15 seconds Rest 2. - 30 seconds/15 seconds Rest 3. - 30 seconds/15 seconds Rest 4. - 30 seconds/15 seconds Rest 5. - 30 seconds/15 seconds Rest 6. - 30 seconds/15 seconds Rest 7. - 30 seconds/15 seconds Rest 8. - 30 seconds/15 seconds Rest

*Rest 1 minute before starting the 2nd set.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Physical Activity Log GOAL: 30-60 minutes of moderate to intense activity each day! Directions: Use the chart below to track how much activity you are getting each day, at the end of the week Total your minutes and turn Log back into your teacher with parent signature to verify you completed all activities. Minimum Requirement: 150 minutes per week to receive PE credit for the week.

Day and List all Physical Activities and number of Total # of Date minutes doing each.activity. Minutes

Example 1. Walk the Dog - 20 min 60 min. Monday, 2. Jumped on Trampoline - 20 min. May 18th 3. Daily PE work-out - 20 minutes Monday 1. 2. 3.

Tuesday 1. 2. 3.

Wednesday 1. 2. 3.

Thursday 1. 2. 3.

Friday 1. 2. 3.

Saturday 1. 2. 3.

Sunday 1. 2. 3.

*Total - Add up all of your physical activity minutes for the week = ______

Student Name:______

Parent Signature:______

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Elective

Teacher: Contact: Office Hours:

[email protected] Monday-Friday Stevens (360) 855-3022 9:00-10:00 AM

[email protected] Monday-Friday Amy Regehr (ART) (360) 855-3026 10:00-11:00 AM Olivia Lenoue (Choir & [email protected] Monday-Friday Music) (360) 855-3020 8:00-9:00 AM [email protected] Monday-Friday Kyler Brumbaugh (360) 855-3021 1:00-2:00 PM [email protected] Monday-Friday Anna Petrie (ELL) (508) 348-9665 call or text 10:00-11:00 AM

[email protected] Monday-Friday Mrs. Henning 10:00-11:00 AM Office Hours - Time when your teacher will be reading and responding to e-mail messages quickly.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

KODIAK STRONG TIME TO READ TUESDAY Court Rules Students Have a Constitutional Right to a “Basic” Education By Washington Post, Adapted by Newsela Staﬀ on April 30, 2020

A federal appeals court has ruled in favor of students in the low-performing Detroit, Michigan, school system. The decision said they have a right to expect to learn to read and write in their public schools. The justices noted that the U.S. Supreme Court has never decided the issue for the United States. However, they added, “we recognize that the Constitution provides a fundamental right to a basic minimum education.”

The U.S. Court of Appeals for the 6th Circuit on April 23 delivered the groundbreaking 2-1 decision. Appellate courts review lower court decisions to check if they were handled correctly. The ruling effectively sends the lawsuit filed against Michigan state officials in 2016 back to a federal judge in Detroit who dismissed the complaint in 2018. The plaintiffs’ lead attorney Mark Rosembaum called the ruling “thrilling.” A plaintiff is someone who accuses someone else of wrong-doing in court.

The appellate judges said the right to literacy was “narrow,” or limited. However, it does include the skills essential for exercising basic “rights and liberties.” It is also seen as necessary for participation in the political system. Reading is an essential skill for voting.

Key to Developing Literacy

The justices wrote that public education is key to developing people’s basic literacy. Historically, the ability to read has been central to the country’s political and social system. It also helps people protect their rights of freedoms. “In short, without the literacy provided by a basic minimum education, it is impossible to participate in our democracy.”

Gretchen Whitmer is MIchigan’s governor. She was the lead defendant in the case. A defendant is someone who is accused of wrongdoing by the plaintiﬀ in court. Whitmer sought to distance herself from the state's position in the case. In a statement, her press secretary, Tiﬀany Brown, highlighted two points: “1) Although certain members of the State Board of Education challenged the lower court decision that students did not have a right to read, the Governor did not challenge that ruling on the merits. 2) We’ve also regularly reinforced that the Governor has a strong record on education and has always believed we have a responsibility to teach every child to read.”

