Mrs. Doughty's Class

REMEMBER THAT MOST OF OUR IN CLASS INFORMATION IS NOW FOUND IN OUR CLOSED GOOGLE CLASSROOM ACCOUNT: But here you can find some information and files for what's happening in my classroom! You can email me @ doughty.beth@battlegroundps.org

Class Calendar

Monday, March 28, 2016

The Other Side of the Sky Resource links

AFGHANISTAN HOUSING:

Try search words: “traditional afghanistan compound housing”

http://uwf.edu/atcdev/afghanistan/society/Lesson5Housing.html

[Information about traditional Afghan housing Qallah (Kha-llah)]

AFGHANISTAN SCHOOLS:

http://afghanistanmylasttour.com/tag/education/

http://www.reuters.com/article/us-afghanistan-schools-girls-idUSBRE8480ZT20120509

http://www.aljazeera.com/news/asia/2010/04/201042663711279658.html

https://gemreportunesco.wordpress.com/2014/03/11/afghanistan-rebuilding-girls-education-after-decades-of-conflict/

KABUL CHILDREN’S HOSPITAL:

(Remember that she was in the hospital in the 1990s)

http://www.cnn.com/2009/WORLD/asiapcf/03/19/afghanistan.hospitals/index.html?eref=onion

http://www.cbsnews.com/news/afghanistan-childrens-hospital-struggles-to-cope-with-winter-rush/

https://cure.org/afghanistan/

https://www.icrc.org/eng/resources/documents/misc/57jrge.htm

GENERAL INFORMATION ABOUT CULTURE OF AFGHANISTAN:

https://www.icrc.org/eng/assets/files/review/2011/irrc-881-cairo-photos.pdf

http://www.everyculture.com/A-Bo/Afghanistan.html

http://www.afghanistan-today.org/en/articles/society/162/

http://www.afghanistans.com/Information/People/WayofLife.htm

https://books.google.com/books?id=bY8ck6iktikC&pg=PA113&lpg=PA113&dq=traditional+afghanistan+compound+housing&source=bl&ots=HZrL5YsuH4&sig=i92xazdQ0gEKdLf6XxUo1yEVNBk&hl=en&sa=X&ved=0ahUKEwj5-pX3zNzLAhVC2mMKHVWiDy0Q6AEITzAK#v=onepage&q=traditional%20afghanistan%20compound%20housing&f=false

GERMAN AID TO AFGHANISTAN:

https://www.icrc.org/eng/resources/documents/misc/57jrge.htm

http://project16427.tilda.ws/

http://www.dw.com/en/hamburg-helps-traumatized-refugees/a-18899472

http://www.uke.de/english/index.html (This is probably the hospital she went to)

GENERAL INFORMATION ABOUT THE TALIBAN:

http://www.bbc.com/news/world-south-asia-11451718

http://www.infoplease.com/spot/taliban.html

http://web.stanford.edu/group/mappingmilitants/cgi-bin/groups/view/367

FARAH WEBSITES:

https://northcentralcollege.edu/news/farah-hassan-ahmedi-10

http://www.nextstepu.com/role-model---farah-ahmedi---author.art#.VvlHWeIrLcs

http://digital.publicationprinters.com/publication/?i=65138&p=44

Posted by Mrs. Doughty at 8:03 AM

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*Make your own printable crossword puzzles - A to Z Teacher ...

*Crossword Labs: Free, Online Crossword Maker

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About Me

Mrs. Doughty: This is a picture of me and an original letter written by Thomas Jefferson!!!

View my complete profile

Followers

National History Day!

2019's theme:

Triumph & Tragedy

(start thinking now of topics that you might be interested in for next year's NHD project)

Go to http://www.nhd.org/ for more information

History & Language Arts Standards

Here are the History Standards that will be focused on in Mrs. Doughty's History classes this year.

Learning Standards for 7^th Grade Social Studies:

Islamic Empires and Sub-Saharan Africa -

q Construct physical and political maps of the Africa and the Middle East, showing specific eras and/or events. G.1

q Explain the impact of Muhammad and the spread of Islam on world civilization. H.1

q Analyze how the history of the Islamic Empire helps us understand issues in the Middle East today. H.2

q Describe the impact of the use of iron for tools and weapons on African civilizations. H.3

q Explain how trade contributed to the rise and downfall of African civilizations. E.1

q Describe elements of culture in Islamic and African civilizations. H.4

Asian Civilizations

q Construct physical and political maps of the five civilizations, showing specific eras and/or events. G.2

q Compare and contrast the economic histories and systems of Japan and China. E.2

q Describe the governments that developed in each of the five civilizations. C.1

q Construct, compare, and analyze timelines for the Sui, Tang, Song, Mongol, Ming, & Qing Dynasties.H.5

q Describe elements of culture in China and Japan. H.6

q Understand the impact of the spread of major religions. H.7

q Construct, compare, and analyze timelines for the five civilizations. H.8

Medieval Societies

q Explain how the Norman Conquest of England led to the rise of feudalism. G.3

q Explain and evaluate the impact of social class on the distribution of wealth and occupations. E.3

q Describe the various levels of governments that developed in feudal Europe. C.2

q Compare and contrast the development of feudalism in Japan and Europe. C.3

q Explain the causes, course and consequences of the Crusades from the European and Islamic perspectives. H.9

q Explain how the Islamic culture influenced European culture as a result of the Crusades. G.4

q Describe the connection between the development of the Magna Carta and our modern government systems. C.4