Rosenbaum, the plaintiﬀs’ lawyer, said in an email: “The decision aﬃrms that the right to a basic education… is far more than an aspiration (goal or a dream), but rather is the constitutional birthright of every child. It reveals the power of community that has struggled for decades to have all children receive a fair shot at bettering their circumstances and the necessity of our federal courts to stand up on behalf of those the political process ignores or disdains. Everyone who loves children should celebrate this thrilling victory.”

Filed By Students on Behalf of Students

The lawsuit is known as Gary B., et al. (and others) v. Whitmer, et al. It was ﬁled by students on behalf of students in some of the lowest-performing schools in the Detroit Public Schools. The city’s schools have a long history of failing to meet students’ educational needs. Their underlying case was based on the due process and equal protection clauses of the 14th Amendment of the U.S. Constitution. The 14th Amendment grants citizens “equal protection of the laws.”

In the suit, students blamed “substandard performance on poor conditions within their classrooms . . .” These conditions included “missing or unqualiﬁed teachers, physically dangerous facilities, and inadequate books and materials.” Those shortcomings had deprived them “of a basic minimum education” including learning to read. The ruling is likely to spark similar lawsuits around the country.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) The defendants were Michigan state oﬃcials. Their attorneys argued that they were not the proper parties to sue, and that district leaders should be the targets of the suit. They also argued about the merits, or legal justiﬁcations, of the case, saying that there is no fundamental right to literacy in Michigan or the United States.

California Lawsuit

In February, California students who can’t read won a similar lawsuit. The decision earmarked $53 million for troubled schools. The court ruled that the state had not done enough to ensure that students learn how to read. The settlement, in Ella T. v. State of California, said state oﬃcials must introduce legislation that will establish a $50 million block grant program. It is to be used over three years by the state’s 75 lowest-performing elementary schools. It also provided $3 million to create a new position of statewide literacy leader.

The California case served as a landmark civil rights case and established a right of access to literacy, said Rosenbaum. The case was based on the California Constitution’s mandate that all students receive an equal education.

Questions 1. According to the article, what is the most important reason for schools to provide a basic education, particularly in terms of reading, for students?

2. Think about your own struggles at school. Do you believe that you’ve struggled because of the school and teachers, or do you think it has something to do with your work as a student?

3. Do you believe you have received an adequate basic education during the school closure? Explain your thinking with at least 2 details.

THOUGHTFUL THURSDAY, MAY 28, 2020: Please answer using complete sentences

1. Something I struggled with this week outside of school (family, friends, etc.):

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) 2. Something that went really well this week outside of school:

3. Something I struggled with this week for school:

4. Something that went really well this week for school:

5. A goal I have for myself for next week in either area:

FIND SOME FUN FRIDAY - MAY 29, 2020

One of the ways my daughter and I have passed the time during quarantine is by playing lots of diﬀerent games. We’ve found a couple of new games that have been really fun, and we’ve relied on some of our long-time favorites as well. Among our top choices are the card games Phase 10, Uno Flip (a new version of Uno that is really fun!), and a brand new card game that has made us laugh like crazy called Exploding Kittens. It is hilarious! It’s been really nice to have an enjoyable distraction other than TV. Share the games that you love to play, especially if it’s something new that you’ve discovered since the quarantine began. Why are those so fun for you?

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Music Listening Journal Name:______Instructions: Actively listen to 5 or more minutes of music every day. Listening should be your primary focus; don’t just turn on music and start doing something else. You can listen to anything you choose, but you are encouraged to listen to things you would not normally listen to (see your teachers’ suggestions). After you listen, write about your thoughts and feelings. Try to answer the leading questions. You may either print this form or keep answers in your own . Find the listening suggestions on Youtube.

Monday May 25 Happy Memorial Day

Tuesday May 26 What did you listen to? ______

Listening Brumbaugh: A History of the Beatles by Walk Off the Earth Suggestions Lenoue: For Good from Wicked Weaver:We Built This City (On Rock and Roll)

What is the best ______musical ______performance you’ve ever ______experienced? ______

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Wednesday May 27 What did you listen to? ______

Listening Brumbaugh: Coronamambo by The Latin Remote Collective Suggestions Lenoue: This Is Me from The Greatest Showman Weaver: Little Richard Long Tall Sally - Tutti Frutti

Think about a Your thoughts and feelings: ______song you’ve ______listened to recently that ______has a powerful ______message. What was it about? ______What impact do you think that ______message has on ______the listener? ______

Thursday May 28 What did you listen to? ______

Listening Brumbaugh: Without You (Quarentine Mix) by Lucky Chops Suggestions Lenoue: Africa performed by Andy McKee Weaver:A History of the Beatles by Walk Off the Earth

The Beatles Your thoughts and feelings: ______are an iconic ______musical group that ______influenced a generation. ______Do you like ______their music? Why or why ______not? ______

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Special Education

Teacher: Contact: Office Hours:

Clay Wing [email protected] Available Monday-Friday via email Carrie Crickmore [email protected] Available Monday-Friday via email Linda Longfellow [email protected] Available Monday-Friday via email Office Hours - Time when your teacher will be reading and responding to e-mail messages quickly.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name)

Counseling: Secret Stress Busters of the Stars

April 2017 Cristina Goyanes

From so ld-out concerts to sporting events watched by millions, high-profile celebs have pressure-filled schedules that they need to navigate with calm and grace. So how do they do it? Here are their secret strategies for staying chill—and how you can use the same tricks.

Yoga, CrossFit, personal trainers— for years, the world’s been obsessed with how celebs get in shape. But now there's a whole new focus: how celebs stay sane. With their grueling schedules and high-pressure performances, a mental well-being regimen is crucial. “We know now that devoting a few minutes a day to mental health is just as important as eating right,” says Carolyn Snell, a staff psychologist at Boston Children’s Hospital.

But it’s not just stars who need a little mental TLC. According to one study, 31 percent of teens say they feel overwhelmed because of stress. Anything from a bad grade to a mean comment can set off your body’s primal fight-or-flight response—meaning it funnels all of its resources into dealing with the “danger” (aka problem) at hand, leaving you feeling fidgety and unable to concentrate.

The good news is, a few clever tactics can help you outsmart your stress and feel more confident. Read on to find out how celebs use certain mental exercises to be calmer and more resilient —and how you can too.

How to Deal With Stress

Between school, sports, parents, pets, and social obligations, it’s easy to get overwhelmed. That's why Choices partnered wit h the YMCA of New York to make this hilarious video that teaches teens how to deal. THE SILENT TIME-OUT The Stars: Rapper KENDRICK LAMAR needs 30 minutes to himself daily, and KATY PERRY relies on focused daily downtime to clear her mind for songwriting and performances. Why it works: Your brain, like your phone, gets zapped. Mindful meditation (taking time to focus on the present moment) adds memory and battery life to your mind. While you sit still and zone out, brain activity slows or ramps up in certain areas, improving mental clarity. In fact, one six-month study found that ninth-graders who read, meditated, or sat quietly for 15 minutes twice a day were less anxious, performed better academically, and felt happier and more confident.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Use it! Silently rest your head for two minutes a day, doing your best to focus solely on each breath going in and out. If you get fidgety, it’s OK. Just try to bring your focus back to the process of breathing. Every week, add a minute. You’ll be up to 15 daily in no time!

THREE MORE SIMPLE STRESS BUSTERS!