Renaissance, Reformation & Scientific Revolution

q Construct physical and political maps of Europe and its connections to other lands during the Age of Exploration. G.5

q Analyze the multiple origins, accomplishments, and geographic diffusion of the Renaissance. H.10

q Describe the historical development and diffusion of the Reformation and analyze its impact. H.11

q Describe the impact of the Scientific Revolution on science, technology, religion, politics, and culture. H.12

q Describe the impact of early European exploration on world cultures. C.5

q Describe the economic systems that developed during the Renaissance, and later during the Age of Exploration. E.4

Early American Civilizations

q Construct physical and political maps of Early American civilizations, showing specific eras and/or events. G.6

q Describe the economic systems that developed in different Early American civilizations, including farming techniques and trade. E.5

q Compare and contrast the impact of the Aztec, Mayan and Incan cultures on the modern Americas. H.13

q Use critical reasoning to analyze different positions regarding the arrival of humans on the American continents. G.7

q Construct, compare, and analyze timelines for Early American civilizations. H.14

European Monarchies and the Enlightenment

q Analyze political changes in England and France from about 1550 to about 1715. C.6

q Explain how overseas trade helped to increase the power of European Monarchies. E.6

q Explain the important new ideals and ideas during the Enlightenment, and how they led to the French Revolution. H.15

q Explain economic changes that occurred because of the agricultural and industrial revolutions. E.7

Learning Standards for 8^th Grade Social Studies:

American Independence 1763-1783

Materials: The American Journey, Chapters 5 & 6

q Construct physical and political maps of the new nation. G.1 (3.1.1)

q Analyze and evaluate individuals’ rights to life, liberty, and the pursuit of happiness as presented in the Declaration of Independence. C.1 (1.1.1)

q Analyze the effects of the American Revolution. H.1 (4.1.2, 4.2.1, 4.3.2)

Washington: Geography, Geology & Native Americans

Materials: Washington in the Pacific Northwest, Chapters 1, 2 & 3

q Construct and analyze maps to describe the relative location and important characteristics of the five regions of Washington State. G.2 (3.1.1, 3.1.2)

q Analyze social, economic, and cultural differences among Northwest tribal nations. H.2 (4.2.2)

Constitution & the New Nation 1777-1825

Materials: The American Journey, Chapters 7 & 8, Civics in Action Chapter

q Explain specific rights guaranteed by the Constitution & how those rights are related to responsibilities. C.2 (1.1.2)

q Describe the organization, leadership, and powers of the legislative, executive, and judicial branches of government, and the concept of separation of power. C.3 (1.2.1)

q Analyze the compromises that occurred during the Constitutional Convention. C.4 (1.2.3, 1.4.1)

q Explain the importance of the economic policies set under Alexander Hamilton. E.1 (2.1.1)

Jefferson Era, Growth & Expansion 1800-1825

Materials: The American Journey, Chapters 9 & 10

q Discuss the Monroe Doctrine, and explain its causes and consequences. C.5 (1.3.1)

q Analyze how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies. E.2 (2.2.1, 2.3.1)

q Describe the relationship between immigration, industrialization, and the tremendous growth of cities in the United States. H.3 (4.2.3, 4.3.2, 4.1.2)

Washington: Encounter

Materials: Washington in the Pacific Northwest, Chapter 4

q Describe the impact of European explorers on Native Americans in the Northwest. G.3 (3.2.3)

Jackson Era, Manifest Destiny 1824-1853

Materials: The American Journey, Chapters 11 & 12

q Explain how the U.S. expanded, including social, political, cultural impact. G.4 (3.2.1, 3.3.1)

q Describe and compare the impact of industrialization in the North on the standard of living (distribution of wealth) of laborers and factory owners. E.3 (2.4.1)

q Determine the causes and results of conflict between Native Americans and settlers. H.4 (4.3.2)

Looking West, Washington Territory

Materials: Washington in the Pacific Northwest, Chapters 5 & 6

q Identify and explain the ways that treaty agreements and growing tribal sovereignty affected the economy of the nation and Washington State. E.4 (1.3.1)

q Identify the growth and effects of economic industries in the Washington Territory. E.5 (2.4.1)

North & South, Age of Reform, Road to the Civil War 1820-1861

Materials: The American Journey, Chapters 13, 14 & 15

q Describe how geography, natural resources, climate, and labor supply contributed to divergent economies in the North and the South. E.6 (2.4.1)

q Describe the reform movements in the United States during this era and analyze the roles of major reformers. H.5 (4.2.3, 4.2.1)

q Explain compromises and actions regarding slavery before the Civil War. C.6 (1.2.2, 1.4.1)

q Distinguish among different political, social, and economic issues leading to secession. H.6 (4.2.1, 4.3.1)

Civil War; Reconstruction 1861-1877

Materials: The American Journey, Chapters 16 & 17

q Construct and analyze physical and political maps of the United States during the Civil War. G.5 (3.1.1)

q Identify and describe critical developments, events, and leaders during the Civil War. H.7 (4.3.2, 4.2.1)

q Describe the reasons for and effects of the Emancipation Proclamation. C.7 (1.4.1)

q Analyze the social, political, and economic effects of Reconstruction. H.8 (4.3.1, 4.2.1)

q Compare timelines of major events in Washington and U.S. History. H.9 (4.1.1, 4.1.2)

Common Core Key Ideas and Details

This year Washington State is adopting the Common Core Standards. I have copied the standards that are applicable to my classroom below.

A good site to go to for more information is: http://www.corestandards.org/the-standards

English Language Arts Standards » History/Social Studies » Grade 6-8

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

English Language Arts Standards

Conventions of Standard English

CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

CCSS.ELA-Literacy.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use

CCSS.ELA-Literacy.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.¹
CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes¹

CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing

CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Common Core State Standards Website

This is a good website to peruse if you want to explore the Common Core English Language Arts Standards (which also encompasses Social Studies):

http://www.corestandards.org/ELA-Literacy/

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