Next time you have a crazy-busy day, go home and try one of these science-backed tactics. 1. Feeling anxious and on edge? Listen to Coldplay or Adele. Research shows that music around 60 beats per minute helps our brains slow down and enter relaxation mode. (Cool, huh?) 2. Feeling a little sad, a little stressed? Stream a funny sitcom! Aside from the obvious mood boost it may give you, one study found that laughter reduces the stress hormone epinephrine by 70 percent. 3. Feeling totally zapped? Move it. Exercise might sound like strange advice for when you’re tired, but even a brisk walk can energize your mind and body. Plus, it releases feel-good chemicals called endorphins!

THE SEE-IT-BE-IT ROUTINE

The Star: KYLE EMANUEL , a linebacker for the San Diego Chargers, preps for competition by visualizing the same killer plays over and over again.

Why it works : Practice makes perfect, right? Well, visualization techniques are like mental practice. When you imagine your ideal outcome—say, scoring a goal or breezing through an essay test—you are training your brain to pull it off. “Mental practice fires off the exact same motor neurons in the brain as real-life practice,” says Linda Olszewski, assistant professor of pediatrics at Mount Sinai Health System in New York City. “The more you practice at something, the better you get.”

Use it! The night before a big game or test, lie down and close your eyes, imagining a flawless performance. Bonus: It can help you doze off—no more anxious tossing and turning!

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Launch Slideshow

THE HELPFUL #HUMBLEBRAG

The Star: Gymnast SIMONE BILES calmed her nerves at the 2016 Rio Olympics by giving herself motivational pep talks leading up to her gold-medal-winning routines.

Why it works: Narrating your own story (what many experts call positive self-talk) helps you believe and achieve whatever you want over time. Cognitive scientists say it’s because the stories we tell ourselves set the stage for our actions. “Pre- and mid-game pep talks—like, ‘I've got this’—crowd out negative thought spirals that set off the stress response, keeping you focused so you can achieve your goal,” says Olszewski. “Doing this over and over again creates a cycle of success.” So if you want to win, think like a winner!

Use it! If you’re nervous about a big exam, a championship race, or a high-stakes performance, flip the script in your head. Instead of fixating on what might go wrong, repeat to yourself exactly why you’ll nail it. (“I’m smart, I’m prepared, I’ve got this!”) Having a simple mantra will distract you from your worries and increase your confidence big-time.

FIGHT OR FLIGHT, EXPLAINED!

Your body’s stress response is a primitive survival technique left over from caveman days. That’s why it’s also known as “Fight or Flight”—its purpose was to help you either battle a dangerous predator . . . or run for your life! While this reaction can be helpful in certain situations, it can also make you feel pretty uncomfortable. Here’s what’s happening inside your body.

THE STRESS ALERT Your teacher springs a pop quiz on the class. (If only you’d given last night’s assignment a closer read!)

THE STRESS RESPONSE

Your brain sends out a signal to the nervous system, and your body gears up for a threat.

The nervous system floods your body with stress hormones like adrenaline, which makes your heart rate speed up.

/ May 26-29 Name ______Teacher ______Period ______(First & Last Name) Your blood pressure rises, pumping blood from your stomach to your arms and legs. (You may feel queasy.)

Your lungs breathe harder to send more oxygen to your muscles and brain, prepping you to react and

think quickly. –Bethany Radcliff

Continue the Learning Journey ● Create a mantra (a short phrase you repeat to stay focused) for yourself, then use it to practice mindful meditation. Meditate for two minutes, twice a day, repeating your mantra in your head. Write your mantra on a piece of paper and post it in your bedroom to help you remember to stay calm even when you're not meditating. ● Athletes like Simone Biles give themselves encouraging pep talks when they feel stressed-out. Write yourself a letter listing three things you like about yourself, one past accomplishment you're proud of, and one time you surprised yourself. Then put it in an envelope marked: Open in Case of Stress. ● Design a vision board to help you use visualization to calm down when you're overwhelmed. Use pictures from magazines, cut-up photographs, drawings, stickers, and other art to collage an image of yourself feeling relaxed.